What is a learning coach?
It can be a person, or a function carried out by a team, providing significant support to learners to:
Learning coach support will also help them to identify goals and plan an appropriate individual learning pathway which takes account of skills, attributes and experience in all aspects of learners’ lives.
The Draft Learning Coach Job Description from the Learning Pathways Guidance, developed by practitioners as part of the pilot projects in 2004, is available from the Learning Pathways 14-19 Years page of the Welsh Assembly Government website.
What does a Learning Coach do?
Learning coach support provides support, guidance, coaching and mentoring to learners to help them plan their individual learning pathway, make decisions, identify goals and then to support their progress. A learning coach will usually work as part of a team and will generally work with groups of learners rather than individuals, concentrating on learning. In most cases issues such as bullying, sexual health etc will be part of personal support rather than learning coach support.
Who can be a learning coach?
Mainly teachers, lecturers, youth workers, careers advisers and teaching assistants or others within work based learning who have significant training experience. Learning coaches need to be people with significant knowledge of young people and their learning. They should possess particular skills and empathy to work with learners to develop their capacity to make choices and maximise their learning opportunities. This will apply in schools, colleges and work based learning.
How does the learning coach role fit into Learning Pathways?
Learning coach support is one of the six key elements of Learning Pathways and forms part of the support package for all 14–19 learners, together with access to personal support and careers information, advice and guidance.
Do people already carry out this role?
The vision for the learning coach role is for a greater emphasis than ever before on support for learning. Like all the key elements of Learning Pathways, the learning coach role is built on the experience and expertise in Wales of what works for learners. Many existing professionals will already carry out parts of this role. The Learning Pathways framework is new, so no-one has yet carried out the full role in relation to the complete new framework. Evidence from the pilot projects shows that increasing the support for learning in this way pays dividends in learners’ achievement even though they may have less direct taught time as a result.
The information above is taken from the Learning Pathways 14-19 document Learning Coach Support: Information Pack for 14-19 Networks and Partners in Schools, Colleges and Work Based Learning which is available from the Learning Pathways 14-19 Years page of the Welsh Assembly Government website.
Structure
The pilot phase (2006-7) consists of five core modules, each worth 10 Level 4 credits within the Credit and Qualifications Framework for Wales. Each module requires 100 hours of study, which includes two training days, activities with young people in the coaching environment, reading of course materials, portfolio development and assessment. It is envisaged that classroom- or work-based activities will form a substantial part of these 100 hours, refining techniques or ideas generated in the training events.
The five core modules are:
The Mentoring Process is led by Cardiff University, Coaching for Learning and Study Strategies by the University of Glamorgan, Legislation by the University of Wales Institute, Cardiff, and Referral Methods and Systems by the University of Wales, Newport.
Progression
It is hoped that the programme will extend to a full Certificate-level qualification, which would involve obtaining 120 credits. The 50 credits may be used towards another higher education qualification but this is completely optional.
Taking part
To take part in the programme you must be nominated by your 14-19 network co-ordinator.
The training for The Mentoring Process takes place over two days approximately a month apart. You will receive a resource book to study before the training sessions. This provides background information on the mentoring process, the skills and behaviours of mentoring, the context for learning coaches, and protocols and procedures.
Preparation
You should study Parts 1 and 2 of the resource book before attending the first training day. Part 3 should be studied before the second training day, and you should also reflect on the work you have undertaken since the first day of training.
Day 1
The programme includes both plenary and participatory working group sessions. It provides a background to the accredited training programme and also covers skills required for the mentoring process, as well as providing an understanding of learning styles and action planning.
Programme
Day 2
As with Day 1, the programme for Day 2 includes both plenary and working group sessions. These will provide opportunities for you to undertake exercises to help develop your knowledge, skills and understanding of key aspects of the role of the learning coach. The day includes sessions on supporting and challenging learners, personal development planning, evaluation methodologies and the preparation of reflective journals.
Programme
The knowledge, skills and attitudes of Coaching for Learning build on the foundation created by establishing a mentoring relationship, as studied in The Mentoring Process. Overall, there is an emphasis on understanding learning and encouraging young people to become better learners.
Content
The module will introduce different definitions of learning, and raise awareness of how advances in neuroscience have increased understanding of how learning occurs. It will touch on different ideas about intelligence and theories of learning. There will be an emphasis on the importance of self-esteem in learning, and how barriers to learning can be recognised and overcome. The process and activities of Coaching for Learning will be presented within a framework of ‘high challenge, high support’.
Delivery
The module handbook will provide the theoretical basis for the module. During the two training days you will develop an understanding of your own learning styles and gain ideas on how to stimulate learning within a multi-sensory learning environment.
Content
This module follows on closely from Coaching for Learning. It presents ways of assisting young people to develop their use of key learning strategies. The module is oriented to informal and non-formal learning as well as more traditional school-based learning and study skills.
The learning strategies will include:
Delivery
During the two training days, participants will directly experience a range of strategies and reflect on these experiences, placing themselves in a better position to support young learners as they build and become aware of their skills, strengths and preferences.
Content
Role and responsibilities of the learning coach
Managing curriculum opportunities
Pastoral opportunities
Role of the learning coach
Delivery
The teaching will be highly participative and student centred. The aim is to explore the legislative parameters linked to the role of the learning coach while making learning an enjoyable experience.
Referral Methods and Systems builds on the knowledge and skills you have acquired in the other modules. Under two broad headings of Knowledge and Skills, you will review the learning from the other modules, and develop your learning further to complete your understanding of the core function of the learning coach:
Knowledge
You will draw on your knowledge of legal requirements and policy guidelines covered in Legislation. You will integrate your knowledge of how learning occurs and the learning styles featured in Coaching for Learning and Study Strategies. In Referral Methods and Systems you will also expand your existing knowledge by researching the range of informal and professional expertise available to support young people in developing their learning.
Skills
You will reflect on the skills already acquired from previous modules; you will be practising the skills of mentoring and coaching for learning, and you will be assessing the learning strategies and development of young people. In Referral Methods and Systems you will build on these skills by developing your ability to assess where referral would benefit the learning development of young people. You will gain an understanding of how the ability to work collaboratively is necessary to ensure the success of referrals. You will also develop your ability as an advocate for young people in order to further their learning development.
Learning Coaches
Centre for Lifelong Learning, University of Glamorgan
Pontypridd, Wales UK. CF37 1DL