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SW1 Mentoring Workshops

SW1 Mentoring Workshops. The John Bentley School, Calne, Wiltshire. Aims improving initial teacher training in SW1 schools. mentors’ professional and personal development. Objectives assisting mentors in creating a school based mentoring programme tailored to the mentor’s own school’s needs.

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SW1 Mentoring Workshops

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  1. SW1 Mentoring Workshops The John Bentley School, Calne, Wiltshire • Aims • improving initial teacher training in SW1 schools. • mentors’ professional and personal development. • Objectives • assisting mentors in creating a school based mentoring programme tailored to the mentor’s own school’s needs. • providing a forum for discussions about mentoring issues as a basis for developing a culture of mentoring in your school.

  2. Sarah Fletcher • Bath Spa University • Creative Partnerships • Mentor2Mentor • sjfmentor@yahoo.com

  3. Sarah Fletcher’s Websites • http://www.TeacherResearch.net • http://www.MentorResearch.net • http://www.StudentsResearch.net

  4. Useful discussion lists • British Educational Research Association Mentoring and Coaching Special Interest Group http://www.JISCmail.ac.uk/lists/BERA-MENTORING-COACHING.html • Coaching and Mentoring Network Forum http://www.coachingnetwork.org.uk Useful websites http://www.tda.gov.uk http://www.gtce.org.uk/tla/mentorhome/ http://www.curee-paccts.com

  5. Structured Mentoring • Where did the idea originate? • Why is it important to structure? • Where can I learn more about it? • What are we doing in our workshops?

  6. Mentoring is • “… concerned with continuing personal as well as professional development (CPPD) and not just continuing professional development.” • Fletcher, S. (2000) “Mentoring in Schools: A Handbook of Good Practice” London, RoutledgeFalmer

  7. “….guiding and supporting through difficult transitions … smoothing the way, enabling, reassuring as well as directing, managing and instructing. It should unblock the ways to change by building self-confidence, self-esteem and a readiness to act as well as to engage in ongoing constructive interpersonal relationship.” (Fletcher, 2000, Mentoring in Schools) Mentoring means …

  8. Structure not Straightjackets!Allow space to be creative in: • Individual ITT sessions • Departmental programme • Whole school programme • Phases of ITT development • Your mentoring relationship • Developing a mentoring culture • Dealing with your CPPD difficulties

  9. Structuring mentoring in ITT- what should I bear in mind ..? • I am working with an adult • I am nurturing the next generation • I owe my best to the students who will work with this new teacher • I don’t need to have all the answers • I do need to know the HEI programme my trainee is undergoing and what happens in non-school time so my work is integrated. • I need to be sensitive to my trainee’s stage of development and structure accordingly.

  10. The andragogy of mentoring • Adults need to know why they need to learn something before undertaking it. • Adults have a self concept of being responsible for their own decisions. • Adult learners have an inherent need for immediacy of application. • Adults respond best to learning when they are internally motivated to learn Knowles, 1980, The Modern Practice of Adult Education: From Pedagogy to Andragogy

  11. Structuring mentoring sessions Past, present, future Positive … Problematic … Positive Structuring mentoring approaches Remember Furlong and Maynard’s stages • Initial idealism • Personal survival • Dealing with problems • Plateau • Moving on … while remembering it’s never that simple!!!

  12. ‘Structuring’ exercises using the four handouts provided: • In preparation for your next SW1 session, complete this 4-stage ITT mentoring audit. • Review the ecology of your school. H/out 1 • Review the main protocols for ITT mentor selection in your school. H/out 2 • Review how mentoring knowledge is managed in your school. H/out 3 • Review roles and responsibilities in ITT mentoring in your school. H/out 4

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