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AN INTRODUCTION TO MENTORING

AN INTRODUCTION TO MENTORING. Adapted by SK Lau. WHAT IS MENTORING?.

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AN INTRODUCTION TO MENTORING

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  1. AN INTRODUCTION TO MENTORING Adapted by SK Lau

  2. WHAT IS MENTORING? Successful mentoring involves having two or more individuals willingly form a mutually respectful, trusting relationship focused on goals that meet the needs and foster the potential of the mentee, while considering the needs of the mentor, and the contexts in which they both have to function. Kochan (2002)

  3. WHAT IS MENTORING? [Mentoring is] ….. a dynamic, reciprocal relationship in a work environment between an advanced career incumbent (mentor) and a beginner (protégé)aimed at promoting the career development of both. Healey and Welchert (1990)

  4. TEACHER INDUCTION Research suggests that the primary needs of beginning teachers include: • Sustained help in development as a competent person – not screening. • Mentors who are on-site, committed and skilled. • Opportunities to talk with other novice teachers in a setting free of evaluation. • Orientation to the school system, curriculum and community. • Realistic assignments (e.g. the number of preparations, types of classes, and the number of extra-curricular activities) Reiman & Thies-Sprinthall (1998)

  5. NEEDS OF BTs AND MTs

  6. THE CYCLE OF ASSISTANCE • Establishing a “helping and trusting” relationship. • Planning lessons and units with the teacher. • Planning for observation. • Observing the instruction. • Analyzing the data for important patterns in the teaching process. • Planning for the conference. • Conferencing to review the classroom event. • Renewed planning. Cogan ( 1973)

  7. THE NOVICE-MENTOR RELATIONSHIP (Andrews 1986)

  8. LEVELS OF MENTORING (McIntyre & Hagger 1992)

  9. MENTORING RELATIONSHIPS (Elliott and Calderhead 1994) High Novices withdraw fromtheCNovices grow through mentoring relationshipwithH development of new no growth possible A knowledge and images L LowLHigh SUPPORTE N Novice is not encouragedG Novice becomes confirmed to consider or reflect on E in pre-existing images of knowledge and imagesteaching Low

  10. SUPPORTING BTs Support sought by beginning teachers: • Technical support • Therapeutic support • Palliative support • Strategic support BTs solicited support from those persons they deemed to be most appropriate or who were most readily accessible –eclectic pragmatism.

  11. Good supervisory discussions are : • ones that help a teacher learn; they are positive yet not uncritical, but always motivating. • interactive, democratic and empowering but loosen the control of the supervisor.

  12. Good supervisory discussions : • evolve in diverse ways; there is no standard model; processes are person specific. • may not end up where supervisors think they will.

  13. Good supervisory discussions involve: • insights that occur unexpectedly. • risk for all parties both personally and academically as assumptions are challenged. • a range of views and disagreement.

  14. Good supervisory discussions : • are open; perfection is impossible. • are contextually grounded and framed in the teacher’s terms. • are rational yet involve the emotions; the two are not mutually exclusive

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