Presentation on theme: "School Centres for Teaching Excellence"— Presentation transcript:
1School Centres for Teaching Excellence Master Class: Mentoring16 September 2011The purpose of this master class is:To explore the structural and functional roles of mentors in SCTEs; andTo identify issues to inform direction about future training for mentors
2Context for new directions in mentoring pre-service teachers Victorian 2005 Parliamentary Inquiry into the Suitability of Pre-Service Teacher Training conclusion: pre-service teachers need to be immersed in learning environments to understand the various roles and responsibilities associated with teachingResearch indicates mentors have a key role in pre-service teacher training programs:Supervise graduated responsibilities of PSTs to build their skills and confidenceBuild the PST’s subject specific pedagogy skills and skills of lesson preparation and class managementReflect on and talk about their practice, collaborate and commit to their own improvementDEECD commitment to building a quality education workforceBastow Institute of Educational Leadership: Mentoring for First Time PrincipalsTeacher Mentor Support Program: Beginning TeachersVictoria’s 2005 Parliamentary Inquiry into the Suitability of Pre-Service Teacher Training concluded that to fully appreciate the demands and dimensions of teaching, pre-service teachers need to be immersed in schools and other learning environments during their studies. (http://www.parliament.vic.gov.au/etc/inquiries/inquiry/104)The Inquiry Committee observed that universities could improve delivery of teacher education by developing partnerships with schools and recommended that teacher education courses pay greater attention to:increasing their knowledge of the practical dimensions of teaching among pre-service and new teachers;improving the integration of PST practical experience into the structure and substance of teacher education courses; andmodeling effective teaching practices during teacher education.Documentation about the various components of school-based experience suggests that in relation to mentors:pre-service teachers who have supervised experience with graduated responsibilities appear to demonstrate improved practice and self-confidence in teachingthe quality of the mentor in the school assisting the pre-service teacher is of critical importance for building the pre-service teacher’s subject specific pedagogy skills and general skills of lesson preparation and class managementeffective mentors are reflective and able to talk about their practice, are collaborative, and are committed to their own continuous growth and improvementin-school mentors are more effective when they receive in-service training to develop their understanding of models of teaching and effective techniques for collaborative and reflective practiceDEECD is committed to building a quality education workforce – through for example:Bastow Institute of Educational Leadership: Mentoring for First Time PrincipalsTeacher Mentor Support Program: aimed at Beginning Teachers and other staff in schools
3Mentors in SCTEs facilitate the integration of theory and practice for pre-service teachers Model effective teaching practiceObserve PST teaching and provide frequent, structured feedbackAssist with planning and implementing group/ individual learning experiencesAssist with implementing assessment strategies and using assessment data to inform teachingProvide information about the school and specific learning needs of studentsEncourage participation in school events and integration into the wider school communityDocument growth of PST and contribute to assessment of PSTRecommended responsibilities of mentors in SCTEs
4Building and maintaining quality mentor - mentee relationships A/Prof Bill EckersleyEducationVictoria University
5I’d like you to meet my student teacher. Mentoring!What do you notice about this scene?(Student teacher is a ‘clone’ of the mentor)I’d like you to meet my student teacher.
6Roles of a mentorIndividually, write down the roles (responsibilities) you do as a mentor.In pairs, identify roles (responsibilities) that are common to both of you.
7Developmental Mentoring A developmental model suggests that the mentor needs to be able to adopt the various roles of:coachcounsellorguardiannetworkerfacilitatorteacherguideprotectorsupportertrouble-shooterscaffolderdoor opener
8Mentoring Always Sometimes Never Listening with empathy Using coaching behavioursDisciplineSharing expertiseUsing counselling behavioursAppraisalMutual LearningChallenging assumptionsAssessment by a third partyProfessional friendshipBeing a role modelSupervisionDeveloping insight through reflectionBeing a sounding boardEncouragingClutterbuck proposes the frequency of mentor rolesClutterbuck, Learning alliances: Tapping into talent
9First, you have to get their attention! Mentoring!First, you have to get their attention!
10Dependent..............Independent............Interdependent Instead of being mentor driven, with the mentor taking full responsibility for the mentee’s learning, the mentee learns to share responsibility for the learning setting, priorities, learning and resources and becomes increasingly self-directed. When the learner is not ready to assume that degree of responsibility, the mentor nurtures and develops the mentee’s capacity for self-direction over the course of the relationship. As the learning relationship evolves, the mentoring partners share the accountability and responsibility for achieving a mentee’s learning goals. (Zachary, 2000)Dependent Independent InterdependentZachary L. The Mentor’s Guide. San Francisco: Jossey-Bass, 2000
11Mentoring!Comments about this scenario?Supervision
12Stages of the mentoring relationship: Getting acquainted and sharing common interests, values and goalsCommunicating expectations, agreeing on procedures and establishing the patterns of interactionExploring needs and fulfilling objectivesRedefining the relationship as a colleague, peer and friend
13Evolution of the Mentoring Relationship R: Rapport-building is about developing trust and comfort with each otherD: Direction-setting is about setting goals for the relationship. Goals may (usually will) evolve with the relationshipP: Progress-making is the most intensive stage, where experimentation and learning proceed rapidlyM: Maturation when the relationship becomes more mutual in terms of learning and support. The mentee gradually becomes more and more self-reliantC: Close down is when the formal relationship ends. In most successful mentoring relationships there is an informal continuity on an equal basis.
14Mentoring!And then, of course, there’s the possibility of being just the slightest bit too organised!
