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Great DiscoveriesBest Practices with ICT in
the New Millennium5th - 6th April 2000
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Auckland Normal Intermediate

• Mentoring as a Model for Professional
  Development in Information Communication
  Technology.
• By Paul Madsen
• ICT teacher
• Auckland Normal Intermediate
• pmadsen_at_ak-normal.school.nz

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Overview

• This presentation will focus on
• What is Mentoring.
• How is it implemented as a Professional
  Development Program.
• How it is evaluated.

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What is Mentoring?

• It is based on the model developed by Dr Linda
  Selby, Head of Centre, Auckland College of
  Education.
• It is a formal training program.
• It involves a mentor working with their mentee on
  a regular basis.
• It is driven by the mentees learning needs.

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Why Mentoring

• The key focus is on integrating ICT into the
  classroom program.
• It is a long term program.
• It takes place in the mentees class and with
  their equipment and children.
• It is flexible but sustained.
• It is not driven by an expert from outside

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How was it organized

• Each school in the Cluster chose their own
  Mentors based on a range of criteria.
• These included
• Technical skill
• Already implementing ICT into their classroom
  program.
• The ability to work with other teachers in a
  training program.

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Training of Mentors

• A day of training for the Mentors with Dr Linda
  Selby.
• Covered the key components of Mentoring and the
  Mentors role.
• Each school wrote a draft Mentor Training Program
  Action Plan.

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Action Plan

• Who the program was to be for
• How it was to be funded
• How the school would evaluate the success of the
  Mentoring Program
• How they would evaluate the Mentoring Program in
  their school

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MentoringWithin Each School

• Each school decided on own Mentees.
• At ANI we had Mentors approach people they
  thought they could work with.
• Mentees identified a goal or objective they
  wanted to achieve in their training, based on
  their needs.
• Mentors and Mentees decided on time that was
  suitable to meet and length of training eg 1 term
• Some release time available for this ( varies
  from school to school).
• Meetings are formal, a written record is kept and
  logs kept by Mentor and Mentee.

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Monitoring of Program

• Each school has Lead Teacher who monitors the
  program within their school.
• Cluster Coordinator keeps in regular contact with
  Lead Teacher.
• Once a term Cluster Coordinator has meeting with
  each Mentor and Mentee.
• Reviews written logs
• Discusses program and any changes made, or
  difficulties encountered.

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Evaluation of Mentoring

• Overall the program will be evaluated on how well
  teachers are implementing ICT into their
  classroom program.
• Individually the evaluation will be against the
  written goal(s) of the Mentee that they
  identified at the beginning of the Mentoring
  training.
• Each school will evaluate themselves against the
  Action plan that they have written

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Review of Mentoring Program

• At end of term 2 this year we will have a formal
  review of the Mentoring program across the
  Cluster.
• Schools will be asked to identify Mentees or
  other Teachers on their staff who could be
  trained as Mentors.
• We will look to run another Mentor training day
  in term 3 for those people identified.
• They will then work with another group of Mentees
  in their school

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Possible Opportunities

• Later in the program have Teachers from one
  school act as Mentors to teachers at another
  school in the Cluster.
• Depends on skills required
• Cost
• Practicality
• Benefits include
• Sharing ideas and skills among schools
• Sharing understanding of how other schools in the
  Cluster work

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Summary

• Mentoring is
• Long Term
• Mentee driven ( their needs are paramount)
• Aimed at delivering ICT into classroom programs
  not teaching ICT skills per se.
• Evolving process as Teachers become more skilled,
  more confident and as new teachers arrive at
  school.