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Join us on this course to explore how mentors can support and develop the work of teachers in schools. The course aims to support mentors working with teachers by offering them strategies and tools for their work with teachers as well as examples of effective mentorship approaches leading to more effective, happier, and successful teachers. The course offers a framework for mentors of all experience levels to exchange ideas, experiences and resources.

The course is relevant to all kinds of mentors, coaches, or tutors working at school or university level. However, the focus is primarily on mentoring of colleagues within a school. Particular references are also made to the mentoring of beginning teachers, supporting them to find their place in the school and classroom.

As a course participant you will develop:
- 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 theme
- Capacity to hold effective collaborative conversations with their mentees
- Capacity to effectively prepare, run and follow-up lesson observations

As part of the course, you will prepare a review and planning document designed to support your work with your mentee(s) after finishing the course.

Prossime sessioni

23.09.2019 > 30.10.2019

Registrati prima del 07.06.2019

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Join us on this course to explore how mentors can support and develop the work of teachers in schools. The course aims to support mentors working with teachers by offering them strategies and tools for their work with teachers as well as examples of effective mentorship approaches leading to more effective, happier, and successful teachers.

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This map shows the location of participants in the course "Mentoring in Schools" on Teacher Academy. Please enter your location on this map and see if there are people close to your location who are also taking this course. If you want, you can leave some contact details; then other participants who are located close to you can contact you to arrange a course meet-up. Please be aware that this map is publicly accessible and hyperlinked on the course, so only share private details at your own discretion.

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This map shows the location of participants in the course "Mentoring in Schools" on Teacher Academy. Please enter your location on this map and see if there are people close to your location who are also taking this course.

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I teach English as a Foreign Language in a Secondary School in Rome. I've been teaching English for 16 years. I'm specialized in developing ICT in the classroom. I like learning new things, I think life-long learning is the aim of a good teacher. I like trying new methods to make my lessons interactive and I believe this digital period forces us to keep up with technological progress and I want to be at the forefront.

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This is my secondary school in the north of Rome, it has 360 students and 45 teachers. The school has got classes with Interactive White Boards and projectors and two labs: a computer lab and a video room. I have been training to use technology in the classroom and my students are enthusiastic.

I often use collaborative learning - task based activities so students can learn by doing. I started to flip some of my lessons following the Flipped Classroom approach. In this way, I'm re-organizing the learning time and trying to develop my students' digital skills, too.

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https://emilianarufo.wordpress.com/

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let us introduce you to Rachel Lofthouse who is our key expert on this course and provides us with inputs for most of the course sections. Rachel is Head of Education at the School of Education, Communication and Language Sciences at Newcastle University, but listen yourself as she gives us a short introduction of her profile and experience in the field of mentoring.

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I didn't have a mentor when I started my  job at school but I had always found useful to collaborate with my colleagues by sharing opinions, ideas and good practice.

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1.3. Getting started with a mentoring relationship

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1.3. Getting started with a mentoring relationship

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the process of learning happening not only at mentee level but also at mentor level. Therefore, in order for your mentoring relationship to succeed, it is important that you understand it also as a form of developing your own practice as an educator.

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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 a colleague doing it for the first time? And what tips do you have for the first mentoring session?

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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?

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It's a collaborative relationship. It's listening to the mentee's ideas and opinions and adding something which the mentor have already experienced.

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For those of you with no experience yet, identify what your main concerns/questions are for your upcoming mentoring relationship. Scroll down below the first Padlet and add your questions and concerns in the second Padlet or comment and vote for those of your colleagues.

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For those of you with no experience yet, identify what your main concerns/questions are for your upcoming mentoring relationship. Scroll down below the first Padlet and add your questions and concerns in the second Padlet or comment and vote for those of your colleagues.

