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Module 2: Mentoring through Collaborative 

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Module 2: Mentoring through Collaborative 

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Conversations2.3 Stimulating and scaffolding thoughtful reflection and discussion

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Remember to smile, the first mentoring session can be quite intimidating and the fear of the unknown can cause a trainee to worry. As you're going to be working together, often for long stretches of time, establishing a warm and positive relationship of co-learning can make the first session seem like an opportunity rather than a chore that needs to be completed. by Hanna

Warm welcoming is the first step in successful collaboration. by Me

The mentor is a positive person, a very truly led, a communicator, and above all someone who knows how to listen, wait and help who is at the beginning of a journey by transferring their knowledge and experience in the respect of each one's peculiarities. by Cira Serio

I agree.

1. Share your experiences honestly 2. Be kind and smiling everytime 3. Don't forget, You are not a boss! 4. Respect your mentee's ideas 5. Listen carefully 6. Give constructive feedback 7. Tell mentee what should do. by Myalcingungor

They are the qualities of a good mentor. by Me

Mentoratul presupune de a fi un prieten in adevaratul sens al cuvantului, in masura de a avea un comportament asertiv si empatic, care sa indrume cu rabdare si tact noul coleg de breasla pe drumul cunoasterii si autodepasirii in profesia de dascal. Mentoring involves being a friend in the true sense of the word, able to have an assertive and empathic behavior that will patiently and forcefully guide the new fellow colleague on the road of knowledge and self-denial in the dascal profession. by Sovan Dan

Lifting barriers of any kind is essential. If you think yourself superior - you will not have a colleague who wants to learn but a shy subordinate, whose fear will also be transmitted in the practical part of the class. In my opinion. by me

It's not easy to be a mentor. It is a responsibility - the responsibility to model, the model being yourself. If inspired, he will be inspired. If you intimidate, he will be timid. If you are optimistic - and he will be confident. If you are reluctant - he will oscillate between being: antipathy or moderate, perhaps too moderate to evolve. So, laugh, speak calmly, explain, share your experience with pleasure and see the results. By ME -

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My Learning Diary - Course Mentoring in Schools, Ispir Iuliana-Florentina, Romania - Tackk

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About meI work in education as a preschool teacher for 19 years and im love to experience new things. Working with preschoolers makes me more creative every day, because they are more inventive and clever. The kindergarten in which I work -...

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As a final task in this module we ask you to complete the Module 1 Self-Evaluation & Development Plan (ODT version). 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.

1. Your first step in filling-in this document will be to briefly describe your current practice, something you have probably already done as part of the module. Feel free to copy your contributions from the Padlets, Triciders, etc.

2. The second step is to think about what your goals are as a mentor, what development would you like to see in your own mentoring practice. As part of this, consider the views expressed during the course by other participants and as part of the course content.

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

You are then free to submit your completed document for peer feedback in the next section. This is an optional step in this module. Please know that if you submit your work for feedback you also need to provide feedback to your peers.

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Main points to remember

1- Modules & Activities

The course lasts 6 weeks and is divided into 4 modules, one module per week with an extra 2 weeks to complete all work at the end. We will be opening up a new module every Monday. Once open, the modules will remain open until the end of the course so you can always still catch up at a later time throughout the course.

Each module consists of

a number of videos,

reflection and discussion activities

a more formal learning activity

2- Duration & Workload

The course will last in total 6 weeks, from 15th May 2017 to 21st June 2017. So the final deadline for all work is the 21st June 2017.

All the course content will remain accessible after that but it won't be possible to do the final activity anymore and receive the course certificate.

Each module lasts 1 week but remains open to complete until the 21st June. This leaves you with enough flexibility should you be very busy during one week and need to catch up at a later date. However, please note that peer review exercises have separate deadlines, so make sure to check the information carefully.

If you are wondering about the workload, we estimate it to be around 3-4 hours per week depending on your level of engagement.

3- Discussions & Exchanges

As part of the activities, you are welcome to share and discuss materials, opinions or experiences related to this course via a variety of online tools, which are integrated directly into each module. We have chosen these tools based on their user friendliness so you should not have to sign up to use them and most of them should be fairly self-explanatory. You will see that for most sections we have focused on the Padlet tool. For an introduction check this FAQ on how to post on Padlet.

However, we also encourage you to share your ideas and thoughts via Twitter using #mentormooc or via our Facebook group.

4- Assessment & Certification

As part of the course you will be completing a self-evaluation of your current mentoring approach and a development plan to further develop your approach. If you are not currently working as a mentor you can still complete these tasks but with a forward-planning perspective and reflecting on your current thinking and ideas of mentoring for the self-evaluation part.

In each module you will continue working on your self-evaluation and development plan based on the areas covered in the module. In each module you are also free to submit your self-evaluation and development plan for peer feedback.

While in Modules 1-3 this is optional, in Module 4 this is a required part of the course and includes the submission of your self-evaluation and development plan as well as providing feedback to 3 of your course peers.

Only if you complete these steps in Module 4 you qualify for the course certificate.

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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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Activity

I agree with Rachel: "summative evaluations should be avoided if possible, as it can be detrimental for building trust in the relationship."

A Mentor has to establish a open and respectuful relationchip. If the mentor  imposes any idea he could be closing every conection with the mentee.

If you remember back to section 1, Professor Feiman-Nemser argues that there can be significant value if mentoring is combined with evaluation of the mentees work. 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? Discuss the following statement in the forum here.

