Joseph Oonyu & Justine Otaala

October 25, 2011

1. Mentoring requires a trusting, supporting and confidential relationship based on mutual respect

2. Mentoring involves a definite time commitment on the part of both the mentor and mentee

3. Mentoring requires skills and values (attitudes) and other competencies that encourage learning and reflective practice

4. A mentoring relationship is planned to enhance specific growth goals of a mentee and not merely for organizational requirements

5. The purpose of mentoring must be mutually established by the mentor and mentee with clearly defined goals/ outcomes.

6. Mentors should model performances for mentees thereby providing them with opportunities to observe and develop insights.

7. Mentors provide quality performance assessments, especially of a mentee’s self-assessment of their work

8. Mentees must show progress by “raising the bar” for themselves as their insights and skills increase.

9. Although the mentoring relationship should end when the mentee is able to operate independently, it usually does not.

10.Mentors and mentees provide value to the each other without receiving extrinsic rewards such as money

11. A mentoring relationship should help both the mentor and mentee to think and question things that are often taken for granted

12. Disagreements in mentoring can be opportunities to learn (for both the mentor and mentee); but these must be presented in a constructive manner

13. Mentors are facilitators who are able to help the mentees to learn for themselves, while at the same time being able to look deeply into his/her own practices

Supports a teacher’s effort to achieve curriculum competences

Encourages development of critical reflective practice

Leads to improvement in quality of education provided to learners

Help mentee take on new ideas and integrate them into their practice for improvement

Developing a Rapport Mentor $ mentee develop a sense of self

worth and confidence Provide conducive climate for effective

discussion and reinforcement of mentor-mentee relationship

Mentor and mentee develop a feeling of acceptance and respect for one another.

Establishing goals, successes and challenges

Take note of successes that emerged during the previous week

Give constructive feedback Involve the mentee in identifying

challenges and guide them in developing strategies to address them

Do not attack , but rather address the identified challenge

Reaching a Goal Plan together the following week’s work Apply informal but structured

discussions with the mentee Rate the mentee’s views, hopes,

aspirations, likes and dislikes Talk together about educational

interests and concerns

Closing the Session Maintain relationship Check the success Take on the new goal Agree on the joint actions to improve the

mentee’s performance

NB: -ve rapport affects entire mentoring process & leads mentor to identify & correct the mentee where performance deviates from set standards.

Activity One Identify a topic in the sec school

curriculum or a behavior that is difficult to do by one of the group members

Identify one group member who can help this participant learn how to achieve or overcome that particular challenge using the outlined stages

Develop a short role play of how this participant will be helped.

Activity Two Generate roadblocks (challenges) to

achieving effective mentoring at school level

Consider ethical conduct of teachers and other workers at school

Develop a short role play showing the behaviors that may be a roadblock to effective mentoring.