In the dynamic journey of becoming an effective teacher, incremental targets are the signposts guiding the way. However, for these targets to truly translate into meaningful progress for trainee teachers, the role of the mentor – and specifically, the power of well-crafted action steps – is paramount.
The ITTECF states that trainees should receive ‘clear, consistent and effective mentoring, through structured feedback’ and that this should ‘provide a structured process for improving practice’. This is where the importance of “highest leverage incremental targets” comes in. A skilled mentor doesn’t just identify a general area for improvement, but pinpoints the single, most impactful change a trainee can make.
Take, for instance, the target: “Foster a growth mindset by normalising errors, explicitly praising student effort and their resilience.” This is a fantastic aim, but without clear translation, it can remain abstract. This is precisely where three aligned, clear action steps become the bedrock of development.
These action steps are crucial for several reasons:
- Ensuring correct interpretation: As Sherrington (2019) emphasises in “Rosenshine’s Principles in Action”, clarity is king. Action steps eliminate ambiguity, ensuring the trainee has unequivocally interpreted the aims of the incremental target. They move from a conceptual understanding to a concrete plan.
- Defining success criteria: Each action step inherently carries its own success criteria. For example, “Deliver at least three specific verbal praises per lesson focused on student effort or perseverance, not just correct answers,” provides a quantifiable and observable measure of success. The trainee knows precisely what ‘good’ looks like.
- Facilitating approximations of practice: The concept of deliberate practice was highlighted by Ericsson et al, 1993. The repeated opportunities to refine skills were noted in the development in the fields of chess, music and sport. Action steps provide the ideal framework for these “approximations of practice.” The trainee can consciously practice each step, receiving targeted feedback and iteratively improving their execution. This structured approach prevents trainees from feeling overwhelmed and allows for focused skill development.
An example of an incremental target and action steps.
Target: Foster a growth mindset by normalising errors, explicitly praising student effort and their resilience.
Action Steps:
- Deliver at least three specific verbal praises per lesson focused on student effort or perseverance, not just correct answers.
- Reward pupils for demonstrating resilience, determination and/or making a mistake which they respond to.
- Implement a brief “Learning from Errors” minute at the start or end of two lessons where students anonymously share a mistake they learned from.
The Mentor’s Role: Assessment and Refinement
Crucially, the mentor’s role extends beyond simply setting these steps; they must assess the trainee against these specific action steps.
This isn’t about general impressions, but about observing and providing feedback on the execution of each defined action. Did the trainee deliver three specific praises? Was the “Learning from Errors” minute implemented? This focused assessment provides concrete evidence of progress and pinpoints areas for further refinement. The mentor can acknowledge a trainee’s progress without suggesting the target is ‘closed’ to further refinement.
By diligently identifying the highest leverage incremental targets and translating them into precise, measurable action steps, mentors empower trainee teachers to make profound and lasting improvements, laying a strong foundation for their journey to expertise.
Gemma King is Deputy Director of TKAT SCITT.
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