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Module 4

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Tools to support online mentoring and the use of video

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Tools to support online mentoring and the use of video

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IRIS Connect

Teachem

Skype or Google Hangout

Google Suite or Office 365 tools

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The advantage of on-line mentoring gives us great opportunities because it decoupling to some extent time and localization constraints. However, as in the case of something, there are also disadvantages: direct contact with the mentee, encouragement, trust can not be communicated online. I think discussions after lessons, after the observation and reflection stage, should be done face-to-face.

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Using video recordings as a tool for shared review of lessons is a powerful mechanism to enhance our mentoring practice.

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I am a computer science teacher and I know that online tools are always good at transmitting information of any kind: text, video, audio. But in a mentor-mentee relationship, in order to achieve lasting results over time, is not face-to-face communication more important?

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Understand the benefits and challenges of using video in a mentoring context

Understand practical factors to consider when using videos for lesson observation discussions

Understand how online mentoring can provide new opportunities for you as a mentor

Understand the challenges of online mentoring

Explore and experiment with technical tools that can assist in the work with video and when mentoring online

Complete the final self-evaluation and development plan and submit for review

Provide feedback to the self-evaluations and development plans of three peers

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Module 3...

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Providing effective feedback after a lesson observation

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Providing effective feedback after a lesson observation

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Model of differentiated impact of observation and feedback for student teachers:
Level 1: Situated specific feedback from mentor
“The observer generally picked up on things that I wasn't aware of. Not only this,  but the observer gave me help to improve this.”
Level 2: Feedback leading to self-evaluation of specific practice
“The reflection on my part, and the constructive comments from my mentor.”
Level 3: Shared stimulated recognition of progress
“It has given me a clear timeline of my progress within areas of teaching. It has helped to inform

my targets and seek extra help where needed. Looking back over observations it is clear that I

have taken on board constructive criticism and have tried out different strategies.”
Level 4: Embedding a reflective attitude and gaining a sense of professional agency
“Being observed helped me to gain the point of view of a colleague relating to my own practice.[...]The most significant of these was probably the prompting of my own reflections and how this helped me to develop my future practice.”

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When we go into inter-assistance, we have a standard observation file with notes to be made on the lesson. Personally, it disturbs me, the part where the strengths and weaknesses of the lesson must be written; I would rather say 'issues to be improved'. The pro-forma sheet used by Rachel seems complex to me. It gives you time for reflection and discussion, involves all partners (mentor / mentee / students) in the final assessment of the lesson and provides a better observation strategy, constructive and positivistic.

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Involving students in lesson observations

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Involving students in lesson observations

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Have you tried involving students in your observations? Do you think this could work well? What do you see as the challenges of such an approach?

My answer: Because I do not have the mentoring experience, I could say how I do at the end of an hour to get feedback from the students. Being a professor of computer science, I'm taking my classes in a computer lab. Knowing and using Google tools, I have the habit of creating questionnaires / forms in which they ask for opinion ... These can also be accessed from smartphones, so anyone can create such Google forms and give them to students. I think if I ever be in a mentor position, I would do the same ...

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My first year of teaching was particularly difficult: many papers to be drawn up, many tasks to be carried out at a certain time by school leadership, a lot of new information to be assimilated and taught to students. My fellow professors were particularly busy and were not patient to give me help or information when I needed it. So the idea of mentoring in schools is especially welcome, to avoid abandoning the system of new teachers entering the school.

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In module 3 we should ideally:

1. Understand how to prepare a lesson observation

2. Reflect on the use of a good pro-forma for recording data and information for an observation

3. Understand the potential of involving students in lesson observations

4. Understand general strategies to use after a lesson observation

5. Develop ideas on how to phrase feedback effectively

6. Reflect on bad feedback practices

7. Identify development goals and actionable steps to achieve those goals

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Module 2

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The course is part of the INDUCAS project, funded by the European Union.

The project is also creating an online network of mentors with a dedicated website and activities to improve their ability to support newly appointed teachers and give them the best start in their careers.

The INDUCAS project is run by European Schoolnet under the grant agreement no. EAC-14-2016.

