Workshop: MBI-TAC Level 2 – Supporting Others with the MBI-TAC: Cultivating Competence in Supervision and Training
April 26, 2023 @ 1:30 pm - June 21, 2023 @ 4:30 pm BST
The course will take place over 9 x 3 hour alternating peer groups and taught sessions beginning on April 26th and ending June 21st:
Taught sessions: April 26th; May 10th, 24th; June 7th, 21st
Peer: May 3rd, 17th, 31st; June 14th
Please note that times are UK, BST (British Summer Time)
The alternate weeks will consist of peer group sessions
There is a home practice requirment (2.5hrs per fortnight)
The Bangor, Exeter and Oxford Mindfulness-Based Interventions: Teaching Assessment Criteria (MBI:TAC) is a system for assessing and reflecting on the teaching integrity of mindfulness-based programmes (MBPs). Beyond assessment, the MBI:TAC has become an important support both for trainee and established teachers as they reflect on their personal development, and also to supervisors and trainers as they support the development of skilful teaching in their trainees and supervisees. The MBI: TLC (Teaching Learning Companion – referred to as the TLC for short) is an adaptation of the original MBI:TAC specifically developed to support this process of reflective practice.
Who is the training for?
This training for MBP supervisors and trainers is designed to build skills in using the MBI:TAC as a framework and structure for discerning competence level and giving skilful tailored feedback.
What is involved?
The skill of reliably discerning competence level takes time and practice. In the first instance, the benchmarked competence level (i.e. an assessment point that has been centrally agreed by a team of experienced MBI:TAC assessors is communicated to the participants in advance of reviewing the clip. Their task is to discern what features within the teaching have led to this assessment outcome. Participants then progress to discerning the competence level, building up the domains gradually and cross checking against established benchmarks.
Week by week, the training will include audio-visual teaching clips that progressively expand the elements of curriculum and domains to systematically build participants’ assessment skills. Participants will be given access each week to a benchmarked assessed teaching clip to review on their own between sessions and will subsequently be given weekly feedback on their assessment reliability. In this way participants can gradually fine-tune their skills in assessing in line with benchmarked assessments.
We will give time both to the content issues that are raised when reviewing teaching (e.g., how to prioritise different elements; distinctions between domains and competence levels; curriculum questions); and process themes (e.g., the vulnerability that is inherent in investigating mindfulness teaching skills; the personal process issues that are triggered by assessing/reviewing teaching).
There will also be focused training in ways of skilfully offering feedback to supervisees and trainees, which is both accurate and precise, aligns with competence level, and is strengths based and encouraging.
Key learning objectives:
Building on the learning aims of the level 1 training this deepening training aims to:
1. Refine and differentiate the structure and meaning of the six competence levels within the MBI:TAC
2. Build skills in conducting assessments reliably, through repeated practice in reviewing teaching practice and then cross-checking scores against central benchmarks
3. Build skills in offering verbal and written feedback, which enables transparent understanding of how the assessment point was determined, what teaching strengths and learning needs were observed, and how the teacher could build their skills going forward.
4. Embed understanding of ways of approaching competence assessments, which ensure good practice is followed by the individual conducting the assessment, and by the organisation within which the assessment is situated, especially as it may relate to cultural differences.
5. Develop and refine comprehension of skilful and sensitive ways of staging the introduction of the tool through the different phases of the MBP teacher training.
6. Identify the various lenses we bring to teaching (including culture, social and ethnic) and to offering ourselves and others feedback.