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Promoting Reflective Teaching in Adult ESL/LINC through Peer Mentoring A UNIQUE PROFESSIONAL DEVELOPMENT OPPORTUNITY. Overview. What was it ? How did it work ? What did the application process consist of ? What were the selection criteria ?
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Promoting Reflective Teaching in Adult ESL/LINC through Peer Mentoring A UNIQUE PROFESSIONAL DEVELOPMENT OPPORTUNITY
Overview • What was it ? • How did it work ? • What did the application process consist of ? • What were the selection criteria ? 5. How could instructors increase their chances of being selected ? 6 How were the matches made ? • Selection Time • Evaluations
WHAT WAS IT? • The Peer Mentoring Program was an initiative for Unit B ESL/LINC Instructors. • It was developed jointly by the TDSB and CUPE 4400 and was similar to a model of professional development offered to Teachers. • The funding for this initiative was provided by the province as part of the Provincial Discussion Table Agreement.
WHAT WAS IT? • Peer mentoring is a professional development model that allows professionals to share their teaching expertise in a classroom setting. • The format included an opportunity to visit a classroom in another site and was based on an approach that focused on mentoring/coaching by another Instructor. This was an opportunity to share ideas, resources and strategies on a particular aspect of ESL instruction with another Instructor.
HOW DID IT WORK? • There were 4 stages to the process: • Instructors who were interested could sign up to mentor another Instructor in an area of instruction in which they were particularly strong. • The mentor then observed the protégé in the protégé’s class putting into practice the aspect of instruction which had been their focus. The mentor provided feedback to the protégé. • Pairs attended a debriefing session after the exchange.
HOW DID IT WORK? 3. If the instructor wanted to be coached by a peer in a particular aspect of instruction. Both the mentor and the protégé would attend an orientation meeting to prepare for the partnership. • The protégé observed the mentor modelling the target teaching activity/approach in the mentor’s class having the opportunity to ask questions.
HOW DID IT WORK? • A supply instructor took the class while the mentor / protégée was observing the partner’s class. • Release time would be provided for classroom visits (class visits will be 2-2.5 hours). • The time spent in the orientation meeting and the debriefing session was paid (2 hours per session).
WHAT DID THE APPLICATION PROCESS CONSIST OF? • Interested instructors had to complete the form and submitted it by fax to the ESL Program Manager a week after getting the application.
WHAT WERE THE SELECTION CRITERIA? • This opportunity was open to those ESL/LINC instructors on Seniority List A only. • Mentors were chosen on the basis of their expertise in the area in question, as evidenced by experience, training, classroom practice, and the rationale supplied with the application form. • Protégés were chosen on the basis of the availability of a mentor in the aspect of teaching with which they were seeking assistance.
HOW COULD INSTRUCTORS INCREASE THEIR CHANCES OF BEING SELECTED ? • Instructors might want to list more than one area of interest, prioritizing the one that was most important for them. • Protégés had to be more specific about what it was they wanted to work on. “Teaching Pronunciation” was very general; “different ways of giving feedback in writing activities” provided a narrower focus to work on in the time available. • Mentors had to provide details about their teaching practice in the areas they identified.
How were the matches made? • Project co-ordinators matched region, time, level and availability as closely as possible in partnering mentors and protégées according to the same topic of interest.
SELECTION TIME • Mentors and Protégés got the response four weeks after submitting the application form.
