MEREWAY MIDDLE SCHOOL

Mentoring

Contents

Foreword

1. Introduction

2. The Role of the Mentor

3. The Evolution of the Relationship

4. Forging the Relationship

5. Strategies & Tactics

6. Redefining the Relationship

7. Personal Professional Development Planning

8. Further Information

1.0 At Mereway Middle School the ethos is supportive to the idea of mentoring.

This is further supported by the style of organisation and management, with staff working closely together in year teams. Communication goes beyond these teams with curriculum and other working groups.

Personal professional development is seen as an essential aspect of school life enhancing the quality of work within it; and the development of a Personal Development Profile is encouraged for all staff.

1.1 The role of the personal mentor is undoubtedly important, and it will be whoever takes on the role who will co-ordinate/facilitate other staff to offer the widest possible experience to the NQT. Every member of staff has a range of strengths and qualities and it is possible to offer a range of way of learning.

1.2 Induction Managers should be able to offer to support to NQT's through a number of routes:

a basic induction programme

exemption from cover duties, where possible

exemption from break duties

access to a mentor

visits to other schools

working in partnership with other colleagues

initiating a Personal Professional Development Profile.

2.0 The Role of the Mentor

2.1 A mentor is anyone involved in mentoring - within this role the mentor might act as:

guide

coach

role model

listener

"door opener"

facilitator

protector

tutor

confident

sounding board

sponsor

councillor

networker

trainer.

Above all a mentor has, or will make, time.

A mentor should facilitate experience for the NQT and see that opportunities are provided -

To observe high quality learning.

To encounter a wide variety of teaching methods in schools.

For structural classroom observation to give an adequate basis for the identification of professional needs.

To give specific guidance to help acquire subject knowledge that might be lacking in the non-core foundation subjects.

For constructive feedback.

To take advantage of L.E.A. support.

To identify professional needs.

3. The Evolution of the Relationship

3.1 Diagrammatic Representation

Year 1

Term 1 establishing the

relationship the relationship

building trust develops

Formal meeting (1)

Formal meeting (2)

Term 2 Monthly Review established

- looking at strengths

- Targeting areas of Personal feedback

- Professional Development evaluation

Term 3 Moving towards 'Critical Friending'

Personal Professional Development Planning

Year 2 Redefining the Relationship -

developing a Personal Professional Profile

3.2 Framework

Year 1

Terms one two three

Appointment

Building the Formalising the Developing the

Relationship Relationship Relationship

Year 2

Terms one two three

Developing a Personal Professional Profile

(via Critical Friending)

3.3 Communication

Communication is an essential aspect of mentoring. To ensure that communication is effective there is a necessary to clarify what needs to be communicated, to whom and when, and then planning to accommodate this.

3.4 How to begin working together:

Talking things through

Sharing ideas, perceptions, understandings and values

Listening activity

Clarifying ideas

Building trust

Forging a relationship

3.5 The Mentoring Relationship

The stages of the mentoring relationship should be logical and progressive.

The mentoring partnership will be initiated as soon as possible after the appointment has been made, with the mentor available on visits to the school, and staff meetings, attended prior to the beginning of term.

If the newly appointed teacher is available on the Transfer Day held in July there should be an opportunity for discussions at the end of that day to review the experience.

A date should be set prior to the beginning of term for the mentor to advise and assist on matters of classroom organisation and display to ensure the first day of term is met with confidence.

3.6. Building Trust

The first term is crucial in building a relationship of mutual trust in the initial phase of mentoring.

Before the start of term an hour should be set aside to begin to establish the relationship. This occasion would be an opportunity to:

compare their present school with the school in which they had experience during training

(type, size, location, catchment areas, working environment lesson planning, teaching methods, organisation)

Find out more about each other as teachers:

(strengths, weaknesses, interests, aspirations)

Find out more about each other as people:

Past experiences

*For further information/activities see 'Mentoring: Resources for School-based Development' Longman.

Once term begins a formal interview should take place that clarifies how the NQT feels things are developing enabling the next stage of induction to be plotted. For example,

school visits

observation

paired teaching

It is essential that both members of the partnership find time to enable the trust within the relationship to build. To enable this to happen effectively the mentor will usually be part of the same year team as the NQT. Feedback at this stage will generally be informal and it is important that the mentor can always make time to be supportive. Above all it should be remembered that the aim is to assist the mentee to stand on their own two feet and not become dependent.

3.7 Formal Review

At the end of the first term a formal meeting should be set up. At this, elements of the professional role of a teacher should be brainstormed *. The items on them grouped according to how successful the NQT feels in that area. From this priorities can be found for future targets to be addressed.

Term 2

See 'Mentoring-Resources for school based development'. -Longman. Page 145.

