Effective Mentoring Program Refresher Program

Transcription

1 Effective Mentoring Program Refresher Program 1 How today will run Welcome, Introductions and Program Overview The Mentoring Capability Framework Registration Requirement Inquiry Cycle The Inquiry Cycle in Practice Your Mentoring Skills Action and Evaluation 2 1

2 Pre-Course Module Pre-Course Readings and Tasks Reading 1 What early career teachers say Reading 2 The good mentor Task 1: Review the Mentoring Capability Framework and complete a self-assessment task using the template found in the CELMS. 3 Aim of the Effective Mentoring Program The aim of the Effective Mentoring Program is to build the capacity and capability of mentors to support provisionally registered teachers (PRTs) through ongoing professional learning embedded in the PRT s dayto-day practice. 4 2

3 Reflective Dialogue In groups of 3, share your experience and understanding of mentoring WHAT is mentoring? HOW do effective mentors live their role? 5 What is Mentoring? Mentoring is to support and encourage people to manage their own learning in order that they may maximise their potential, develop their skills, improve their performance and become the person they want to be. (Eric Parsloe, The Oxford School of Coaching & Mentoring) As a process, mentoring may be generally described as a dynamic interpersonal relationship involving two or more people. Mentoring in early childhood is often perceived as a peer relationship (Nolan, 2007, xvii), where a more experienced practitioner provides professional guidance to one or more novice practitioners, either on a 1:1 basis or as a group. (Wong and Waniganayake 2013) 6 3

4 What Mentoring is Not o Performance management o Training o Peer friendship and support o Counselling 7 How do Highly Effective Mentors live their Role? Emotional Intelligence Building Rapport Build and Maintain Trust Deep Listening 8 4

5 Introducing the Mentoring Capability Framework In your group of 3 consider each perspective in turn: you as mentor, your mentee and your school Within each perspective, which domains and expectations and behaviours feel particularly important and why? What difference do you think these capabilities make in the success of mentoring? What questions or concerns might the MCF raise for you? 9 Using the MCF Self Assessment Tool.. In pairs, discuss the expectation and behaviour you plan to use as a focus Discuss the evidence that you used in your assessment of that expectation and behaviour Together consider the following questions: What is it about my context and that of my mentee that made me choose this particular focus? What issues might I need to address in order to develop my practice in this area? What learning might I need to undertake? What resources should I seek out? 10 5

6 Morning Tea 11 The value of mentoring PRT Beneficial changes to teaching 83% Changed aspects of classroom practice for the better 84% Allowed me to see what good professional practice looks like 87% Likely to stay in teaching Mentor Culture of skill and knowledge transfer 71% More motivated as a teacher 76% Advocate for professional mentoring practice at school 76% 12 6

7 Understanding beginning teachers The need o for empathy and personal support o to accurately see what is happening in practice o for guiding questions learning o for an action plan and resources o for honesty. Mentoring Novice Teachers: Fostering a Dialogue Process Debra Eckerman Pitton, Understanding beginning teachers Expanding vision of beginning teachers 14 7

8 Australian Professional Standards for Teachers 15 APST articulate teacher practice and registration requirements 16 8

9 Provisional teacher / early childhood teacher registration o 2 years o >80 days of teaching in Australia and/or New Zealand o VIT (full) registration process o Inquiry Approach (evidence of APST) 17 Updates Provide evidence of all 37 descriptors of the APST Professional and Ethical responsibilities 4.4, 7.1, 7.2 Recommendation Panel Guidelines 18 Name of presentation 9

10 Learners with disability Victorian government initiative recognising the importance of providing opportunities for all learners and making education settings more inclusive focussing on ensuring teachers can support the learning of those they teach who have a disability. What do we mean by disability? defined by the Disability Discrimination Act 1992 mental or physical disability disorder, illness or disease that results in disturbed behaviour requires supplementary or higher level of adjustment or support through quality differentiated teaching does not necessarily require formal recognition of the disability or targeted specialist education services and support. 19 Registration 20 10

11 Getting to know the Standards Graduate: after graduation Proficient: after practising as a teacher Activity: Standards 1-6 differentiation what will you see how could this be evidenced? make, do, say and write. 21 Evidence 22 11

12 Evidence documents planning documents- lesson plans, unit plans, observation records and learning plans assessment data formal and informal meeting logs individual learning plans work samples annotated records of professional conversations, notes witness reports from mentor / teaching colleagues class newsletters, photos, videos, blogs. 23 Providing feedback

13 Code of Ethics and Code of Conduct One of the hallmarks of a profession is adherence to publicly affirmed ethical standards 25 Professional and Ethical Responsibility Time to speak and be heard time to listen Maintaining child safety and welfare Maintaining professional relationships 26 13

14 Lunch 27 Effective Mentoring Program School Based Day 2 - V Name of presentation 14

15 The Inquiry Approach To gather evidence of practice to meet the standards 29 Opportunities for demonstrating APST through Inquiry Approach 30 15

