Week 5 webinar presentation
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The document outlines the content and objectives of a webinar on mentoring held on February 15, 2017, focusing on the role of mentors in supporting mentees' professional development. It details various weeks of the course, culminating in a discussion on Mentor Standard 4, which involves self-development and working in partnership. Participants are encouraged to engage interactively through polls and discussions to enhance mentoring practices and share experiences.
Week 5 webinar presentation
- 1. Week 5 Webinar Dave Darwent, Alison Grasmeder and Richard Pountney Webinar: Wednesday 15th February 2017 1
- 2. Richard Pountney SHOOC Course Leader, Lead for Curriculum Development and Technology Enhanced Learning in Teacher Education Dave Darwent SHOOC Week 5 Leader, Senior Lecturer: E-Learning Technologist & Education in the Sheffield Institute of Education, working closely with mentors and senior mentor coordinators in schools. Alison Grasmeder Specialist Leader of Education and Quality Lead and Secondary Lead Practitioner for ITT for Learners First, Senior Mentor Co- ordinator since 2007. Head of Psychology and Secondary Lead Practitioner for ITT, NQT and induction of new staff at Dinnington High School. Team for this webinar 2
- 3. Getting interactive Emoticons: use while people are talking and to give feedback Poll 1: If things can go wrong will they? (choose yes/no) Poll 2: What is Dave’s Twitter name? a: @ddarwent b: @PoptasticDave C: @hairytutor 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. 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 4
- 5. 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. 5 How this is met in Week 5 Examine Mentor Standard 4 Explore best practice for supporting mentees’ career plans (Workbook and webinar) and discuss maintaining shared standards (webinar, conversation and tweetchat) Reflection Points (workbook) Contribute to conversation (Atlas), Top Tips (Padlet) and ideas (Answer Garden)
- 6. E-tivities To achieve the week Badge complete: Webinar task: What is Dave’s Twitter name? Discussion Forum: Quality Assurance - as a mentor, how do you, or can you, assure consistency of experience for mentees? Top Tips: supporting mentees with CPD and Career Progression Answer Garden: What are the benefits of standardisation amongst mentors? Tweet Chat (optional): #mentorshooc5 Thursday 7-8pm Reflective Task: Self-evaluation of development since the start of the SHOOC 6
- 7. The role of mentors in mentees’ career progression and CPD Mentor Standard 4: Self-development and working in partnership • ensuring consistency by working with other mentors and partners to moderate judgements; • continuing to develop your own mentoring practice and subject and pedagogical expertise by accessing appropriate professional development and engaging with robust research 7 Principles or imperatives? 1. Teaching is a profession 2. Teaching is a craft that can be learnt 3. Teaching is a vocation 4. Learning to teach is progressive 5. Good mentors are good teachers 6. Good senior mentors are good mentors 7. All teachers should mentor 8. All mentors should senior mentor http://alifeinteaching.com/
- 8. The anatomy of a case study of practice 8 1. The mentor's perspective on a professional career • Starting out in a career • How a career progresses • The role of mentoring in a career progression • What a mentor can do to help a career • How CPD can contribute to career progression 3. The senior mentor's perspective on learning to mentor mentors • The role of the senior mentor • Becoming a senior mentor • Influences on the role • Dealing with critical incidents • Professional development for senior mentors 2. The mentor's perspective on learning to mentor • Becoming a mentor • Learning on the job • Finding out what the job entails • Things to think about in learning to mentor NOVICE EXPERT
- 9. Top Tips for supporting mentees with their CPD & career development. • Find out if the mentee has career aspirations or not; • Help the mentee to carry out a ‘reality check’; • Model good practice with your own CPD / career planning; • Remember that the mentee almost certainly doesn’t know what they don’t know. What is your top tip? 9
- 10. Supporting career planning 10 Interactive polls Have you received mentor support with your own CPD at any time in your career (Y/N) At which career phase is mentoring valuable? (choose one of A to E)? A. Training / pre-service B. Newly qualified / first employment C. Early career with no career progression planned D. Only when applying for a new role E. All of the above
- 11. Providing a consistent and equitable professional learning environment for mentees 11 PROCESS AIM ACTION OUTCOMES CONNECT and CONVERSE To engage in professional conversations 1. QA meetings by HEIs and SD lead to educational settings 2. Mentor training by HEIs and SD providers 3. Create network opportunities e.g. SHOOC, webinars and tweet chats to share good practice within and beyond educational settings# Outcome A - Consistency of experience for the mentees. Outcome B - Enhance and development of CPD either: a)On an individual level OR b)With a network of other mentors This can then lead to the further development of HEI and school based programmes. Outcome C – Continual improvement at all levels with all stakeholders RAISE AWARENESS To develop consistency between mentors to enable mentees to have a consistent experience 1. Engagement with the newly published mentor standards 2. 1:1 conversations between placement A and placement B mentors to ensure smoother and more effective transitions between placements 3. Providing a set of non-negotiables or expectations of mentoring meetings DESIGN and DELIVER To enhance and develop mentor knowledge, understanding and skills 1. Mentor training by HEIs and SD providers 2. School based mentor training 3. Auditing the newly published ITT mentor standards 4. Create network opportunities e.g. SHOOC, webinars and tweet chats MODERATE and ASSESS To moderate grading judgements for ITTs or the evidence for NQTs 1. Joint observations between mentors, SMCs, host teachers, SLT, academic tutors, HEI ULTs, SD quality leads to moderate judgements 2. Discussions by the above stakeholders to examine other evidence such as teacher files, etc MODERATE and FEEDBACK To moderate feedback judgements to ensure high quality 1. Observe and comment on the feedback provided by the mentor and identify ways of improving this 2. Ensure reflection is facilitated and has impact 3. Peer to peer reflection following observation and discussion 4. Mentee voice (see video clip – case study week 4 SHOOC) MEASURE and EVIDENCE To produce evidence as a basis for further training and development 1. QA documents from HEIs and SD providers 2. Examining trainee evidence 3. Mentors producing pen portraits to highlight strengths possibly linked to mentor standards
- 12. Mentor Standards Self-Evaluation: where are you now? 12
- 13. What next? • Evaluating the SHOOC experience • If and when you are ready to submit week 1, 2, 3, 4 & 5 workbooks see guidance and/or email mentorshooc@shu.ac.uk • Workbook submission deadline • The option to progress to Masters level study • Any questions? 13