15Strengthening the profession Barbara HadlowKoonung Secondary CollegeEastern Metropolitan Region
16Strengthening the Profession Provides the mentee: Increased skills and knowledgeA supportive environment in which successes and failures can be evaluated in a non-confrontational mannerA powerful learning tool to acquire competencies and professional experienceNetworking opportunitiesDevelopment of professional skills and self confidenceRecognition and satisfactionEmpowermentEncourages different perspectives and attitudes to one’s workDevelops greater appreciation of complexities
17Strengthening the Profession Provides the mentor: Opportunities to test new ideasRenewed enthusiasm for their roleHigher level recognition of their worth and skills through encouragement to take on this mentoring roleChallenging discussions with people who have fresh perspectivesSatisfaction from contributing to mentees developmentOpportunities to reflect on and articulate their role and their practiceDeveloping a deeper awareness of their own behaviourImproved interpersonal skills in counselling, listening, modelling and leadingImproved ability to share experience and knowledge
18Mentoring in a team teaching context Dr Craig Deed, La Trobe UniversitySue Pollard, Weeroona Secondary CollegeLoddon Mallee Region
19Loddon Mallee SCTE overview 4 X 7-10 secondary schools25 ( ) PSTs 2-day a week placement for 25 daysMulti-disciplinary PST teams placed in open-plan learning neighbourhoodsEvolving team-teaching and ‘new’ teaching & learning strategiesFocus on integration of university- and school-learning
20Our challengeMentor and PST must team-teach within a broader learning-team environmentShared responsibility for communication, planning, delivery and reviewNeed to change the culture of school-based placement
21Mentor perspective on challenge Clarification of mentor role in SCTE programSkills related to communication and planning with PSTsMore experience in teaching in new flexible learning spacesSkills regarding connecting pre-service teachers to a class when multiple classes are running in the same spaceNew mentor protocols for team teaching environments
22PST perspective on challenge: need effective communication and flexibility to adapt plans “There is a disconnect with the rest of the school week… its not practical to plan too far ahead, you need to be able to adapt quickly” Jon, WSC“If you haven’t come in until Thurs/Fri you haven’t seen the kids and don’t know how far they have got or what they have done.” Georgie, WSC
23Student perspective on challenge Advantages of having a mentor and PST teaching team?“We got to know them a lot better and they got to know us. It was a chance to see a different teaching style and method” C“We got to know him better … and learn his teaching method which was different” T
24Student perspective on challenge Disadvantages of having a mentor and PST teaching team?“With two teachers swapping around, it was a bit jumbled up sometimes – like the order of the lessons” T
25QuestionAre you experiencing similar challenges related to mentors and PSTs team-teaching?See following slides for proposed solutions
26Proposed solution (1)Integrated development (university and school) of practical teaching knowledgeWorking in flexible learning spacesWorking in a teamLesson planning and delivery models, including adaptation and differentiation (data-driven)
27Proposed solution (2) Defining mentoring in a complex context ExpectationsTeam-teaching as cultural changeExpert-mentors in each schoolSCTE development of mentor knowledge and skillsEarly identification of mentorsLocal delivery of training and monitoring of mentorsPre-placement planning processes
28Proposed solution (3)Strategies on effective feedback and structuring reflective conversationClear advice on PST assessment
29Proposed solution (4)Team-based communication, planning and review strategies‘Bounded-flexibility’Lack of time for face-to-faceUse of social mediaOnline collaboration
30Questions What suggestions do you have for: Team-based planning, communication and review strategies?Defining mentoring in new contexts?Mentoring models in new contexts?
31Mentor/mentee conversations can be enhanced by use of current reference points and frameworks such as:VELS – Standards and Progression Pointse5 Instructional Model:Engage, Explore, Explain, Elaborate, EvaluateAssessment data (e.g.):Teacher Judgements against the VELS, NAPLAN, On Demand Testing, Mathematics Online Interview, English Online Interview, etcKey characteristics of Effective Numeracy Teaching (P-6) / (7 - 10)Key characteristics of Effective Literacy Teaching (P-6) / (7 - 10)Effective Schools ModelEnglish / Mathematics / Science / ESL Developmental ContinuaPrinciples of Learning and Teaching (PoLT)AITSL National Graduate Teacher StandardsVIT Standards for Graduating TeachersThe majority of these resources are produced by the Department of Education and Early Childhood Development, Victoria.
32Effective conversations can be supported by ‘norms’ of collaboration for individuals and for groups Pausing to allow time for thoughtParaphrasing to ensure deep listeningPutting inquiry at the center to reveal and extend thinkingProbing to clarifyPlacing ideas on the table / placing information and perceptions before the groupPaying attention to self and others to monitor our ways of workingPresuming positive intentions to support a non-judgmental atmosphereComplete the Inventories as they relate to you as an individual or the group you work with – available at: Centre for Adaptive Schools:
33Effective mentors demonstrate particular characteristics Have experience as educatorsWill model current and effective teaching practiceUnderstand the purpose and content of a practicumWill allow a PST to take reasonable risks and will support graduated teaching responsibilityAre effective communicators and will provide frequent verbal and written feedbackAre enthusiastic, patient, flexible, organised, problem-solversAre seen by others as leaders in educationBelieve mentoring is an opportunity for personal professional growthProvide an example of how you have done this well and an example of how you did this, but it could have been improved. How could it have been improved?
34What are the professional learning needs of mentors? The skills, knowledge and understandings I need to strengthen in order to be a more effective mentorThe factors that would help me build my mentoring skills, knowledge and understandings