1. UNIVERSITY OF TEESSIDE Mentor Briefing Session for Teacher Education Workplace/Placement Learning Mentors

2. Aims: To introduce the concept of mentoring To explore the roles and responsibilities of the mentoring role To discuss and explore the role of the mentor in assessment To analyse approaches to the recording of mentoring session To explore the roles and responsibilities of the programme delivery team and University of Teesside To introduce the mentors to an accredited University mentoring module

3. Mentoring Explored What do you think mentoring is? Have you mentored in the past, and if so what types of activities did you complete? What do you think are the most important attributes of an effective mentor?

4. Mentoring of University Teacher Education Students This is primarily an informal activity, with the minimum requirements/activities associated with the workplace/placement learning mentor role being as follows: –be a contact point for student teachers within the placement/workplace setting; –help student teachers to resolve any practice issues that arise during teaching practice at the placement/workplace; –meet formally with student teachers regularly throughout the period of placement/workplace teaching practice, and keep a brief record of this and –provide informal support to student teachers, where necessary e.g. via phone, e-mail.

5. Mentoring of University Teacher Education Students Although the role is informal, it can be developed beyond the minimum activities identified above should the mentor and mentee deem that this is appropriate and if the mentor feels willing and able to commit to these additional roles and responsibilities.

6. Mentoring Explored Mentoring can be seen to be: –Directive –Non-directive

7. Mentoring Explored – Examples of Mentoring Activities Counselling Caretaking Facilitating (networking) Coaching

8. Mentoring Explored – Examples of Mentoring Activities Counselling – Listening, and maybe asking questions from time to time to hopefully help the student clarify thins for him/her self – non-directive and supportive Caretaking – making sure the student knows the way around the place – directive and supportive Facilitating (networking) – Passing on e-mail contacts, conference details etc to the student – non-directive; extends professional expertise Coaching – Sitting in on classes and making some suggestions afterwards – directive, expands professional expertise (Wallace and Gavells, 2005, 12)

9. The mentoring process The mentoring process can be said to follow three stages: –Exploration –New Understanding –Action Planning

10. Mentoring Approaches One-to-one meetings Reflection on specific tasks Specific guidance and advice Dispelling anxiety for the employed student Observation of on-going practice and provision of constructive feedback on aspects of professional practice Positive & practical suggestions on developing organisational & study skills Effective support meetings with set parameters & focussed agendas Respecting confidentiality Providing students with links to on-going workplace continuing professional development.

11. Contracting and Mentorship The mentor and mentee should decide together what the expectations of the relationship are, and agreeing the boundaries as well as the practicalities of how it will work. These are often referred to as ‘contracting’. Questions for consideration at contracting are: How de we ensure confidentiality? Who is responsible for what in the relationship? How long do we expect it to last, in the first instance? How often will we meet and where? How formal will we want it to be? How do we decide when it’s over? What degree of challenge or intimacy are we comfortable with? »(Wallace and Gravells, 2005, 26)

12. Ethics and Mentorship What are the pitfalls to be aware of to ensure responsibility and professionality in mentoring? Control Competence Conflict Confidentiality

13. Coaching and Feedback Can you think of any…. Dos? Don’ts?

14. Roles and Responsibilities of.. –The mentor –The student –The employer –The College/University

15. The Mentor and Observations of Teaching Practice Formative role only Not absolutely necessary, but very useful for the mentee in most cases Unlimited – but agreed between mentor and mentee –An observation proforma has been developed and can be found in your mentor handbook and the handout provided today.

16. Recording of Mentoring Activities To be completed at pre- arranged meetings Should feed into the students Individual Progress File (Copies of records should be kept by the student) Recorded discussions can cover a range of activities and/or issues e.g. practice, assignment, theoretical, housekeeping (as outlined earlier)

17. University Mentoring Certificate University Certificate in Continuing Education - Mentoring Level Undergraduate Level 3 20 Credits Aims The module aims to give students the opportunity to mentor a person on a one-to- one basis for a minimum of 3 months (maximum 5 months). Through a programme of study, preparation and tutor support students have the chance to link theory to practice and whilst developing their own personal transferable skills and boosting their self confidence and self esteem they are also enabled to make a valuable contribution to the development of another person whilst gaining academic credit.

18. University Mentoring Certificate Assessment Tasks FORMATIVE ASSESSMENT –Expectations Checklist –Presentation – Progress in Mentoring Skills –Confidential Log of Mentoring Activities SUMMATIVE ASSESSMENT –Activity Materials Sample –Reflections Essay