Extreme Mentoring 16th July 2018 Emily to introduce herself, then Catherine then sam for growing outstanding teachers in Medway 16th July 2018

The key to being a good mentor is to help people become more of who they already are not to make them more like you.

Tell me and Teach me and I remember Involve me and I learn I forget Involve the trainees in their learning, targets, assessments, grading = no surprises and rapid, sustained progress. Use the CCCU grading criteria, “grading against the standards” and ask the trainees different types of questions to make sure they come up with an appropriate answer / response. Mentor expertise = intimate knowledge of the grading criteria and really skillful questioning = same as a great teacher. Tell me and I forget Teach me and I remember Involve me and I learn Benjamin Franklin Catherine

The purpose and benefits of mentoring

Mentor/Mentoring is not: Being a fountain of all knowledge Finding jobs for the mentee Solving problems for the mentee Counselling or Therapy - These require different qualifications and are areas which the unqualified should perhaps avoid Advice on personal problems Teaching/Lecturing Sam

Role of a Mentor The role of the mentor is: Value the mentee as a person Develop mutual trust and respect Maintain confidentiality Listen to what is being said and how it is being said Help the mentee solve his or her own problems rather than directing Focus on the mentee’s development and resist the urge to produce a clone Agree boundaries for the relationship Sam

Qualities of an Effective Mentor Supportive, confidential, non-judgemental active listener Sounding board, able to challenge ideas constructively Commands respect through their personal behaviours as a role model, their professional credibility, their relevant education and experience Receptive to other ways of thinking, different views, cultures Transparent when it comes to own views and values Creative thinker (questions) Advanced interpersonal skills, eg: negotiating, conflict resolution Can take a strategic view as well and an individual view Genuine, not hiding behind a “professional mask” Champions equality Sam

Expectations of a Mentor Confidentiality Openness and honesty Trust and respect Commitment Knowing own limitations Build rapport and encourage mentee Challenge assumptions Empowering mentee to take responsibility for their own learning and development Sam

Obligations of a Mentee Open and responsive to feedback Honesty Commitment to complete tasks within agreed timescales Taking responsibility for their own learning Respect of mentors position Inform mentor if relationship is not working or they do not understand something Punctuality Sam

Learning Benefits for Mentors Strengthen knowledge and understanding of their job role within the school Improve own teaching practice Satisfaction from helping others Professional Development Question own working practice Sam

Learning Conversations A learning conversation is a planned and systematic approach to professional dialogue that supports teachers to reflect on their practice. Learning conversations support mentees to be self-driven and create their own pathway through their teacher training. Sam

Learning Conversations Learning conversations can occur at any time, not necessarily in a formal mentoring session. Mentors should use a range of questioning techniques to enable the mentee to reflect on the situation and therefore produce their own views based on mentor questioning. The use of learning conversations enables the mentees to develop reflective analysis skills that supports them throughout their career. Make sure we state that the mentor is not to provide the answers, but are to ask questions to enable the mentee to come to their own conclusion. Sam

Activity Term 1 week 6. You are witnessing a terrible lesson. The trainee arrived after the students and took 5 minutes to set up. The lesson plan only lasted for 20 minutes then the trainee has told the class to get on with any homework they may have. How do you feed back?

Questioning Types Closed questions A definitive answer eg: are you happy with the way things are going? Open questions Cannot be answered with a simple one word answer e.g: how are you feeling with the way things are going? Leading questions A question that prompts or encourages the answer wanted. Multiple questions A question that asks more than one question at the same time. Follow-up questions/probing questions Emily HANDOUT PROVIDED WITH OTHER QUESTION TYPE – please refer to it.

Activity : Role Play The trainee is normally well planned and delivers a good lesson. On this occasion nerves have got the better of them. They have written notes as a lesson plan but do not have it on the official CCCU paper. They do not have a copy to give you or the visiting CCCU link tutor. The CCCU tutor wants to put them on a AoC. What do you do? This slides needs resources for teacher training scenarios and needs to be formalised in the writing. Sam

Second placement school Questionnaire.