1. MENTOR
Wednesday, 21 November 2018
jonathan peel 2009 SGS

2. Is this at all familiar?
That’s why we mentor!
jonathan peel 2009 SGS

3. MENTOR BACKGROUND
Based on the Homeric character Mentor who was left as guardian/teacher of the infant Telemachus when Odysseus sailed to Troy.
Interviews: Role model, guide, friend, critic, support, honest critic, experienced judge, sounding post, part-time psychiatrist…
jonathan peel 2009 SGS

4. BACKGROUND Master’s research to develop a training course.
Initial research suggests mentors are: untrained, uncertain of role, under pressure.
Interviews with mentors at SGS shows that many are struggling with the lack of time to devote to the task and the lack of any financial reward.
They also suggest that this is a deeply rewarding activity and one that can be of great benefit professionally.
jonathan peel 2009 SGS

5. REWARDS Before we go further- there is no money.
CPD: All mentoring is CPD and you will see it is an explicit part of Threshold and beyond.
SWELTEC offer an accreditation programme. Paperwork is no the VLE. We can discuss another time if you are interested.
jonathan peel 2009 SGS

6. Stages of mentoring ASSIMILATION:
How did you feel when you entered a school for the first time as a trainee? How can we help trainees to settle into academe? DISCUSS and FEEDBACK…
jonathan peel 2009 SGS

7. Stages of mentoring… TRAINING:
All mentors are obliged to give a minimum of a 60 minute session each week to their trainees.
Focus on admin and training . Use discussion and questioning. All is guided by the QTS standards.
jonathan peel 2009 SGS

8. Stages of mentoring ENCOURAGING REFLECTION:
A reflective dialogue benefits both parties. Genuine dialogue will see improvement in trainer and trained.
Make use of the SGS Blogosphere: blogosphere
jonathan peel 2009 SGS

9. Stages of mentoring LETTING GO!
At assessment the mentor is the vital link between trainee and assessor.
Most assessors will be guided by the superior knowledge of the mentor – be aware of evidence that can support your trainees claim to be outstanding…
jonathan peel 2009 SGS

10. REFLECTION: MENTORING CONCEPTS
A relaxation of attitude to reflection enables a more useful, dialogic activity to emerge, designed to benefit both parties.
A development of feedback methods designed to build confidence and assist with the development of paedagogical technique.
The emergence of truly open reflection which benefits both trainee and trainer.
In time, an increase in the number of outstanding trainees.
jonathan peel 2009 SGS

11. FEEDBACK: MENTORING CONCEPTS:
We have to be honest, clear and precise.
We have to be encouraging and positive.
A clash?
jonathan peel 2009 SGS

12. FEEDBACK… Develop a conscious structure:
Positive opening – there must have been something… use it to create an atmosphere conducive to learning.
ISSUES: avoid simply “telling”. Questioning can be a good way of exploring issues – why did you… explain your thinking… Above all, let the trainee tell you what they thought. Their self-awareness may preclude really honest or frank responses, but the ideas are there.
CONSTRUCTIVE: It is little help if you can offer nothing as a means to improve – remember, however, you are not instructing, you are suggesting.
jonathan peel 2009 SGS

13. jonathan peel 2009 SGS

14. Can we give any constructive feedback?
Formulate questions that you might ask this teacher with a view to eliciting information about his teaching…
Feedback!
jonathan peel 2009 SGS

15. Interested? We need mentors for GTP and PGCE.
Mentors should be enthusiastic, and evidence suggests that they should not be direct line-managers.
Mentors benefit from reflective dialogue
Mentors can get accreditation from SWELTEC – not money but CPD.
Mentors are valued.
jonathan peel 2009 SGS