the effective mentoring program - vit.vic.edu.au · standard 4.2 professionalism ... o for empathy...

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Effective Mentoring Program Early Childhood Day 1

Effective Mentoring Program Early Childhood Day 1

Effective Mentoring Program - Early Childhood Day 1 - V1.0

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The Effective Mentoring ProgramThe Effective Mentoring Program

Effective Mentoring Program School Based Day 1 - V1.0

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We are here.

Pre-Day 1 module

Day 1

Post-Day 1 module

Pre-Day 2 module

Day 2

Post-Day 2 module

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How today will run…How today will run…


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Welcome, Introductions and Course Overview

Understanding Mentoring

Australian Professional Standards for

Teachers

Registration Process

The Inquiry approach in

Practice

Mentoring in Practice

Action and Evaluation

CELMSCELMS


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Aim of the Effective Mentoring Program Early ChildhoodAim of the Effective Mentoring Program Early Childhood

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 day-to-day practice.

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 day-to-day practice.


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Reflective dialogueReflective dialogue


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What is mentoring?What is 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)

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)


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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)

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)

What mentoring is not…What mentoring is not…

o Performance management

o Training

o Peer friendship

o Counselling

o Performance management

o Training

o Peer friendship

o Counselling


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How do highly effective mentors live their role?How do highly effective mentors live their role?

Emotional Intelligence

Build and Maintain Trust

Emotional Intelligence

Build and Maintain Trust

Building Rapport

Deep Listening

Building Rapport

Deep Listening


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Introducing the Mentoring Capability Framework in Early ChildhoodIntroducing the Mentoring Capability Framework in Early Childhood

In your group of 3 choose just one perspective to consider: you as mentor, your mentee or your service

Which domains 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?

In your group of 3 choose just one perspective to consider: you as mentor, your mentee or your service

Which domains 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?


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Introducing the Mentoring Capability Framework in Early ChildhoodIntroducing the Mentoring Capability Framework in Early Childhood

Now thinking from your own perspective as a mentor

In your pre Day 1 work you focused on 3 strengths. Now identify 3 more expectations and behaviours you feel are strengths of yours? Why – what makes you say that?

Which one (or two) expectations and behaviours do you feel might be more of a stretch – and would be something that you would want to work on over the next few months? Why?

Now thinking from your own perspective as a mentor

In your pre Day 1 work you focused on 3 strengths. Now identify 3 more expectations and behaviours you feel are strengths of yours? Why – what makes you say that?

Which one (or two) expectations and behaviours do you feel might be more of a stretch – and would be something that you would want to work on over the next few months? Why?


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Connections – from principles to practiceConnections – from principles to practice

VEYLDF Practice Principles

NQS Quality Area: STANDARD 4.2

PROFESSIONALISM


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APST from Graduate to Proficient Teacher LevelMentoring Capability

Framework

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Morning TeaMorning Tea


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The value of a mentor

o 87% of PRTs - working collegially allowed them to see what good professional practice looked like

o 83% of PRTs - mentoring process was supportive and beneficial to changes in practice

o 73% of PRTs - working with a mentor influenced their likelihood of staying in the profession

o 87% of mentors (your colleagues) - professional learning benefits to being a mentor.

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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.

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Mentoring Novice Teachers: Fostering a Dialogue ProcessDebra Eckerman Pitton, 2000

Understanding beginning teachers

Expanding vision of beginning teachers

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Australian Professional Standards for Teachers

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APST articulate teacher practice and registration requirements

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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)

Registration

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Learners with disability

Victorian government initiative

o recognising the importance of providing opportunities for all learners and making education settings more inclusive

o focussing on ensuring teachers can support the learning of those they teach who have a disability.

What do we mean by disability?

o defined by the Disability Discrimination Act 1992

o mental or physical disability

o disorder, illness or disease that results in disturbed behaviour

o requires supplementary or higher level of adjustment or support through quality differentiated teaching

o does not necessarily require formal recognition of the disability or targeted specialist education services and support.

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Getting to know the Standards

o Graduate: after graduation

o Proficient: after practising as a teacher

Activity: Standards 1-7

o differentiation

o what will you see…how could this be evidenced?

o ‘make, do, say and write’.

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Evidence

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Evidence documents – early childhood

o planning documents – daily, routine, learning and play

o observation records and learning plans

o meeting logs

o records of learning and development that show an individual child’s learning interests and abilities

o learner work samples – annotated

o records of professional conversations, notes

o witness reports – from mentor / teaching colleagues

o newsletters, photos, videos, blogs.

