Week 3 webinar presentation
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The document outlines a webinar lead by Richard Pountney and Adrian Fearn aimed at enhancing mentoring practices in teacher education. It covers course objectives, activities for participants, and discusses the mentor standards, particularly emphasizing professionalism in mentoring. Additionally, it addresses the challenges and responsibilities of mentors in supporting their mentees' development.
Week 3 webinar presentation
- 1. Week 3 Webinar Adrian Fearn and Richard Pountney Webinar: Wednesday 1st February 2017 1
- 2. Richard Pountney SHOOC Course Leader, Lead for Curriculum Development and Technology Enhanced Learning in Teacher Education Adrian Fearn SHOOC Week 3 Leader, University Link Tutor, lead for partnership with schools in Teacher Education Andy Sprakes Headteacher XP School, Doncaster Team for this webinar 2
- 3. Getting interactive Emoticons: use while people are talking and to give feedback Poll 1: Do you believe in Santa Claus? (choose yes/no) Poll 2: What single thing would make your life better? (choose a, b or c) Raise Hand: to ask a question (needs a microphone – run audio wizard) Polls: respond to a poll (can be yes/no or options (A to E) 3
- 4. Course objectives Having completed the course you will be able to: • Identify the mentor standards and understand their relevance and application to mentoring practice. • Understand the set of knowledge and skills that constitute competence in mentoring and how these can be developed. • Reflect critically on your own mentoring practice and understand how to identify gaps and weaknesses in your current practice and that of others and to use this knowledge to improve mentoring practice. • Participate effectively in professional communities of mentors in order to share individual professional practice and to draw from the practice of others. 4
- 5. Curriculum • Week 1 Introduction and induction: • Week 2 Modelling & Developing Professional Relationships: Mentor standard 1 – Personal Qualities • Week 3 Developing Mentees’ Professionalism: Mentor standard 3 - Professionalism • Week 4 Supporting & Guiding Mentees: Mentor standard 2 – Teaching • Week 5 Mentors, Mentees and Professional Development: Mentor standard 4 - Self-development and working in partnership 5
- 6. E-tivities To achieve the week Badge: Webinar task: What was Andy Sprake’s first job? Discussion Forum: 'Describe what you understand participation in the life of the school (or your setting) to mean, and how you would encourage a mentee to develop this' Top Tips: Developing a Mentee's Professional Approach Answer Garden: What is the key professional attribute of a mentee? Tweet Chat (optional): #mentorshooc3 Thursday 7-8pm Reflective Task: self-evaluate your mentor skills and action plan 6
- 7. Mentor Standard 3: Professionalism 1. encourage the mentee to participate in the life of the school and understand its role within the wider community; 2. support the mentee in developing the highest standards of professional and personal conduct; 3. support the mentee in promoting equality and diversity; 4. ensure the mentee understands and complies with relevant legislation, including that related to the safeguarding of children; 5. support the mentee to develop skills to manage time effectively 7
- 8. Developing professionalism • Be a role model • Make weekly meetings beyond observations Top Tips • Set clear expectations - discuss the 'Statement of Professionalism' • Lead by example - guide 'professionalism' if needed What is your top tip? 8
- 9. Wider responsibilities Ensure mentees acknowledge and log these wider responsibilities. Sometimes they may need flagging up e.g. making a cup of tea for a stressed out colleague. 9
- 10. Developing professionalism in a mentee How is the balance between support and challenge managed by you and the mentee? 10
- 11. Supporting mentees to remain in the profession What approaches, if any, has your school taken in response to the three Teacher workload documents recently published?: Marking Policy Review Group - to look at marking practices in schools that are raising standards successfully while reducing marking workload Planning and Resources Review Group - to consider the effect of lesson planning and use of resources in schools Data Management Review Group - to develop principles for good data management in schools, including how to monitor pupil progress The Planning and Resource group review (2016) specifically states that ' Burnt-out teachers are not best for pupils. ' (p.6) 11
- 12. In conversation with ... Guiding question: How do you develop the highest standards of professional and personal conduct in a school? Challenges: 1. How is the concept of professionalism developed in your school(s)? How do you know your mentors follow and believe this? 2. How do you reconcile the needs of the school with the needs of the mentee? 3. Can you accommodate mistakes in a successful school? How does this allow for learning the craft of teaching? Andy Sprakes Headteacher of XP School, Doncaster, a MAT with a project based learning curriculum (see The Guardian 31.1.17) - formerly head of Campsmount Academy) 12
- 13. What next? • Week 4 led by Jenny Dein: Supporting and Guiding Mentees based on mentor standard 2 (teaching) - workbook released at the weekend • If and when you are ready to submit week 1,2 and 3 workbooks see guidance and/or email mentorshooc@shu.ac.uk • Any questions? 13