lead mentor training october 1 st 2015 [email protected]
TRANSCRIPT
Mentor Development
‘My mentor has probably been the most influential person in my training.’
Hobson, Malderez, Tracy (2009) Teaching and Teacher Education 25 207-2116
Friendly
Informative
Specific
Helpful
ACTIVITY
Key areas for effective mentoring
• Systems – ITE• Structures – organisation of programme
and a formalised process • Support – clarity of communication and
processes such as training, building relationships, knowledge and understanding of the mentoring process.
The Role of the Lead Mentor
• responsible for the overall welfare and supervision of trainee teachers whilst they are in school;
• a moderator of trainee teacher progress across the school;
• participate in discussions relating to trainee teacher progress and reports;
• provide training for colleagues within school and support them in their mentoring role.
•
• Information - nuts and bolts• Instruction – core knowledge and skills• Personal – using time well to create balance,
support others and minimize stress• Management – routines to meet goals• Results – positive outcomes for all- Collaboration – collegial relationships. Helping
students (and others to improve practice).
Key leadership skills in relation to mentoring and coaching
• Build rapport• Listen for meaning• Question for understanding• Prompt action• Move on
The directive non-directive continuum
Telling
DIRECTIVE (Mentoring)
NON-DIRECTIVE (Coaching)
InstructingGiving advice
Offering guidanceGIVING FEEDBACK
Making suggestionsAsking questions
SummarisingParaphrasing
ReflectingListening to understand
PUSH PULL
Downey, (1999) Effective Coaching
Increasing responsibility
assumed
by the coach mentor
Directive
Non-directive
ChallengingStretching
Nurturing
GUARDIAN
COUNSELLOR
MENTOR/COACH
NETWORKER
Helping to learn styles
Clutterbuck, (2008)Everyone Needs a Mentor
The 10 Mentor Competencies
Clutterbuck, (2008)Everyone Needs a Mentor
The 10 Mentor Competencies
Self AwarenessUnderstanding self
Communicating
Sense of proportionAnd humour
Interest inDeveloping others
Goal Clarity
BehaviouralAwareness
Conceptualising
Business andProfessional savvy
Committed to own learning
Relationshipmanagement
Mentoring skills specific
• Knowledge of mentee needs; knowledge of systems; knowing the school and staff;
• Knowing the standards; able to model good practice; able to collaborate; the ability to use questioning skills effectively; a willingness to tackle difficult issues; an ability to give good feedback which is practical and specific and can be acted upon.
Mentoring Skills - general
• Listening; showing empathy; analysing; problem solving; communicating; negotiating; quick thinking; clear thinking; being constructive; being positive; being assertive; self reflective; being open; being confident; with the ability to build confidence and trust; being reliable and approachable.
DFE(2005) National Framework for Mentoring and Coaching
M – Mp – MP – Pm – P
M- mentor
P – Protégé (mentee)
For the future• The theory and practice of mentoring and coaching.• Understanding andragogy (Theories of adult learning).• Awareness of learning theory.• Awareness of emotional intelligence, Johari window,
Transactional Analysis, motivational theory, The GROW, FLOW, STRIDE models ...
• How to observe and give constructive feedback based on good mentoring and coaching practice
• Academic Study - a range of mentoring and coaching modules are available!