* See following page

4.0 Forging the Relationship

4.1 A Mentor should:

help to establish long and short term goals and help to plan how to achieve them.

act as a sounding board.

help the NQT to face up to opportunities, strengths and weaknesses.

Questions a mentor should ask:

Are the goals/targets stated clearly?

Do we both understand what is meant?

What sort of resources are needed?

What does the NQT need to do themselves?

What should I do to encourage and support this?

Things to Avoid

One person doing most of the talking

Being judgmental

Being negative.

4.2 A Pattern of Learning - to action learning cycle.

APPLY REVIEW

The diagram above suggests a form that would promote effective learning, which keeps appropriate responsibility with the learner, related to their goals and targets. The initial formal interview, of course, could be at any point on the cycle, and this starting point should be negotiated between both parties.

However, it is important to set that first date, to get the process underway and consider the agenda for the first meeting.

4.3 Building the Agenda

Start by giving some recognition to experience since you last met. Exchange a few 'triumphs and disasters' as a means of tuning in to each other.

Give a set time to construct the agenda for the meeting. No meeting should be short and rushed and both parties should arrive with ideas of what they want to be on the agenda. Ideally this will already have been negotiated and agreed.

Checklist - does the agenda contain:

a follow-up from the previous meeting

a review of present strengths and needs/achievements

planned issues

target setting

4.4 Key Conditions - certain factors need to be established for both parties to benefit from the meetings.

Are you prepared for each meeting?

When will the agenda be mutually agreed?

Before the meeting/At the beginning of the meeting.

How often will you meet?

At what time?

For how long?

Where? Does a specific venue give certain messages?

Confidentiality - it is essential that any information released as a result of the meeting is agreed first.

4.5 Some Basic Guidelines

It is necessary to be realistic; for a mentor will not be able to reach every need. It is also important that the mentor does encourage the mentee to be independent.

Be realistic

Be flexible.

Balance professionalism and friendship

Don't let the relationship become complacent

Allow the relationship to grow.

4.6 Review & Development Tasks

On the following pages are masters.

If both parties agree that any of these would be of use they may be copied.

SWOT analysis. Organisational/Personal

Action Planning Form - Setting Developmental Tasks

Mentoring - Review and Assessment Form.

The agenda for the first meeting

This form may be used to note down the points you want to raise during the first meeting. Below are some headings to remind you of the topics to cover.

Introductions

Agree a Mentoring Contract

SWOT analysis of the organisation

SWOT analysis of the Mentee

Discuss Mentee's career aspirations

Other issues

Action points

Date of next meeting

SWOT analysis

Organisational SWOT

Strengths Weaknesses

Opportunities Threats

Personal SWOT analysis

Strengths Weaknesses

Current competencies: Competencies/knowledge requiring

development:

Opportunities Threats

Career aspirations: Perceived obstacles:

Setting Development Tasks

This sheet should be used jointly by the mentor and mentee, with input where appropriate from the Mentee's line manager (if they are not the mentor) and from training and development specialists.

1. What specific skills and behaviours should the mentee learn from the development task?

2. What range of tasks might best provide suitable learning opportunities?

3. In whose area of responsibility do those tasks fall?

4. How will we persuade that individual to endorse the task? Will they need to become actively involved?

5. How will the mentee fit the task in with day to day responsibilities? (Do we need to gain the endorsement of his/her immediate line manager?)

6. How will we determine the success of the task?

Success Criteria

5.2

Please complete the following question as a basis for discussion.

1 = very confident about this area.

2 = Quite confident about this area.

3 = Rather unsure about this area - could do with more training.

4 = Very worried about this - will definitely need more training.

THE CURRICULUM

English				1 2 3 4
Mathematics				1 2 3 4
Science				1 2 3 4
Technology				1 2 3 4
History				1 2 3 4
Geography				1 2 3 4
Music				1 2 3 4
Art				1 2 3 4
Physical Education				1 2 3 4
Religious Education				1 2 3 4

Cross-curricular issues - eg. personal and social education health, education 1 2 3 4

gender and multi-cultural issues

TEACHING SKILLS AND CLASSROOM MANAGEMENT

Classroom Organisation 1 2 3 4

Behaviour Management 1 2 3 4

Time Management - Your own and that of the children 1 2 3 4

Display 1 2 3 4

Planning and Assessing the children's work 1 2 3 4

Differentiation - matching the tasks to the needs of the child 1 2 3 4

Catering for children with special needs 1 2 3 4

The Teaching of Reading 1 2 3 4

Interpersonal Skills - children, colleagues and parents 1 2 3 4

Analysing and evaluating your teaching, with a view to improving it 1 2 3 4

Any other ideas or suggestions for training? If so, please write them on the back of this sheet.

Thank you for your co-operation. This information will remain confidential, and will only be used to assess training needs.

