1. Mentor Awareness Training 2009 Eleanor Glynn

2. Aim: to enable participants to enhance their mentoring skills Objectives: To understand the need for mentors Define mentoring and identify key skills and attributes associated with the role To examine a basic model for helping To have a model - standard 4 scale grid – for the observation of learning & teaching Know appropriate models for change / giving feedback including the GROW model To identify the gains of mentoring – from three perspectives

3. All trainee teachers are now required to identify a mentor DfES (2004) Equipping Our Teachers for the Future

4.  Minimum level three qualification in subject  Appropriate experience in the subject (where possible, at least 3 years following qualification)  To be employed in a capacity related to teaching and learning activities. Where appropriate, in the learning and skill sector  To be appropriately trained or willing to participate in training to carry out the role of a mentor  Commitment to the role of mentor  Sufficient opportunity to work in the mentor role  Not a current trainee Minimum Mentor profile

5. Role of the Mentor The role of the mentor will depend on the needs, experience and role of the particular trainee.

6. Practice mentor role  to help the trainee resolve any practical issues that arise during teaching practice at the placement /workplace setting  to be a contact point within the placement /workplace setting  to meet formally & regularly with the trainee throughout their time in the placement – students to keep a brief record – and to provide informal support, when and where appropriate  to observe the trainee teacher and complete mentor observation forms

7. Definition of mentoring In your groups come up with a definition of mentoring. Is there a distinction between mentoring, teaching or coaching?

8. Wallace & Gravells (2007) Coaches: often have a technical grasp of their subject, but don’t have to be better performers than those they’re coaching Teachers: on the other hand, are generally expected to be more knowledgeable than their students. Mentors: perhaps perceived as less directive, focused more on helping people find their own answers.

9. Have a look at the case study and see if you can highlight four distinct aspects of the mentoring role

10. Coaching: sat in his classes a few times and made suggestions afterwards – directive; extends professional expertise; Care taking: make sure he knew his way around the place – directive and supportive; Facilitating: passed on email contacts to each other and conference details and stuff like that – non-directive; extends professional expertise; Counselling: listening, and maybe asking questions from time to time hopefully to help him clarify things for himself – no directive and supportive.

11. Four basic styles of helping Clutterbuck, D. (2001) Everyone needs a mentor Directive Non-directive stretching nurturing COACHCARE TAKER FACILITATORCOUNSELLOR

12. (adapted from : Klasen and Clutterbuck, 2002) COACHCARE TAKER FACILITATORCOUNSELLOR

13. PUSH VERSUS PULL PULL PUSH

14. Making a Good Mentor A ‘good’ mentor will be someone who: Has the time, commitment and sensitivity for the role Can build an effective, trusting and confidential relationship Is up-to-date with recent initiatives Is flexible and innovative Is interested and willing to help others Is able to see the potential benefits of being a mentor Is enthusiastic about their subject and sharing it with others.

15. MIGHT BE EASIER TO DEFINE ITS PURPOSE In FE it’s about supporting someone through the transition from one stage of professional development to another. Transition – process of change and development which goes deeper than simply acquiring more knowledge Wallace & Gravells (2007)

16. What would you want from a mentor? Timeline Start of career Where you are now Reflect on someone who has been important in your own professional development

17. Mentoring attributes / skills Personal reflection List the skills and attributes that you would expect an effective mentor to have Share with group Share these with the group on your table Highlight similarities and differences

18. Mentor Scale Questionnaire Existing Mentor qualities Mentor qualities to be developed further

19. MANAGING RELATIONSHIPS

20. If we take a simple definition of mentoring as a system for developing individuals to realise their potential then it is clear that the individual to be mentored (the mentee) should have their part in the relationship clarified. Mentoring is a two way process

21. In adult learning, we focus much responsibility for learning on the learner. So in a mentoring relationship, argue Wallace and Gravells (2005), it follows that the mentee must take some responsibility for the success of the mentoring relationship. Strategies for initial conversations

22. The Johari Window Based on the model developed by Joseph Luft and Harry Ingram

23. EMOTIONAL INTELLIGENCE DOMAINS & ASSOCIATED COMPETENCIES Source: Goleman,D, Boyatzis,R, & McKee,A (2002). The New Leaders: Transforming The Art of Leadership into the Science of results, Great Britain, Little Brown

24. Self-awareness Emotional self-awareness Accurate self-assessment Self-confidence Social awareness Empathy Organisational awareness Service orientation Self-management Emotional self-control Transparency Adaptability Achievement orientated Initiative Optimism Relationship management Developing others Inspirational leadership Change catalyst Influence Conflict management Teamwork & collaboration EMOTIONAL INTELLIGENCE

25. OBSERVING LEARNING AND TEACHING

26. GIVING FEEDBACK

27. Alfred, Garvey & Smith (1998) suggested a modification of Egan's 'skills helper model’ Model for change exploration Stage 1 What is going on? New understanding Stage 2 What do I want instead? Action planning Stage 3 How might I get to what I want?

28. Model for change “Tell me about the experience of …” “What do you think this means?” “What general lessons may be drawn from your understanding?” “How will you apply the understanding?” Alfred, Garvey & Smith (1998)

29. Goal for the session Reality of the contextualised issues surrounding the topic Options for a way forward with the topic Wrap up the session with an agreement about the next steps – way forward GROWGROW

30. 1. Goal: What do you want to achieve? What would achieving this lead to in the long term? 2. Reality: Where is your revision now? What stops you from moving on? 3. Options: What could you do? What else? What else? What else? 4. Will: What will you do? What will be the first step?

31. GAINS FOR THE EMPLOYMENT INSTITUTION GAINS FOR THE MENTOR GAINS FOR THE MENTEE GAINS from three perspectives

32. Gains for the Employment Institution Improved communication Increased motivation of staff Staff skills recognised Higher calibre of staff Contribution of staff development Can be linked to staff appraisal A body of mentors An addition to the organisation’s strategy to improve teaching and learning Quality Assurance System

33. Gains for the Mentor Improved job satisfaction Increased recognition within the establishment New perspectives gained on old problems Improved communication Opportunity for more training and development Membership of a larger network of mentors A valuable addition to the CV A contribution to the mentor’s annual appraisal Engagement with a co-specialist with up-to-date vocational experience

34. Gains for the Mentee Improved self-confidence and motivation Fuller understanding of the mission More familiar with ways of working with the establishment Personal career development Better use of existing resources Help with meeting outcomes of the course Engagement with the subject specialism

35. Aim: to enable participants to enhance their mentoring skills Objectives: To understand the need for mentors Define mentoring and identify key skills and attributes associated with the role To be able to differentiate between coaching and mentoring To examine a basic model for helping Know appropriate models for change / giving feedback including the GROW model To identify the gains of mentoring – from three perspectives