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Trust

Interest

Examples

Real evidence activities

Collaboration

Experience

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

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

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I think the relationship between a mentor and his mentors is very important. A mentor guides the activity based on a plan that takes into account the needs and the real expectations of the mentee. Experienced colleagues can share from their experience, but will only succeed, to a small extent, to cover all the training needs of the beginning teacher,

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What other aspects are important to consider when mentoring beginning teachers vs more experienced colleagues? - brainstorming and voting | tricider

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I think the relationship between a mentor and his mentors is very important. A mentor guides the activity based on a plan that takes into account the needs and the real expectations of the mentee.

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

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What areas might your own mentee require support with and how can you support him/her in these?

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What areas might your own mentee require support with and how can you support him/her in these?

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Showing the Mentees all sort of activities they will be involved to, what can they do for the school, what school can do for them. How to improve their job in the classroom, how to use ICT, how to relate with headmaster and other colleagues. All the opportunities school and territory could give them. The relationship with students, with parents. The Bureaucracy under the teaching activity.

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1.6 What to avoid in a mentoring relationship

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1.6 What to avoid in a mentoring relationship

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A mentor should play a key role in the summative evaluation or assessment of a mentee’s work as he/she is best placed to make such an evaluation or assessment.

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SEG Webinars - Mentoring early career teachers

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Module 2: Mentoring through Collaborative Conversations

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Module 2: Mentoring through Collaborative Conversations

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what do you understand as being a collaborative conversation?

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Listen to Rachel's perspective on this and think about how collaborative your own mentoring relationship and conversations are.

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Identify one or two problems/projects/questions which you think will be of primary interest to your mentee as well as yourself, and which you could address together in a collaborative way.

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Identify one or two problems/projects/questions which you think will be of primary interest to your mentee as well as yourself, and which you could address together in a collaborative way.

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At the moment I'm not involved in a mentoring relationship but I think we should collaborate in creating good activities in class by the use of ICT and online tools.

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2.2 Developing a climate of trust with your mentee

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2.2 Developing a climate of trust with your mentee

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How can a mentor develop a climate of trust in their conversations with their mentee

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Listen to some first ideas of Rachel Lofthouse on why trust is so important and how to develop a climate of trust with your mentee.

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Choose one of the example strategies identified in the TeachOntario website mentioned above and share an example of implementing that strategy

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Choose one of the example strategies identified in the TeachOntario website mentioned above and share an example of implementing that strategy

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One of the strategies I would like to choose and develop with my mentee is "Sharing Real-World Challenges" and "Listening". This approach could lead us to create a good relationship everyday step by step, it will open our mind to new ideas and opinions.

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2.3. Stimulating and scaffolding thougthful reflection and discussion

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2.3. Stimulating and scaffolding thougthful reflection and discussion

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Description of situation

You are being assigned as a mentor for a beginning teacher who started his induction year at your secondary school seven months ago. You have already had a couple of first mentoring sessions together.

One day, in the staff room during lunch time, your mentee explains to you that some students do not respect him, some of them speak in class, and he does not know how to deal with the situation.

He is very stressed and feels one of the reasons he is not handling the situation well is that he does not have sufficient time to prepare his lessons. He is teaching three different subjects to seven different classes between the ages of 13 and 16, each with around 20 students. He has also volunteered to support the preparations for the upcoming school play.

Your mentee explains that a colleague in his department has told him to be stricter and more authoritative with a louder and deeper voice. But first attempts at doing this have gone wrong resulting in confrontation with the students.

Your head teacher has recently approached you and asked for an update on the progress made by your mentee, as a parent recently phoned her complaining about the beginning teacher.

Actually I will use one of the strategies of "TeachOntario", i.e. Listening. I will ask my mentee to tell me how he/she feels and what is happening in his/her daily school life, how things are going with students and colleagues and what are his/her most important goals to achieve in the next future.

Then I will try to encourage him/her by giving a constructive feedback and showing examples related to my past experiences. Finally we will make a plan of the next steps he/she is going to undertake and what attitude and behaviour must be changed to work and feel better at schools.

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Module 3: Effective lesson observations for mentoring

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Module 3: Effective lesson observations for mentoring

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A key part of any mentoring relationship will be lesson observations.
3.1 Preparing a lesson observation

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Thinking about your own observations of a mentee or colleague, how do you prepare for a lesson observation? Or what type of preparation have you experienced when being observed?