5. Strategies and Tactics

5.1 At the end of the first term the Professional Tutor within a school will be asked by the L.E.A. to complete a questionnaire about the professional development of the NQT. This sheet is a useful tool for analysis and could be completed by the mentor and NQT together. It could form the 'initial stage for target setting in the middle phase of the mentoring programme', will highlight strengths and identify needs for further support or training.

5.3 Target Setting

Targets should be negotiated between both parties, and a timescale specified.

Timescale - When do I hope to achieve the target?

(Short term/medium/long term)

Success Criteria - How do I know when I get there?

. All targets should be:

Achievable

Believable

Controllable

and

Specific

Memorable

Agreed

Realistic

Tried

Possible activities that might help to achieve a target need to be considered and their implication on an individual level, and for the school as a whole.

Even if a target is missed something of value can still be learnt from the process and this needs to be analysed even if the target is re-negotiated.

It is important that purposeful goals are set and that a feeling of making progress is felt. To achieve this periods of reflection are necessary.

Discussions may begin:

'Some of the things I'm more competent at include ....'

'I feel better about ....'

'I feel more motivated to ....'

The review phase should never be rushed, strengths identified to be built upon.

5.4 Self-Evaluation

The mentor should promote self-evaluation, and may do so by encouraging NQT to complete for example:

'I have learned ....'

'I have achieved ....'

I found most difficult ...'

As much of school life is successful due to team work the NQT's contribution to areas of development should be considered. It should be remembered that it is self-evaluation that is important and the mentor should act as a listener and not take a lead in the proceedings.

5.5 Recording the Process

Recording even a brief record, helps with the process of recollection

reflection

review

shows progression

the presentation of achievements

A section in the Professional Development Profile could be set aside to log processes undertaken with one's mentor and mentee, however time is set aside it is important to keep the log up to date as it is an essential reference.

5.6 Feedback

Feedback should be constructive, and not judgmental. Mentors should try to:

be descriptive, not evaluative

be specific

refer to things that can be changed

offer alternatives

Both parties will probably by now acknowledge that the mentoring role is not easy. Feedback given can only be from a personal perspective. See "Mentoring: Resource for School Based Development." Page 156

5.7 Problem Definition

On occasions a problem may be brought to a mentor.

Don't dive in, instead:

learn from how the problem is described

look for alternative perspectives

keep communicating open

Find out

When did the perceived problem arise?

What else was happening at the time?

How do they show their concern?

How do others describe/see the problem?

What line of actions are suggested?

Problem definition takes time, a quick solution may not be the best one.

Possibly a previous experience had similarities, can anything be learnt from it?

5.8 Conflicts and Challenges

It is important how conflicts are handled. If a situation arises and the matter does seem important to you there is an excellent section on this in "Mentoring: Resources for School Based Development". Longman. Page 162

Challenges

A challenge is very different from a conflict. It is necessary to challenge someone to understand more fully and act more constructively.

It can be helpful to challenge:

Discrepancies between what is said and done

excuses

distortion

over simplification

"blocks"

It can be more helpful if the mentee is able to challenge themselves. When the mentor takes the lead it is necessary to be tactful, and not ask for too much, too soon.

6. Redefining the Relationship

6.1 Clarifying Balance

Initially, particularly at the beginning of the first term, the mentor will be able to offer support in a number of ways, with practical help, as a provider of information and as a facilitator.

During the year the balance should change considerably until the partnership is equal, with two professionals helping each other within a learning situation.

The mentor should reflect - 'Am I promoting self-reliance, self-evaluation?

The mentee needs to remember that no one person has all the right answers, and that for the partnership to be successful there will be learning for both sides.

6.2 The Learning Plateau

Mentoring is an interpersonal process with the focus on professional learning. A plateau may be reached in the relationship, which may be due to one of the following:

low expectations of achievement

a cosy view of mentoring

not wishing to risk past and present achievements

not wishing to keep 'learning'

6.3 Assessment

Assessment with agreed criteria can keep the learning process active. When matters of assessment are being discussed a copy of the criteria should be available. The mentor plays a part in the assessment but to most self-evaluation is useful. The mentor has an additional role to play there, initially to help set the criteria, and in the later stages to keep discussions related to them.

6.4 Toward Critical Friending

In the second year of teaching the partnership should evolve into a more even professional relationship, moving towards critical friending.

This should focus on the development of a Personal Development Profile. At this stage there are a variety of choices.

The N.Q.T. may decide on one or more of the following:

To continue an informal relationship with the mentor

To continue the relationship, restricted to specific projects

develop the relationship into a 'critical friending'

Work with a peer group to develop their Personal Development Profile

Work with their appraiser to continue their professional learning.

