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.
Sarah Fletcher
Bath Spa University
Creative Partnerships
Mentor2Mentor
[email protected]
Sarah Fletcher’s Websites
http://www.TeacherResearch.net
http://www.MentorResearch.net
http://www.StudentsResearch.net
Useful discussion lists
British Educational Research Association
Mentoring and Coaching Special Interest Group
http://www.JISCmail.ac.uk/lists/BERA-MENTORINGCOACHING.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
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?
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
Mentoring means …
“….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)
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
Structuring mentoring in ITTwhat 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.
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
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!!!
‘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