Course Information

Workshop: Supporting others with the MBI-TAC: cultivating competence in supervision, assessment and training

When: 1 Sep 2021 - 27 Oct 2021
Where: Online Event
Tutors: Rebecca Crane, Lynn Koerbel, Sophie Sansom

The course runs from 1st September to 27th October in the format of nine x 3-hour sessions delivered via Zoom, Wednesdays 1.30 - 4.30pm BST (British Summer Time). Five of these will be teacher-led and four will be peer-led at in the intervening weeks on the following dates : Teacher led sessions on 1st, 15th, 29th September, 13th and 27th October and peer-led on 8th Sept, 22nd September and 6th, 20th October.

The Bangor, Exeter and Oxford Mindfulness-Based Interventions: Teaching Assessment Criteria (MBI:TAC) is a system for assessing and reflecting on teaching integrity that has been developed with the unique characteristics of mindfulness-based teaching in mind. Beyond assessment, the MBI:TAC has become an important support both to trainees 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. 

Who is the training for?

The course is particularly suited to those who are established mindfulness-based teachers and who are in roles which involve supporting others to grow their mindfulness-based teaching skills. It is also suitable to those who are interested in using the MBI:TAC as a tool to support their own personal development as a mindfulness-based teacher. The course is anchored in the curriculums of MBSR and MBCT but is relevant and open to those teaching other curriculums.

 What is involved?

In this deepening training we will aim to create a container within which participants can investigate and deepen their understanding and appreciation of both the mindfulness-based teaching process, and of their own process as they engage with reviewing teaching practice. 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).

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 Raters 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.

There will also be training in ways of skilfully offering feedback to supervisees and trainees which is both accurate and precise, 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 teacher training.
  6. Identify the various lenses we bring to teaching (including culture, social and ethnic) and to offering ourselves and others feedback.

Pre-requisites for attending:

Practitioners who have completed the level 1 MBI:TAC training and who are in supervisory and/or training roles.

Please ensure you are able to attend the entire event. If this is not possible, please contact us to discuss before submitting an application.

Key references and pre-workshop reading:

The following are available for download at

Crane, R.S., Eames, C., Kuyken, W., Hastings, R. P.1, Williams, J.M.G., Bartley, T., Evans, A.,Silverton, S., Soulsby, J.G., Surawy, C. (2013) Development and validation of the Mindfulness-Based Interventions – Teaching Assessment Criteria (MBI:TAC), Assessment,  doi: 10.1177/1073191113490790  

Crane R.S., Kuyken, W., Williams, J. M. G., Hastings, R., Cooper, L., Fennell, M.J.V. (2012), Competence in teaching mindfulness-based courses:  concepts, development, and assessment, Mindfulness, 3, 76-84. DOI: 10.1007/s12671-011-0073-2  

Crane, R.S., Soulsby, J.G., Kuyken, W., Williams, J.M.G., Eames, C., (2012) The Bangor, Exeter & Oxford Mindfulness-Based Interventions Teaching Assessment Criteria (MBI:TAC) for assessing the competence and adherence of mindfulness-based class-based teaching ( 

What to bring/wear:

Please wear comfortable clothing, as we will be doing some practices together. 

The latest version of the MBITAC can be freely downloaded here:

The trainers:

Our trainers have been extensively trained in this approach and engage in a rigorous ongoing process of training and supervision. We use strict criteria when selecting teachers/trainers to work with us. The name of the specific trainer(s) for this event is at the top of this page. Just click on the trainer name to find out more about him/her.


This will be an online event - a Zoom link for the training will be sent out prior to the start date.

In order to participate in the training, you will need:

  • A room where you can close the door and engage in the training away from family distraction. As we will be showing clips of teaching, it is particularly important that    confidentiality is maintained by ensuring that those who are not on the training cannot see your screen or hear the audio. It may be helpful to use headphones.
  • Log in via a computer which is resting on a hard surface and which has audio and webcam. Please don’t use handheld devices to log in.
  • When you are not speaking turn on mute to reduce background noise.


There will be 9 x 3-hour sessions delivered via zoom. Five of these will be teacher led at 2-week intervals from 1st September to 27th October and four further sessions will be peer-led in the intervening weeks. Teacher-led sessions are on 1st, 15th, 29th September, 13th and 27th October and peer-led on 8th Sept, 22nd September and 6th, 20th October.

Participants will be given home practice involving assessing clips of recorded MBP teaching and reading material. 

Please note: these timings are in British Summer Time (BST)

Our rates:

Our rates have no hidden extras:

Standard rate – £350

Standard Rate – The rate for accessing this training as a ‘stand-alone’ training event and not part of a CMRP teacher training pathway.

Employer’s rate: Recognising the large administrative overhead of dealing with employers, we will be adding a £50 surcharge if the employer is paying directly; where possible we would advise applicants to pay themselves and reclaim on expenses to avoid the charge. We will be applying this to all our offerings with effect from September 2020. 

The application process:

Our application and payment process involves the following steps:

  1. We receive your application form and assess it to ensure that this event is suitable for you. We endeavour to make assessments within a week.
  2. Upon offering you a place, we will then invoice you for the full amount.
  3. Your place is fully confirmed once we receive your full payment.
  4. We will email you the joining instructions in advance of the course.

Payment and cancellation policy:

Please read our Terms and Conditions for information regarding payments and cancellations.

 Other information:

Please see the British Association of Mindfulness-Based Approaches (BAMBA) for good practice guidelines and other information for mindfulness-based teachers.

Certificate of Attendance. Please note that we give a Bangor University Certificate of Attendance that details the nature of the course and the hours involved. However, this does not constitute an authorisation to teach mindfulness-based approaches. The development and interest in the potential of mindfulness within a range of settings is rapidly growing and training processes are therefore becoming more structured. Within the UK, though, there are currently no formal qualifications/certification processes which regulate competency in teaching mindfulness-based approaches. This requires those of us working in this developing field to inquire deeply into our own practice, our integrity and our intentions, as well as the boundaries of our skills, competencies and understandings. 

Contact us:

Please feel free to email us at to discuss any questions you may have about the course or whether it is appropriate for you at this time. We will ensure that your query reaches the correct person.

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