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1.7 OPTIONAL - Self-Evaluation & Development Plan Peer Feedback

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1.7 OPTIONAL - Self-Evaluation & Development Plan Peer Feedback

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STEPS
1. Submit your Self-Evaluation & Development Plan document
2. Provide feedback

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This document is there to help you consolidate your reflections and sharing of ideas during the module and turn them into concrete, actionable steps to improve your practice as a mentor. The document will also be part of your final submission of work on the course in Module 4 and you will complete similar documents in the following modules.
STEPS

1. filling-in this document will be to briefly describe your current practice, something you have probably already done as part of the module.

2.  think about what your goals are as a mentor, what development would you like to see in your own mentoring practice.

3. identify a set of concrete steps and actions that you can do to come closer to the goal expressed previously.

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A key argument being that the mentor will be the only person at school level to have an in-depth understanding of the mentee’s work and development. Rachel, on the other hand, argues that summative evaluations should be avoided if possible, as it can be detrimental for building trust in the relationship. What are your views on this?

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1.5 What to avoid in a mentoring relationship?

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1.5 What to avoid in a mentoring relationship?

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what to avoid in a mentoring relationship and what might be common mistakes when entering in such a relationship for the first time.

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Rachel outlines some practical considerations to help your mentee deal with such aspects of their work.

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what role can a mentor play in supporting new teachers find their place in a school?

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In the video below Rachel outlines some practical considerations to help your mentee deal with working with parents and other school stakeholders, understanding school hierarchies and how to work best with school leaders, and developing a positive relationship with teacher colleagues.

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. What other aspects are important to consider when mentoring beginning teachers vs more experienced colleagues.

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1.4 Mentoring “beyond” the classroom

Think about what “beyond” the classroom means in your own school context. What areas might your own mentee require support with and how can you support them in these? For example, if your school has lots of partnerships with local businesses, reflect on the information and the processes your mentee will need to be familiar with to be able to work effectively with such partners. Share your reflections and ideas in the Padlet below.

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What other aspects are important to keep in mind?

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How is mentoring a beginning teacher different to mentoring a more experienced colleague?

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The video below which provides an overview of the importance and role of a mentor for beginning teachers as well as highlights some of the specific aspects new teachers require support with.

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From a series of shorts directed by Davis Guggenheim (the director behind TEACH and Waiting for Superman) featuring The New Teacher Center's partnership program with Hillsborough County Public Schools (Tampa, FL), Mentoring New Teachers identifies the extremely high need for mentors for new teachers.

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For those with mentoring experience

What advice would you give to a colleague doing it for the first time? And what tips do you have for the first mentoring session? Share your ideas in the Tricider below and respond and vote on your fellow participants’ posts.

For those  with no mentoring experience yet:

Identify what your main concerns/questions are for your upcoming mentoring relationship. Scroll down below the 1st Tricider and add your questions and concerns in the 2nd Tricider or comment and vote for those of your colleagues.

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1.2 Getting started with a mentoring relationship

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1.2 Getting started with a mentoring relationship

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Developing your own practice through the mentoring relationship.

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Developing your own practice through the mentoring relationship

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Rachel Lofthouse provides some general advice to new mentors and shares some ideas on what to do in a first mentoring session with your mentee.

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1.2. Getting started with a mentoring relationship

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1.2. Getting started with a mentoring relationship

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What would you recommend to do in a first mentoring session with your mentee?

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What would you recommend to do in a first mentoring session with your mentee?

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1.2 Getting started with a mentoring relationship

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1.2 Getting started with a mentoring relationship

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Rachel Lofthouse provides some general advice to new mentors and shares some ideas on what to do in a first mentoring session with your mentee

What advice would you give to someone who is starting work as a mentor in School?

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What advice would you give to someone who is starting work as a mentor in School?

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Rachel Lofthouse provides some general advice to new mentors and shares some ideas on what to do in a first mentoring session with your mentee

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1.1. activity PAdlet...Mentoring – an introduction

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1.1. activity PAdlet...Mentoring – an introduction

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Did you have a mentor when you started teaching or joined a new school? What type of mentoring did you receive (see above)? What did you like/dislike about the mentoring you received?

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Professor Feiman-Nemser’s ideas on defining different types of mentors

Local guides - show mentee how things work

Educational companions - teachers of teaching, keep their eye on long-term goals of mentee’s learning

Agents of change - create collaborative school environment where mentee can feel safe and supported across the school

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Aims:

1. Understand different approaches to mentoring

2. Understand how working with newly qualified teachers is different (and similar) to working with more experienced colleagues

3. Understand how you as a mentor can facilitate your mentee to find their place in the school

4. Reflect about how you understand the relationship to your mentee

5. Reflect on your own mentoring practices

6. Reflect on the support you received when starting out and any extra support you would have appreciated

7. Discuss the pros and cons of doing summative evaluations of your mentees work

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