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Thinking about your own observations of a mentee or colleague, how do you prepare for a lesson observation? Or what type of preparation have you experienced when being observed?

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I will prepare a grid with different objectives. A kind of Rubric in which I determine diverse aspects I want to observe. I will give them points and then I will examine the grid with my mentee showing him/her my ideas and opinions, pros and cons to develop and work better in class.

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3.2 Involving students in lesson observations

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3.2 Involving students in lesson observations

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One of the most important and probably most difficult parts of a lesson observation is to collect data and information that will help the reflection and feedback process after it.

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Involving Students in Lesson Observation

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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?

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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?

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I think students' feedback is always useful to improve teaching and learning activities and experiences. I will create a Rubric to evaluate aspects of the lessons in order to receive advice to enhance teaching practice and learning goals.

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3.3 Providing effective feedback after a lesson observation

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3.3 Providing effective feedback after a lesson observation

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Observation & Feedback: Six Steps to Effective Feedback

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Module 4: Online mentoring and the use of video in mentoring

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Module 4: Online mentoring and the use of video in mentoring

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The final module we explore how technology tools can impact mentoring practice, focusing on the use of video for mentoring and the process of mentoring online.

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What are the advantages of using video is a mentoring relationship & how to use video effectively?

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I've never used videos in mentoring or as a mentee, but I use videos for professional development and in my lessons. i think using videos is important and useful to catch attention and complete lesson activities.

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What are the advantages and challenges of online mentoring?

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I think using videos in mentoring can be useful and helpful to save time and have materials always available, so mentees can learn at their own pace and mentors can say more than they could in conversations, where you have to respect speech pauses. This doesn't mean mentor and mentee can avoid face-to-face meetings, they can also discuss on videos indeed when they meet.

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4.3 Tools to support online mentoring and the use of video

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4.3 Tools to support online mentoring and the use of video

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There are a range of tools out there that can help you when you are mentoring online or want to use video in your classroom. The course webinar provides one example of a powerful tool for using video, but there are many others free

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Using IRIS Connect has cut our CPD budget in half, enabling us to unleash the collective capacity of our teachers

Helena Bryant, Assistant Head, St Peter and Paul Catholic Primary School

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IRIS Connect | CPD & Professional Development For Teachers

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Using IRIS Connect has cut our CPD budget in half, enabling us to unleash the collective capacity of our teachers Helena Bryant, Assistant Head, St Peter and Paul Catholic Primary School

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Skype - Google Hangout - Google Suite - Office 365

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Find out what areas of professional learning teachers across the country are using IRIS Connect for.

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Activity 3: Tricider - What other tools are out there that could help our work online or when using video?

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Activity 3: Tricider - What other tools are out there that could help our work online or when using video?

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I usually use screencast-o'-matic to create my videos for lessons. It is an easy and free online tool to record videos.
eTwinning and Twinspace platforms are essential meeting points to create videoconferences among school partners by using AdobeConnect tool.

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What other tools are out there that could help our work online or when using video? - brainstorming and voting | tricider

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Let's do some brainstorming and vote for the best ideas. What do you think?

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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, discussions, etc.

2. The second step is to think about what your goals are as a mentor, what development you would 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 take to come closer to the goal expressed previously.

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On this course, we explore how mentors can support and develop the work of teachers in schools. The course aims to support mentors working with teachers by offering them strategies and tools for their work, as well as examples of effective mentorship approaches leading to more effective, happier, and more successful teachers. The course offers a framework for mentors of all experience levels to exchange ideas, experiences and resources.

https://api.eu.badgr.io/public/assertions/kX35bEDNQdmhGTLg0yf_5Q

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On this course, we explore how mentors can support and develop the work of teachers in schools. The course aims to support mentors working with teachers by offering them strategies and tools for their work, as well as examples of effective mentorship approaches leading to more effective, happier, and more successful teachers.