sw1 mentoring workshops aims improving initial teacher training in sw1 schools. mentors’...
TRANSCRIPT
SW1 Mentoring Workshops
Aims• improving initial teacher training in SW1 schools.• mentors’ professional and personal development.
Objectives• assisting mentors in creating a school based mentoring
programme tailored to the mentor’s own school’s needs.• providing a forum for discussions about mentoring issues as
a basis for developing a culture of mentoring in your school.
The John Bentley School, Calne, Wiltshire
Sarah Fletcher’s Websites
http://www.TeacherResearch.net
http://www.MentorResearch.net
http://www.StudentsResearch.net
Useful discussion listsBritish Educational Research Association Mentoring and Coaching Special Interest Group
http://www.JISCmail.ac.uk/lists/BERA-MENTORING-COACHING.html
Coaching and Mentoring Network Forum http://www.coachingnetwork.org.uk
Useful websites
http://www.tda.gov.uk
http://www.gtce.org.uk/tla/mentorhome/
http://www.curee-paccts.com
Structured Mentoring
Where did the idea originate?
Why is it important to structure?
Where can I learn more about it?
What are we doing in our workshops?
Mentoring is
“… concerned with continuing personal as well as professional development (CPPD) and not just continuing professional development.”
Fletcher, S. (2000) “Mentoring in Schools: A Handbook of Good Practice” London, RoutledgeFalmer
Mentoring means …“….guiding and supporting through difficult transitions … smoothing the way, enabling, reassuring as well as directing, managing and instructing.
It should unblock the ways to change by building self-confidence, self-esteem and a readiness to act as well as to engage in ongoing constructive interpersonal relationship.”
(Fletcher, 2000, Mentoring in Schools)
Structure not Straightjackets!Allow space to be creative in:
Individual ITT sessions
Departmental programme
Whole school programme
Phases of ITT development
Your mentoring relationship
Developing a mentoring culture
Dealing with your CPPD difficulties
Structuring mentoring in ITT- what should I bear in mind ..?
I am working with an adultI am nurturing the next generation I owe my best to the students who will work with this new teacherI don’t need to have all the answersI do need to know the HEI programme my trainee is undergoing and what happens in non-school time so my work is integrated.I need to be sensitive to my trainee’s stage of development and structure accordingly.
The andragogy of mentoring
Adults need to know why they need to learn something before undertaking it.Adults have a self concept of being responsible for their own decisions.Adult learners have an inherent need for immediacy of application.Adults respond best to learning when they are internally motivated to learn
Knowles, 1980, The Modern Practice of Adult Education: From Pedagogy to Andragogy
Structuring mentoring sessionsPast, present, future Positive … Problematic … Positive
Structuring mentoring approachesRemember Furlong and Maynard’s stages• Initial idealism• Personal survival• Dealing with problems• Plateau• Moving on
… while remembering it’s never that simple!!!
‘Structuring’ exercises using the four handouts provided:
In preparation for your next SW1 session, complete this 4-stage ITT mentoring audit.
Review the ecology of your school. H/out 1 Review the main protocols for ITT mentor selection in your school. H/out 2 Review how mentoring knowledge is managed in your school. H/out 3 Review roles and responsibilities in ITT mentoring in your school. H/out 4