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Code of Ethics and Code of Conduct

One of the hallmarks of a profession is adherence to publicly affirmed ethical standards

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Code of Ethics and Code of Conduct

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Professional and Ethical Responsibility

Activity: Time to speak and be heard – time to listen

o maintaining child safety and welfare

o maintaining professional relationships

LunchLunch


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Adaptive expertise

Teachers are adaptive experts at every stage of their career.

Adaptive expert teachers

o are flexible in response to new challenges

o review their practice for effectiveness

o focus on improving learning outcomes

o take responsibility for continued development.

Insights – Professional Conversations and Improvement-Focused Feedback Helen Timperley, 2015

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The Inquiry Approach

To gather evidence of practice to meet the standards…

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Activity

1. Process – Questions from PRTs / mentor role

2. Reflection

o Connect – How are the ideas / information connected to what you know / already doing ?

o Extend – What new ideas extended or pushed your thinking?

o Challenge – What is still challenging for you? What questions or wonderings do you have?

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Establish content / context for learning

o Who are the learners for my focus?(Are there any learners with a disability?)

o Learning levels? Learning characteristics?

o What do I know about their learning?

o Factors affecting their learning?

Program of learning (4-6 weeks)

o learning outcomes

o prior knowledge.

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Inquiry question

o What area of learning improvement do I need to focus on for my selected learners?

o How does this fit with the content of my teaching program?

o Why is this important for my learners?

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Inquiry questions – early childhood

o How can I enable better parent participation with regards to their child’s diverse learning abilities?

o By what method can I manage the emotional well being of children during play to ensure learning occurs?

o Through which aspect of learning and play can I extend problem solving?

o What resources, and their application, will enable me to scaffold learner’s higher order thinking and problems solving?

o How can the learning environment be adapted to support positive behaviour and engagement in learning and play

o How can I cater for the diversity of learning needs?

Name of presentation

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Develop an action plan

o learning outcomes

o assessment

o accessibility of learning

o teaching activities, strategies, practices and resources

o evidence of the learning outcomes.


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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).

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Evaluate effectiveness of practice

o Did changes to my practice improve the learning of my learners?

o How do I know?

o Impact on my learners?

o What impact did it have on my teaching practice?

o How will I develop my learning further?

o Can I share my learning with others?


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Checklist

o Supporting Provisionally Registered Teacher pg 25

o Final check by PRT and mentor before workplace panel

Evidence of professional practice

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The template: a framework for documenting evidence

o to assist in organising and collating evidence

o to ensure all standards descriptors are addressed

o sections can be annotated or modified to suit.

Documenting evidence

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Recommendation process

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Panel composition

School Setting Early childhood

o VIT registered principal

o Registered teacher who has completed an EMP or VIT program

o Registered colleague nominated by the PRT who is familiar with their work

o Registered EC teacher

o Registered teacher who has completed an EMP or VIT program

o Registered EC or teacher colleague nominated by the PRT who is familiar with their work

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4343

[email protected]

[email protected]

Inquiry approachInquiry approach


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Exploring the inquiry approach…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 connections to your own practice and experience.

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 connections to your own practice and experience.


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Individual reflectionIndividual reflection

Using your story of practice:

Put yourself in the role of teacher

Identify one or two questions for your inquiry that emerges from your story that will help you extend your knowledge or skills (5 minutes)

Using your story of practice:

Put yourself in the role of teacher

Identify one or two questions for your inquiry that emerges from your story that will help you extend your knowledge or skills (5 minutes)


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The practice of mentoring…The practice of mentoring…

Work in pairs.

Use the example from your own teaching practice that you prepared in the pre course work. The example should be a story of practice that went well in a written form.

Each take turns in playing the role of the PRT/mentee or the mentor.

Mentee/PRT share your story

Mentor respond to the mentee/PRT using the idea and strategies we have discussed today.

As you practice reference to the Mentoring Capabilities Framework, using the Inquiry Approach and ideas in the Pre-Course work.

Work in pairs.

Use the example from your own teaching practice that you prepared in the pre course work. The example should be a story of practice that went well in a written form.

Each take turns in playing the role of the PRT/mentee or the mentor.

Mentee/PRT share your story

Mentor respond to the mentee/PRT using the idea and strategies we have discussed today.

As you practice reference to the Mentoring Capabilities Framework, using the Inquiry Approach and ideas in the Pre-Course work.


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Applying the inquiry approach 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 first?

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?

Step 1: Establish context for learning

Reflecting on your mentoring practice, which MCF expectation and behaviour are you going to work on first?

