SW1 Mentoring Workshops

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 mentors own
  schools 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_at_yahoo.com

3
Sarah Fletchers Websites

• http//www.TeacherResearch.net
• http//www.MentorResearch.net
• http//www.StudentsResearch.net

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Useful discussion lists

• British Educational Research Association
  Mentoring and Coaching Special Interest Group
• http//www.JISCmail.ac.uk/lists/BERA-MENTORIN
  G-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

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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?

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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

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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)

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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

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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 dont 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 trainees stage of
  development and structure accordingly.

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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

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Structuring mentoring sessions

• Past, present, future
• Positive Problematic Positive
• Structuring mentoring approaches
• Remember Furlong and Maynards stages
• Initial idealism
• Personal survival
• Dealing with problems
• Plateau
• Moving on
• while remembering its never that simple!!!

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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