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The goals to be achieved at the end of the course:

An understanding of the role of a mentor

An understanding of the needs and specificities of working with beginning teachers

An understanding of the types of strategies and tools that are available to support mentors and how to effectively use them

Capacity to hold effective collaborative conversations with their mentees

Capacity to effectively prepare, run and follow-up lesson observations

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Stimulating and scaffolding thoughtful reflection and discussion

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Stimulating and scaffolding thoughtful reflection and discussion

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“Most people do no listen with the intent to understand, they listen with the intent to reply.” , by Stephen Covey, American educator and author of numerous books.
Learning focused conversations represent authentic opportunities for mentors to continue to listen and by doing so foster the relational trust that is so important for successful mentoring relationships.
Many mentors may find themselves engaged in the three types of conversations described below:

Anticipating a new project, assignment or unit of study (Planning)

Looking back upon a meeting, event or any completed task (Reflecting)

Addressing a specific challenge or concern that is top of mind (Problem Solving)

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Developing a Climate of Trust with your Mentee

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Developing a Climate of Trust with your Mentee

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" For an effective mentoring relationship and for effective collaboration to happen, trust is an essential ingredient. Without trust, a mentee will not openly share their concerns and challenges with you, making your work as a mentor very difficult, if not impossible. "

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Conversation in a collaborative environment is necessary for a better understanding of the topics discussed. Collaboration involves dialogue between the mentor and the mentee - the mentee discusses his needs and concerns (how should he be in the classroom, how to communicate with students, etc.), and the mentor exerts his professional attention, trying to create a free atmosphere Prejudices, in which the mentee feels comfortable to explore and analyze problems.

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Module 1

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In module 2 we should ideally:

1. Understand the role of collaboration in a mentoring relationship

2. Understand the importance of mutual trust in a mentoring relationship and how to develop such trust

3. Understand the importance to scaffold, stimulate, and question in conversations with your mentee and some strategies to do so

4. Identify collaborative projects you could embark on with your mentee

5. Reflect on how to implement trust-building approaches in your context

6. Discuss an effective discussion and feedback approach for a typical mentoring scenario

7. Identify development goals and actionable steps to achieve those goals

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“The most valuable resource that all teachers have is each other. Without collaboration our growth is limited to our own perspectives”.
Robert John Meehan, American Educator and Author of “Teacher’s Journey: The Road Less Traveled”

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Tips to be followed for integration:

"Do your job in class" - be a good specialist teacher;

"Earn your students' respect" -do classroom activities to attract students' sympathy and respect;

"Works in heterogeneous teams" - organize activities with several classes of the same level;

"Organizes a school trip" and invites executives, colleagues and students;

"Get involved in projects outside school"

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In order to achieve the desired changes / evolutions in mentoring relationship I would identify the following small concrete steps that will allow me to progress realistically towards the desired practice:

Free discussions;

Short and concrete questions;

Assertive communication;

Role Playing (in the rebellious pupil-teacher scene);

Friendly and encouraging presentations

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How I would like to develop as a mentor!?

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How I would like to develop as a mentor!?

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Because I have no experience in mentoring, at the end of this course, I would like to know and learn how to be a good mentor, to see and feel the positive aspects of mentoring, to feel that what I do is a good thing for society.

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As a mentor I would try to be
Agents of change (create collaborative school environment where mentee can feel safe and supported across the school).
My role as a mentor would not only include mentor-mentee, but I would like the work and effort made to form a preacher to be supported by the whole school. Teamwork is much more sustainable. Being a sociable person, I know that when there is communication and collaboration there is learning and evolution.

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I am a titular teacher at "Emil Racoviţă" Theoretical High School from Baia Mare, Maramureş, Romania.
I began my activity at this high school in autumn 2008.
Oficial website:

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Liceul Teoretic "Emil Racovita", Baia Mare

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Home | Prezentare | Resurse umane | Resurse materiale | Asigurarea calitatii | Oferta scolara | Profesori | Elevi | Parinti | Parteneriate | Programe si proiecte | Cu ei ne mandrim | Informatii publice

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To ease my work, starting in 2010, I set up a blog where I post about the most important school activities (national / international competitions, olympics and school competitions), links to educational sites, but also many lessons, structured on chapters in the curriculum:

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"Creativity takes courage" - Henri Matisse

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I like my job, the high school where I teach, my colleagues, and the students I work with.
I am conducting in the 11th grade, the class specialization being Natural Sciences.
My activity is not just the part of the teaching, but I like to organize extracurricular activities with some colleagues.

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Motto:
“The delicate balance of mentoring someone is not creating them in your own image, but giving them the opportunity to create themselves”
Steven Spielberg

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Hello!
My name is Timb Edina.
I started my career as a teacher since 1 September 2005.
My specialty is Informatics and Information and Communication Technology.