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Being a Mentor

Session 2

The City of Edinburgh Council in partnership with Edinburgh University

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Resource

Learner

Problem solver

Collaborator

Advocate

Assessor

Coach

Facilitator

TrustedListener

Teacher

Teacher Mentor Roles

Ref: New Teacher Center,

Santa Cruz, California

(2007)

The Mentoring Continuum

Collaborative

Facilitative

Instructive

Ref:New Teacher Center,Santa Cruz, California (2007)

The Four Stages for Dialogue

Before(1)Planning and Preparation

During(2) Facilitating the conversation(3) Agreeing the outcome/action/next steps

After(4) Evaluating / Feedback/Review

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A Mentoring Dialogue...reminder

Assess the mentee’s needs by:• Building trust• Identifying successes and areas for development

Establish a focus for work by:• Paraphrasing• Clarifying

Support mentee’s development by:• Instruction• Collaboration• Reflection

Promote accountability by:• Identifying next steps• Follow-up

Ref:New Teacher Center,Santa Cruz, California

(2007)

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Getting to know you…Getting started...

• What are the benefits, the challenges,

the strategies, which might support the process ?

Key Question• How are we going to work together?

Share your ideas in a small group

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Wise words…

“Remember that any time you want someone’s brain to do something new it is likely to bring up fear and concern, stopping their neurons from processing new ideas. So it is important to make people feel safe.”

Ref: Rock, David (2007)Quiet Leadership; Harper Collins,New York

Seek first to understand, and then to be understood..- Stephen R. Covey

Ref:Covey, Stephen R. (2004)The 7 Habits of Highly Effective People Simon and Schuster Pub New York

What goes into our communication?

• Words

• Tone

• Facial expression

Listening Levels

Level 1 – Waiting to say your stuff

‘I have something far more interesting to say..’

Level 2 – listening in part, and adding your own meaning/advice

‘I know, I’ve done that too, and here’s what you should do

about it..’

Level 3 - Attentive, person-focused‘..interesting way

of looking at things,I’d like to know more’

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The Mentoring Conversation• Setting the tone

• Opening up the opportunity for self evaluation and reflection

• Identify goal(s)

• Explore current position

• Consider options

• Commit to action/next steps

Goal / Plan / Actions

Begin with the end in mind.....

Long term goals

Short term goals

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Stimulus for Dialogue

• Teaching and Learning experiences• Outcomes for learners• Area of GTCS Standard• Successes• Challenges• Next Steps

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TALK• Tell the person what you are thinking from the start

– Illustrate your assumptions about the situation with examples that you have directly observed or heard that led to your conclusions.

• Ask whether he/she has the same interpretation of the situation.– If not, ask that the person explain his/her alternative view of the

situation.• Listen to his/her response

– Listening refers to stating what was understood, checking to see if this is what was meant, exploring differences, and working to reach consensus on a joint meaning of the situation

• Keep open to others views– For dialogue to be productive all parties must acknowledge that

theirs is only one interpretation of a situation; shared meaning can only come from accepting and surfacing our multiple understandings.

Ref: O’Neil, J and Marsick, V;(2007) Understanding Action Learning ;Amacom Pub

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Mentoring in Practice A Café Conversation

1. In small groups read the scenario.

2. What assumptions might you make?

3. How can you test your assumptions?

4. What additional information might you need?

5. How might you introduce the discussion/what questions might you need to ask?

6. What support might you provide?

7. Is there anything additional that you might need to consider?

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Career ‘waves’

_

+ Anticipation

Survival

Disillusionment

Rejuvenation

Reflection

Anticipation

Ref: New Teacher

Center,Santa Cruz,

California (2007)

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Mentoring in PracticeGroup Discussion

• Consider what the mentee needs at each phase

• Suggest strategies which might be useful during this phase

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Tools to Support the Process

• Reflective Log

• Goal Setting Tool

• Evidence of Development

Tools to Support the Dialogue

• Coaching Model “GROW”

• Reflective Questions

• Consequence Matrix

• Metaphors

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Mentoring Competencies

Reflecting• Maintain and review the process,

relationship, progress and achievements

• Record and maintain notes• Reflect on and develop own

mentoring competence

Ref:New Teacher Center,Santa Cruz, California (2007)

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References• New Teacher Center, Santa Cruz, California http://www.newteachercenter.org/

• Megginson, D. and Clutterbuck, D., (2009) Further Techniques for Coaching and Mentoring; Butterworth–Heinemann

• Rock, D.,(2007) Quiet Leadership; Harper Collins, New York (2007)• O’Neil, Judy and Marsick, Victoria (2007) Understanding Action Learning ;

Amacom Pub

• Covey, Stephen R. (2004):The 7 Habits of Highly Effective People; Simon and Schuster Pub New York