16 The Inquiry Approach Implement an Action Plan implementation over 4-6 weeks (depending upon teaching context) joint planning, interaction and professional discussion (>3) observation of practice (>3) observation of mentor / experienced colleague s teaching practice (>1). 31 Short guide to referencing the standards Purpose: final check before submitting to panel Have all descriptors been evidenced? reference to page numbers and documents copies to panel for their information prior to meeting

17 Documenting evidence The template: a framework for documenting evidence to assist in organising and collating evidence to ensure all standards descriptors are addressed sections can be annotated or modified to suit. 33 Panel composition School Setting VIT registered Principal Early childhood VIT registered EC teacher VIT registered teacher who has completed an EMP or VIT program VIT registered teacher who has completed an EMP or VIT program VIT registered colleague nominated by the PRT who is familiar with their work VIT registered EC or Teacher colleague nominated by the PRT who is familiar with their work 34 17

18 Recommendation process Name of presentation Name of presentation 18

19 Inquiry Approach 37 Inquiry Approach for Mentors 1. understand your mentee s context: assess their level of learning & factors affecting their learning; determine what they already know and what they need 2. develop a question for inquiry relating to your mentoring practice; deepen your professional knowledge in response to the identified area of inquiry 3. use this knowledge to establish your action plan to develop your mentoring skills and to improve your mentee s learning 4. implement your action plan 5. assess your learning and reflect on the effectiveness of your mentoring practice on the learning of your mentee; reflect on the implications for future mentoring practice and professional learning

20 Exploring the Inquiry Approach You will see the Inquiry posters around the room. In your table groups, empty the collection of statements from the large envelope onto the middle of the table. Match each statement to the Inquiry step to give the best fit. Discuss why you think the statements belong at that step. Make connection to your own practice and experience. 39 The Practice of Mentoring Work in pairs. Each take turns in playing the role of the mentee and the mentor. As mentee use an inquiry question from your own mentoring practice from your MCF self assessment Mentee share your story and your potential inquiry question. Mentor respond to the Mentee using the ideas and strategies we have discussed today. Be clear about the purpose of the conversation Help the mentee begin the process of drafting an action plan Discuss together how the conversation went 40 20

21 Mentoring Skills Giving and Receiving Feedback One of the most effective ways to improve teaching skills in the classroom is through regular, precise, positive and constructive feedback. The main purpose of feedback is to promote the growth of teacher skills, building on the skills that the teacher already has, whilst also introducing new skills. Evidence-Informed Conversations Evidence provides an objective starting point for the mentee to examine, question and compare what happened with what they intended to happen in the lesson. Rigorously analysing the evidence together as mentor and mentee will provide a springboard for mentees and mentors to share ideas and insights. What might be 2 benefits and 2 drawbacks of each paradigm? In what circumstances might each style be the best one to adopt? What stance does each require of the mentor and of the mentee? 41 Questions for Evidence- Informed Conversations How many great questions can you come up with? For example: What did you notice? What else? What might this be evidence of? Anything else? How would you know? What caused that? 42 21

22 Teaching as a Public Practice 43 Observing Practice Observation models could include (in the context of mentoring): Mentor observing mentee Mentee observing mentor Mentee observing other colleagues You and your mentee together observing a colleague A group of PRTs and/or beginning teachers observing an experienced colleague Others? 44 22

23 Teaching as a Public Practice 1.In what ways is observation of practice different from watching a lesson? 2.How can you as a mentor optimise the value of observation of practice? 45 Applying the Inquiry Process to your Mentoring Practice Step 1: Establish context for learning Reflecting on your mentoring practice, which MCF expectation and behaviour are you going to work on next? What is important for your development as a mentor at this stage? Why? How do you know? Step 1.1: Reflect on your mentee s context Where is your mentee in their learning journey? What do they need to learn next? Why? How do they know? Step 2: Your inquiry question Starting with the MCF expectation and behaviour that you plan to work on, what is your draft inquiry question? What professional learning do you need to explore? 46 23

24 Applying the Inquiry Process to your Mentoring Practice Step 3: Apply knowledge to mentoring practice o Start to explore your inquiry question o Begin to apply your further learning in this practice opportunity. o Part of your plan should be to understand the context for your mentees what are their needs? o Be clear in your thinking about the 2-3 actions you will take to develop your practice. Step 4: Implement action plan o Working with your mentee, implement your action plan o As you implement, keep a personal record of your journey Step 5: Evaluate effectiveness of practice o Gather together your evidence o Consider the impact of your mentoring practice on your mentees learning, etc o Plan your next steps 47 CELMS and other resources AITSL s My Induction App CELMS DET Induction Portal (Govt Schools) 48 Effective Mentoring Program School Based Day 1 - V1.0 24

25 Evaluation TELL US WHAT YOU THINK 49 Remember to download all of your files from CELMS Thank You 50 25