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?


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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/s, implement your action plan

o As you implement, use the interactive MCF to record notes, to attach documents

Step 5: Evaluate effectiveness of practice

o Gather together your evidence using the interactive MCF

o Consider the impact of your mentoring practice on your mentees’ learning, etc

o Plan your next steps

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/s, implement your action plan

o As you implement, use the interactive MCF to record notes, to attach documents

Step 5: Evaluate effectiveness of practice

o Gather together your evidence using the interactive MCF

o Consider the impact of your mentoring practice on your mentees’ learning, etc

o Plan your next steps


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Preparing for Day 2Preparing for Day 2


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Your next task.

Pre-Day 1 module

Day 1

Post-Day 1 module

Pre-Day 2 module

Day 2

Post-Day 2 module

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Preparing for Day 2 Post-Day 1 Online Module Preparing for Day 2 Post-Day 1 Online Module

1. Mentoring Practice: Work with your mentee or volunteer/s early career teachers. As a minimum, hold regular mentoring conversations with each volunteer – could be more and could also include other activities (shadowing, observations, shared resources, etc).

2. Complete Reading 4: Professional Conversations – From Understanding to Evidence

3. Applying the Inquiry approach: Further develop the steps in your inquiry approach (you started this in slides 21 & 22). Use the online Action Plan template to record your mentoring journey. Implement your action plan during your mentoring practice.

4. Read the “Supporting Provisionally Registered Teacher Guide” and note any questions for you or your PRT.

1. Mentoring Practice: Work with your mentee or volunteer/s early career teachers. As a minimum, hold regular mentoring conversations with each volunteer – could be more and could also include other activities (shadowing, observations, shared resources, etc).

2. Complete Reading 4: Professional Conversations – From Understanding to Evidence

3. Applying the Inquiry approach: Further develop the steps in your inquiry approach (you started this in slides 21 & 22). Use the online Action Plan template to record your mentoring journey. Implement your action plan during your mentoring practice.

4. Read the “Supporting Provisionally Registered Teacher Guide” and note any questions for you or your PRT.


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Pre-Day 2 online module Pre-Day 2 online module

1. Mentoring Practice Challenges: You are asked to identify two mentoring challenges you have faced in your practice and start a discussion on the CELMS; respond to at least two comments

2. Reading 6: Classroom Observation as a means of supporting professional learning

3. Introduce your mentee/volunteer to the MCF: Identify 4-6 mentee expectations and behaviours that align to your mentee’s current needs and plan how you will support your mentee to develop in these areas. Update your Action Plan to reflect this conversation.

1. Mentoring Practice Challenges: You are asked to identify two mentoring challenges you have faced in your practice and start a discussion on the CELMS; respond to at least two comments

2. Reading 6: Classroom Observation as a means of supporting professional learning

3. Introduce your mentee/volunteer to the MCF: Identify 4-6 mentee expectations and behaviours that align to your mentee’s current needs and plan how you will support your mentee to develop in these areas. Update your Action Plan to reflect this conversation.


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Pre-Day 2 online module Pre-Day 2 online module

4. Professional and Ethical responsibility worksheet – discuss with your PRT about any principles from Code of Conduct you and or the PRT require clarification.

5. Read and discuss with your PRT the ‘Supporting Provisionally Registered Teachers Guide’. Record any questions you or they have regarding the VIT registration process.

4. Professional and Ethical responsibility worksheet – discuss with your PRT about any principles from Code of Conduct you and or the PRT require clarification.

5. Read and discuss with your PRT the ‘Supporting Provisionally Registered Teachers Guide’. Record any questions you or they have regarding the VIT registration process.


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CELMS and other resourcesCELMS and other resources

AITSL’s “My Induction App”

Induction Portal

CELMS

AITSL’s “My Induction App”

Induction Portal

CELMS


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Connecting Early Childhood mentors and menteesConnecting Early Childhood mentors and mentees

DET Website:

http://www.education.vic.gov.au/childhood/professionals/profdev/Pages/mentoring.aspx#link84

Mentor-Map registration

www.surveymonkey.com/r/EMPmentormap

DET Website:

http://www.education.vic.gov.au/childhood/professionals/profdev/Pages/mentoring.aspx#link84

Mentor-Map registration

www.surveymonkey.com/r/EMPmentormap


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EvaluationEvaluation


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TELL US WHAT YOU THINK

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the effective mentoring program - vit.vic.edu.au · standard 4.2 professionalism ... o for empathy...

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