1. MENTORING! CRITICAL FRIEND OR FRIENDLY CRITTER Support versus Challenge Challenge and Support Mentoring requires a rigorous process of self-review, personal challenge and professional learning.

2. MENTORING Developing goals or developing ulcers? Is professional learning a positive or negative professional activity? Who is best placed to understand the developmental needs of an individual? So if the goals are so important, where do they originate?

3. Evaluation Assessment Appraisal Futures thinking Policy requirements Personal (professional) and students learning Personal interest WHERE DO THE GOALS ORIGINATE?

4. WHAT DO WE WANT TO ACHIEVE? A culture of personal and collegial enquiry? A culture of coercive target setting?

5. Evaluation Evaluation is an externally-based activity using externally prescribed criteria, linked to school-based indicators, to ascertain the level of a teachers competence. Fletcher, M. & Kedian, J: 1999

6. Appraisal Appraisal is an appraisee-driven process requiring a dynamic interaction between appraisee and appraiser which involves on- going reflection, exploration, risk-taking, consultation, observation, and feedback and action. The process results in negotiated goals which lead to professional growth through professional learning and practice. Fletcher, M. & Kedian, J: 1999

7. Critiquing, Challenging and Analysing Exploring and challenging the accepted Coaching? Mentoring? Making sense of personal professional practice Exploring the unexplored Creating conceptual and developmental pathways Developing the necessary space and expertise for on-going professional dialogue

8. Effective exploration, reflection, critique and goal setting are integrally linked with the language of reflection and thought. J. Kedian 1995

9. CONVERSATION CONTINUUM Polarized Inclusive DEBATE A fight, contention in words; a striving or contest DISCUSSION Investigation by reasoning or argument SKILLFUL CONVERSATION Oral exchange of sentiments, ideas or observation through the learned power of competency DIALOGUE Collective flow-through of meaning J. Kedian, 1996

10. WHAT IS DIALOGUE? dia = through logos = word, meaning or relationship collective thinking, learning and creating together intentional and sustained inquiry into the assumptions, certainties and processes that structure common experience and inform collective action J. Kedian, 1996

11. FROM TO KnowledgeInsight DecisionsChoices CompetenceVulnerability KnowingWondering AnswersQuestions ExpertBeginners mind PrecedentLiving now FragmentationWholeness DIALOGUE MOVES… J Kedian, 1996

12. DIALOGUE Freeing the mind from preconceptions and prescriptions Opening yourself to new thinking Making your biases clear to yourself and others Acknowledging that structured thinking is important

13. Role of the Mentor in Dialogue Guides on the journey rather than directs Creates a safe, open space Is present physically, mentally and emotionally Is attentive, not reactive …( be attentive not adhesive!) Encourages curiosity and exploration

14. Role of the Mentor (cont.) Asks participants to make explicit their thinking and feeling which is usually implicit Tracks and observes process closely in order to mirror back what is happening from time to time An effective coach assists in creating simplicity

15. Skills of Dialogue Active listening Reflective skills A preparedness to allow the appraisee to drive the process The ability to think creatively about the process and the issues facing the appraisee Holding personal ego and interpretations in check The capacity to tolerate silence!

16. And so…? A mentor is a dialogue specialist A mentor asks the hard questions and demands reflection by challenging A mentor revels in your success, and is a critical friendly critter! A mentor is a co-explorer and assists you to construct new knowledge A mentor is not a soft touch or a sympathetic ear