6.5 Activities

The following sheets may prove useful at this stage in the relationship:

a) Action Planning Form

b) What Next

c) Mentoring Review & Assessment Form

7. Personal Professional Development Planning

7.1 Personal Professional Profiles

Every member of staff, teaching and non-teaching, that want to develop a Personal Professional Development Profile are encouraged to do so. The file itself and suggested framework for its use are readily available. (If you haven't had an initial conversation with any member of staff about this during your first few weeks at Mereway Middle School, then do approach the Deputy Head who will be able to help you).

7.2 What are the areas of Personal Professional Development Planning?

To help you to identify, document and analyse your personal and professional needs

To enhance your professional self esteem

To recognise the range of contributions you make to your own school and the wider education service

To provide a framework through which your own development may be recognised, valued, supported and documented.

It is recommended that N.Q.T.'s work with their mentor to compile a personal development profile. This will provide opportunities to reflect systematically on knowledge and skills that have been acquired. The process of recording and documenting these will recognise achievement and assist in planning future directions.

7.3 The Process

The process should provide opportunities to recognise and value experiences and contributions to the school. It also allows opportunities to identify skills and target areas for growth.

A mentor should provide personal support and the opportunity to plan for personal development.

7.4 The Personal Development Profile Itself

A P.D.P. may include:

a summary record of prior experience and achievements

a current job description

selected landmark experiences

key targets.

It will eventually become a portfolio of personal experiences and achievements. It is 'owned' by the teacher, and is therefore transferable from school to school.

In term 2 of the mentoring process work should begin for the P.D.P.

See: East Midlands 9

-Personal Development Planning-

School Management Task Forces

Page 37-48 'How do I Start?' -

Activities 1-5 could be completed, in negotiation with the mentor.

Planning for Personal Development provides opportunities to gather evidence of personal development, assist in the preparation of discussion of development needs and provide opportunities to engage in professional development planning.

Examples from this are given in the following pages, illustrating Activities 1-5, and sample responses.

8. Further Information

A number of very useful activities can be found in:

Mentoring: Resources for School-based Development by C. Watkins with Caroline Whalley. Longman.

15BN 0 - 582 - 23428 - X

This is available in the Reference Library, and although it was written with Initial Teacher Training in mind it has some interesting and valuable activities.

The resource pack is in sections, and sections five and six and can be photocopied for use within the school. (Page 33. Sec. 177)

5.9

This activity is one which you might try a number of times, at intervals through your learning experiences. It may help to register progress and set new sights.

Do Think back over an appropriate period of your learning experience - last term. Try to remember what your views about classrooms were, together with your views about your own management of classrooms. Make some detailed notes of what comes to mind:

Now think about the views you hold now, at the end of that period. Note down any significant points where your view has modified or changed:

Review from the above evidence, select and record three significant points on which your approach has been developing.

What aspects of your learning are you most satisfied with?

What aspects of your learning are you least satisfied with?

In which areas have you been making most developments?

Classroom context and properties

Physical setting, Social environment, Psychological climate

Educational context and structures

Goals, Tasks, Social Structure, Timing and Pacing, Resources, Teacher's Role

Learn Think about what has triggered you to learn in the areas where you have progressed. Think also about the sources you have used for the new views and strategies you have developed. Are there any patterns?

How will you be triggered to learn in the next stage? What sources will you use?

Apply Make a proposal to yourself of the areas of learning you wish to prioritise for the next period/term.

You may find the activity on the next page useful for the overall context.

I'm concerned about the following

Being accepted by new classes

Maintaining appropriate class control

Feeling more adequate with a range of teaching methods

Coping with time pressures

Working with many students each day

Having adequate teaching materials

Coping with the routine and the demands of the classroom

Guiding students intellectual and emotional growth

Meeting the needs o different kinds of students

Diagnosing student learning problems

Ensuring each student is getting what s/he needs

Working with unmotivated students

Doing well when a supervisor is present

Getting a favourable evaluation of my teaching

Being accepted and respected by other professionals

Developing good staff relations

Seeing the subject I'm teaching in the whole curriculum

Supporting achievement through being a tutor

Talking to parents about pupils' attainment

Assessing my own development as a teacher

Use your responses to this set of ideas to prioritise areas in which you will invest energy during the next period.

Are the concerns you have identified also clear to others who you are working with?

Think about any other teachers you may be working with (mentors, line managers.) Are they clear about your present concerns? Or might they suggest that you should have other concerns?

This sheet is intended for use by both mentor and mentee, either jointly or independently.

General

Mentor Mentee

What stages has this relationship reached?

A genuine and constructive atmosphere of trust

Clear learning objectives have been set

Learning objectives have been partially achieved

Learning objectives have been fully achieved

Have any problems been experienced in terms of:

Interpersonal relationships?

Time pressures?

Role clarity?

Focus on clear objectives?

Relationships with outsiders?

If so, are these now fully resolved?

Mentor:

Mentee:

If not, what help would you find most useful?

Mentor:

Mentee: