MENTORING BY : BADRIA AL-BULUSHI 2011

What is mentoring?

(a long-term intervention ) To help and support people to manage their own learning in order to maximize their potential, develop their skills, improve their performance and become the person they want to be

In education, The process of guiding, teaching, influencing and supporting a beginning or new teacher. It is generally accepted that a mentor teacher leads, guides and advises another teacher more junior in experience in a work situation characterized by mutual trust and belief. (Magginson & Clutterbuck 1995:13)

Why mentoring? To, train teachers to adopt new practices. develop collegiality among teachers. assist teacher protégé's to adopt forms of reflective practices. produce a pool of quality early childhood education.

Tap into the experience of teacher mentor. Keeping teachers up with the constant demands of new educational reforms.

Principles of Effective Mentoring Mentoring requires a trusting, confidential relationship. A mentoring relationship is planned for enhancing specific growth goals of a mentee. The purpose of mentoring must be mutually established by the mentor and mentee.

Mentors should model performances for mentees. Mentees must show progress. The mentoring relationship ends when the mentee is able to operate independently. Mentors follow a servant leadership model.

GROW Model for mentoring Goal A persons’ goal should be as specific and measurable as possible. Reality Careful analysis of the current situation. Options Exploring options for achieving aims. Will Motivation to improve performance.

A Window to types of teachers Ability to explain own teaching practice Can do Can’t do know Don’t know Ability To Teac h Magical (unexplained) Intentional (deliberate) Theoretical (unable to demonstrate) Mysterious ( Unknown )

Mentoring Functions Relating ( trust aspects and professionalism ) Assessing ( gather and diagnose data ) Coaching ( fine-tune professional skills ) Guiding ( reflect and make decision )

Mentor’s skills and qualities Personal qualities. Organizational skills. Analytical skills. Reflective skills. Interpersonal skills.

Guidelines for mentor programs 1- Establish program objectives -Retaining quality teachers. -Improving beginning teachers. -Building sense of professionalism. -Putting theory into practice. -Building self-reflection 2- Manage the mentor program - Clearly stated purpose -The delineation of roles and responsibilities -Selection criteria -The creation of evaluation plan -Allocation of resource and time

3- Develop the program design -Opportunities for communication and feedback -Provision for release time. -Support services appropriate to the working conditions 4-Develop mentor selection criteria Must -be a classroom teacher. -has the willingness to participate in the training program -guide teachers through demonstration, observation and consultation. -assign a limited number of teachers at any time.

5- Establish school administration responsibilities -Development of reduces work load. -Collaboration with other school administration. -Participation in program orientation. 6- Develop mentor training -Formative assessment for beginning teachers -Use of individualized plans.

7- Evaluate the effectiveness of mentor program -Formative -Summative

References Dortner, H., tirozzi, G, N. ( 1998). Mentoring new teachers. Growin Press.UK. Dunne, K & Villani, S. (1007 ). Preaparing mentor teachers as a collaborative coaches. In mentoring new teachers through collaborative coaching: Linking teacher and student learning. http\\ Mckimm, J, Jollie, C, & Hatter, M. ( 2007). Mentoring : theory and practice. Oncgwari, G (2004). Benefits of mentoring: Head start of teacher perception of the effectiveness of local implementation of teachers professional development initiatives. University of North Dakota. Leise, C. ( 2004 ) Overview of mentoring : Psychology of human services, Bellevue University.

THANK YOU

Foundational components of mentoring - First, mentoring is a helping relationship normally focusing on life-long achievement. - Second, mentoring includes any or all of the following three components: role modeling, direct assistance with career/professional development, and emotional and psychological support. -Next, mentoring relationships are reciprocal, both the mentor and mentee gain from the interaction. - Fourth, mentoring requires a personal rapport and relationship between participants. - Finally, relative to the protégé, the mentor possesses greater experience, influence and achievement within a particular organization or environment (Jacobi 1991, 513).

Cautions in using mentoring -Must built on mutual trust and commitment, patient leadership and emotional maturity. -Focused and instructed. -Understand the way to provide support It comes from, 1- The inner ground from which a good teaching comes. 2- The community of fellow teachers to learn about ourself and crafts.

Principles of mentoring practice -A mentor has many roles and will, at various time be, -Motivate and encourage by framing the experience in positive terms. -Clearly state desired outcomes, so all parties know the end foal. -Praise often when deserved. -Provide constructive feedback. -Relate new experiences to past experiences.