Presentation on theme: "Session Objectives: For Mentors to know:"— Presentation transcript:
1 WELCOME to Edge Hill University Mentor Training (Professional Development Area)
2 Session Objectives: For Mentors to know: The nature and demands of the UGPD Programmes;The role of the Mentor;The requirements of the setting-based modules;The partnership relationship.
3 Our UGPD ProgrammesBA (Hons) Children and Young People’s Learning and Development (CYPLD) for those who are considering working with children and young people in education, but not necessarily in school-based settingsBA (Hons) Teaching, Learning and Mentoring (TLMP) for those who want to work in schools in support rolesBA (Hons) Teaching, Learning and Child Development (TLCD) for those who definitely want to become Primary School teachers via PGCE routeBA (Hons) Early Years Leadership, Management and Enterprise (EYLME) for those who want to work in private sector and possibly run their own nursery working with children 0- 5Foundation Degree in Early Years Practice for those who want to study towards BA Hons degree and work as advanced practitioners in Early Years settings working with children 0-5.
4 Undergraduate Professional Development (UGPD) Programmes Early Years MentorsFoundation Degree in Early Years Practice and LeadershipBA (Hons) Early Years Leadership, Management and Enterprise (previously known as Professional Practice and Leadership)
5 UGPD Programmes Primary Education Phase Mentors BA (Hons) Children and Young People’s Learning and DevelopmentBA (Hons) Teaching, Learning and Mentoring PracticeBA (Hons) Teaching, Learning and Child Development
6 Distinctive features of the Undergraduate Professional Development (UGPD) Programmes Face-to-face sessions alongside setting-based experienceSetting-based tasks, which show how theoretical knowledge is implemented in practiceSupport from Edge Hill Visiting Tutors and setting-based Mentors
7 What are UGPD students expected to do when on placement? Appropriate activities that would allow a student to develop their practical knowledge and understanding include:Observing lessonsWorking with a whole class and a small group of childrenTracking colleagues and children for a dayExamining educational setting documentationAssisting individuals or small groups with specific tasksPlanning, delivering and evaluating activities for groups of childrenEvaluating these activities, including themselves and the children’s learningCompletion of various reflections and critical incidents whilst on programmeAttending setting meetings, open evenings or other whole-setting activities, including liaising with parentsInterviewing key members of staff about their role
8 The MentorIt is the responsibility of the educational setting to provide a Mentor. The role of the Mentor is to provide access to learning activities and opportunities to enable students to gain the necessary practice knowledge in the placement and facilitate opportunities for students to undertake set tasks.The Mentor has a personal responsibility for each student during their placement.The Mentor plays a key role in supporting students on UGPD programmes and ensuring the delivery of an outstanding placement experience.
9 The MentorThe role and the responsibilities of a Mentor vary to the role of a due to the requirement of the individual programmes, however, essentially:the role of the Mentor is to discuss with students and provide appropriate support and advice in agreeing realisable and appropriate targets and action plans.It is the responsibility of the Mentor to review student progress at the mid-point of the placement and at the end of each placement year.In addition, the Mentor will facilitate opportunities for students to undertake set tasks, support student development and, if necessary, re-negotiate agreed targets.
10 Supporting Target Setting Check accuracy of student’s judgement about their skillsHelp to transfer development needs into targets in the Action PlanEnsure not too many targets are chosen (3-6 targets are recommended)Make sure targets are SMART (Specific, Measurable, Achievable, Relevant, Time-related)Consider targets determined by the setting
11 Placement Evaluations To ensure that we maintain and continually enhance the quality of our provision, Placement Review and Improvement Meetings (PRIMs) are scheduled to take place twice a year with the aim to review every placement in order to evaluate the quality of the student and mentor experiences and to improve future placement provision.Your voice is important to us! We request that Mentors complete mid-year and end-of-year placement evaluations to enable us to enhance your future mentoring experience
12 Key Skills for Mentors To be clear of the role and purpose of a Mentor To be able to support students on the UGPD ProgrammeTo be able to work effectively with the student and Edge Hill Visiting TutorTo be able to offer advice and feedback to students on target setting and in professional practice.
13 What makes a good Mentor? Research findings: Views ofMentors/s:Good listenerSupportiveAble to offer guidanceGood knowledge across age rangesGood role modelApproachableCaringViews of students:ApproachableUnderstandingKnowledgeableGood listenerSupportiveFriendly and caring
14 What makes a good student? Research findings: Views ofMentors/s:Willing to take adviceA willing listenerProfessionalWell organisedViews of students:Ability to listen and learnActs on adviceFlexibleHardworkingEnthusiastic
15 What not to do when Mentoring… Tn8_U&feature=related
16 Giving and Accepting Constructive Feedback: Mentor’s Perspective Own the feedbackStart with the positiveOnly refer to behaviour that can be changedBe specific and descriptiveOffer alternativesLeave the recipient with the choice of changeThink about what your feedback says about you.
17 Troubleshooting Ways of Overcoming Problems: Rational analysis of problem – is it innate to the mentee, is it to do with the relationship between you, is it to do with lack of shared understanding of role, is it about time? What will help?Keep this professional - not personalBring in additional support – university or setting (an independent view)Negotiate more time or as a last resort, a change of Mentor
18 Analysis and reflection The PartnershipReflection on tasks, achieve targets,self-reviewWork based tasksSelf-directed studyAnalysis and reflectionStudentRespectTrustApproachabilityOpen communicationRespond positivelyRespectOpen CommunicationTrustMentorEdge Hill Visiting TutorAgree targets, evaluate progress, facilitate tasks, Support and advise, challenge thinking, model good practiceMonitor agreed targetsSupport and adviseMark assignmentsMonitor ProgressResolve DifficultiesProfessional Dialogue
19 Thank you for engaging with our online Mentor Training Programme