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A teacher has to develop relationships with other colleagues, heads of department, principals, staff, prepare activities outside the schools interacting with experts…
Mentoring "beyond" the classroom means accompanying the mentee in the knowledge of the whole school reality which is a handfull of opportunities and differents interactions

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Some suggestions for a great Learning Diary:

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Some suggestions for a great Learning Diary:

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1. Your first entry should briefly introduce yourself. Tell your peers a bit about who you are.

2. Your second entry should briefly introduce your teaching context. Tell your peers a bit about your school, classroom and what technologies you have access to.

3. All following entries should clearly identify which Module and which question the entry is linked to. The easiest way is to include the Module number and the question in the title of the entry (see the example below).

4. Make sure to include links, photos, videos, documents, etc. in your entries.

5. Don't forget to add any interesting piece of content you come across on the course to your Learning Diary.

The diary can include anything you like but we would suggest to collect...

1. Your answers to the questions posed during the modules (usually underneath the videos).

2. Comments, ideas, resources from the course materials and shared by other course participants that you have found interesting or relevant for your own situation.

Your diary can of course be in your native language but in previous courses we have found that course participants really enjoyed sharing the learning diaries amongst each other and giving each other feedback. This will be much easier if you do your learning diary in English as otherwise you have to find course participants speaking your language.

Why a Learning Diary?

There is a lot of material on the course and there will be even more once everyone starts discussing and sharing ideas and resources. Not all of this will be relevant to your own situation so to counter getting lost, we recommend you to create this learning diary. This should be a valuable resource for you should you want to revisit the topics of the course at a later stage.

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As we are a very diverse group of course participants it is important that we agree on a framework for interacting with each other. Therefore please take a look at the Academy's Code of Conduct. By continuing on this course you agree to abide by this Code of Conduct on all communications associated with the course's activities.

Code of Conduct

This code of conduct applies to all spaces that are part of the European Schoolnet Academy portal. This includes all our online courses, mailing lists, social media channels, and any third party tools we use to communicate with each other as part of the European Schoolnet Academy activities. In addition, violations of this code outside these spaces may affect a person's ability to participate within them.

If you believe someone is violating the code of conduct, we ask that you report it by emailing: academy@eun.org.

Be friendly, welcoming, and patient

We strive to be a community that welcomes and supports people of all backgrounds and identities. This includes, but is not limited to members of any race, ethnicity, culture, national origin, colour, immigration status, social and economic class, educational level, sex, sexual orientation, gender identity and expression, age, size, family status, political belief, religion, and mental and physical ability. It is therefore important that when interacting with each other we are aware of this diversity and do not discriminate against each other.

Because of this diversity our understanding of how things work will be different, our cultural and linguistic references will be different, and we will have very different solutions to the problems which we discuss. This is a key strength of the community but requires us to be patient and friendly when interacting with each other. A reference you make might not be clear to someone else and accordingly their response might be less clear to you. This requires patience and openness in trying to understand someone else’s viewpoint.

Be Constructive

Critical reflection is a welcome part of our community’s activities but this should always be friendly and constructive. Criticism should always come with concrete suggestions on how things can be improved and should always take into account as much information as is available about the context of the object of criticism. For example, when reviewing someone else’s work on the community make sure to take into account their cultural background and work conditions when offering suggestions on how to improve the work.

Be considerate

Your work will be used by other people, and you in turn will depend on the work of others. Any decision you take will affect users and colleagues, and you should take those consequences into account when making decisions. Remember that we're a world-wide community, so you might not be communicating in someone else's primary language.

Be respectful

Not all of us will agree all the time, but disagreement is no excuse for poor behavior and poor manners. We might all experience some frustration now and then, but we cannot allow that frustration to turn into a personal attack. It’s important to remember that a community where people feel uncomfortable or threatened is not a productive one. Members of the European Schoolnet Academy community should be respectful when dealing with other members as well as with people outside the Academy’s community.

Be careful in the words that you choose

We are a community of professionals, and we conduct ourselves professionally. Be kind to others. Do not insult or put down other participants. Harassment and other exclusionary behavior aren't acceptable. This includes, but is not limited to:

Violent threats or language directed against another person.

Discriminatory jokes and language.

Posting sexually explicit or violent material.

Posting (or threatening to post) other people's personally identifying information ("doxing").

Personal insults, especially those using racist or sexist terms.

Unwelcome sexual attention.

Advocating for, or encouraging, any of the above behavior.

Repeated harassment of others. In general, if someone asks you to stop, then stop.

When we disagree, try to understand why

Disagreements, both social and technical, happen all the time and the European Schoolnet Academy is no exception. It is important that we resolve disagreements and differing views constructively. Remember that we’re different. The strength of the Academy comes from its varied community, people from a wide range of backgrounds. Different people have different perspectives on issues. Being unable to understand why someone holds a viewpoint doesn’t mean that they’re wrong. Don’t forget that it is human to err and blaming each other doesn’t get us anywhere. Instead, focus on helping to resolve issues and learning from mistakes.

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1.3- what you think are important differences between mentoring beginning and more experienced teachers.

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1.3- what you think are important differences between mentoring beginning and more experienced teachers.

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“Beyond” the classroom refers here to any work of the mentee that is crucial to their role as a teacher but does not happen directly in the classroom. For example, working with parents and other school stakeholders, or understanding school hierarchies and how to work best with school leaders, or simply about developing a positive relationship with teacher colleagues.

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1.1 Mentoring – an introduction

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So through this module, you will:

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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So through this module, you will:

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