Monitoring and Evaluation for Learning Mentors

1
Monitoring and Evaluation for Learning Mentors
2
What is Monitoring and Evaluation?

• MONITOR any of various devices for checking or
  warning about a situation etc.
• EVALUATE assess, appraise

3
Why Monitor and Evaluate?

• Feedback for mentee
• Feedback for mentor
• Demonstrate LM impact to school
• Government funded therefore need to demonstrate
  effectiveness
• Need to set aside admin time to do this

4
Ways to Monitor Evaluate

• Existing school systems attendance, achievement,
  behaviour
• Target setting and tracking
• Questionnaires
• Feedback from others including the mentee
• Case studies
• Qualitative and Quantitative

5
Keeping Registers

• One to one mentee register keep updated and
  active
• Waiting list
• Groups register
• Drop In register
• Incidentals register

6
Monitoring Groupwork

• Keep register
• Keep brief details of groupwork done
• Evaluate success of group
• Feedback from pupils/staff/parents e.g
  questionnaire

7
One to one M E for all

• Timetable
• Handbooks/ info about your work for parents,
  other agencies etc
• Referral system and referral form
• School records e.g attendance, no. of exclusions
  behaviour records
• Meetings log pupil, parents, staff, other
  agencies
• Target sheet/ action plan
• Evidence e.g case studies
• Records of groupwork, home visits, cluster
  meetings..
• Reviews of progress
• Exit form

8
Attendance and punctuality

• Very easy!
• Use existing school system
• Use own system to illustrate progress
• Target sheet/ action plan will show progress

9
Behaviour

• Try and use existing school systems
• Hard data no. of exclusions, reports, school
  discipline records
• Anecdotal evidence from pupil/ staff/parents.
• Case studies
• Target sheet/ action plan will show progress

10
Self esteem and emotional

• Anecdotal evidence
• Case studies
• Feedback from pupil/parent/staff
• Use of self assessment charts
• Target setting difficult

11
Underachievement/ exam prep

• Use existing school systems
• Monitoring of coursework liaison with staff
• Target setting important
• Record grades/ marks when start working with
  mentee, record predicted grades, grades capable
  of and achieved grades/marks.

12
Target setting

• Very important
• Check whether other targets set by other
  staff/agencies link in
• Overall aims
• SMART targets set every time meet with mentee
• Track achievement including staff
• Feedback success

13
Rewards

• To reward or not to reward???
• Try and fit in with existing school systems
• Token points, credit cards, weekly raffle with
  raffle tickets etc.
• Lucky dips
• Pens, pencils etc.
• Cereal packet McDonald toys etc.
• Sticker charts

14
Moving On Why?

• Successful an achievement
• Unsuccessful more impact on another
• Keep a moving caseload more impact across whole
  school
• Prevent dependency
• Mentees knows its not guaranteed to them must
  work at it
• Mentors empower and provide strategies. They do
  not do everything for the mentee. It is a two
  way process.
• Someone else may be better qualifies/ more
  appropriate to refer a mentee to

15
Moving On Where?

• A group
• Another member of staff
• Another agency
• Drop In
• Another school

16
Moving On - Issues

• LM does not want to let go
• Teacher does not want LM to stop
• Mentee does not want mentoring to stop
• Worry that mentee will dip
• Review each mentee termly
• Discuss with line manager and appropriate staff
  prior to moving on
• At the start of mentoring explain is a short term
  thing and ground rules
• Discuss exiting process with mentee
• Do it gradually

17
LM Personal M E

• Keep your own file
• Records of meetings attended minutes
• Records of training attended with dates
  certificates
• LM policy
• LM action plan keep updated
• LM timetable
• Keep portfolio up to date
• Resources list
• Contacts details