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

2. 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.

3. 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

4. The purpose and benefits of mentoring

5. 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

6. 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

7. 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

8. 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

9. 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

10. 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

11. 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

12. 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

13. 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?

14. 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.

15. 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

16. Second placement school
Questionnaire.