Week 5 WebinarDave Darwent, Alison Grasmeder and Richard Pountney

Webinar: Wednesday 15th February 2017

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Slide

Richard PountneySHOOC Course Leader, Lead for Curriculum Development and Technology Enhanced Learning in Teacher Education

Dave DarwentSHOOC Week 5 Leader, Senior Lecturer: E-Learning Technologist & Education in the Sheffield Institute of Education, working closely with mentors and senior mentor coordinators in schools.

Alison GrasmederSpecialist Leader of Education and Quality Lead and Secondary Lead Practitioner for ITT for Learners First, Senior Mentor Co-ordinator since 2007. Head of Psychology and Secondary Lead Practitioner for ITT, NQT and induction of new staff at Dinnington High School.

Team for this webinar

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Getting interactive

Emoticons: use while people are talking and to give feedback

Poll 1: If things can go wrong will they? (choose yes/no)

Poll 2: What is Dave’s Twitter name? a: @ddarwentb: @PoptasticDaveC: @hairytutor

Raise Hand: to ask a question (needs a microphone – run audio wizard)

Polls: respond to a poll (can be yes/no or options (A to E)

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Curriculum

• Week 1 Introduction and induction: • Week 2 Modelling & Developing Professional

Relationships: Mentor standard 1 – Personal Qualities• Week 3 Developing Mentees’

Professionalism: Mentor standard 3 - Professionalism • Week 4 Supporting & Guiding Mentees: Mentor

standard 2 – Teaching• Week 5 Mentors, Mentees and Professional

Development: Mentor standard 4 - Self-development and working in partnership

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Course objectivesHaving completed the course you will be able to:

• Identify the mentor standards and understand their relevance and application to mentoring practice.

• Understand the set of knowledge and skills that constitute competence in mentoring and how these can be developed.

• Reflect critically on your own mentoring practice and understand how to identify gaps and weaknesses in your current practice and that of others and to use this knowledge to improve mentoring practice.

• Participate effectively in professional communities of mentors in order to share individual professional practice and to draw from the practice of others.

How this is met in Week 5

Examine Mentor Standard 4

Explore best practice for supporting mentees’ career plans (Workbook and webinar) and discuss maintaining shared standards (webinar, conversation and tweetchat)

Reflection Points (workbook)

Contribute to conversation (Atlas), Top Tips (Padlet) and ideas (Answer Garden)

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E-tivities To achieve the week Badge complete:

Webinar task: What is Dave’s Twitter name?Discussion Forum: Quality Assurance - as a mentor, how do you,

or can you, assure consistency of experience for mentees? Top Tips: supporting mentees with CPD and Career ProgressionAnswer Garden: What are the benefits of standardisation

amongst mentors?Tweet Chat (optional): #mentorshooc5 Thursday 7-8pmReflective Task: Self-evaluation of development since the start of

the SHOOC

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The role of mentors in mentees’ career progression and CPD

Mentor Standard 4: Self-development and working in partnership• ensuring consistency by working with other mentors and partners to

moderate judgements; • continuing to develop your own mentoring practice and subject and

pedagogical expertise by accessing appropriate professional development and engaging with robust research

Principles or imperatives?1. Teaching is a profession2. Teaching is a craft that can be learnt3. Teaching is a vocation4. Learning to teach is progressive 5. Good mentors are good teachers6. Good senior mentors are good

mentors7. All teachers should mentor8. All mentors should senior mentor

http://alifeinteaching.com/

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The anatomy of a case study of practice 1. The mentor's perspective on a professional

career• Starting out in a career• How a career progresses • The role of mentoring in a career progression• What a mentor can do to help a career • How CPD can contribute to career progression

3. The senior mentor's perspective on learning to mentor mentors• The role of the senior mentor• Becoming a senior mentor• Influences on the role• Dealing with critical incidents• Professional development for senior mentors

2. The mentor's perspective on learning to mentor• Becoming a mentor • Learning on the job• Finding out what the job entails• Things to think about in learning to mentor

NOVICE

EXPERT

Slide

Top Tips for supporting mentees with their CPD & career development.

• Find out if the mentee has career aspirations or not;• Help the mentee to carry out a ‘reality check’;• Model good practice with your own CPD / career

planning; • Remember that the mentee almost certainly

doesn’t know what they don’t know.

What is your top tip?

Slide

Supporting career planningInteractive polls

Have you received mentor support with your own CPD at any time in your career (Y/N)

At which career phase is mentoring valuable? (choose one of A to E)? A. Training / pre-serviceB. Newly qualified / first employmentC. Early career with no career progression plannedD. Only when applying for a new roleE. All of the above

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Providing a consistent and equitable professional learning environment for mentees

PROCESS AIM ACTION OUTCOMESCONNECT and CONVERSE

To engage in professional conversations

1. QA meetings by HEIs and SD lead to educational settings 2. Mentor training by HEIs and SD providers3. Create network opportunities e.g. SHOOC, webinars and

tweet chats to share good practice within and beyond educational settings#

Outcome A - Consistency of experience for the mentees.Outcome B - Enhance and development of CPD either:a)On an individual level ORb)With a network of other mentorsThis can then lead to the further development of HEI and school based programmes.Outcome C – Continual improvement at all levels with all stakeholders

RAISE AWARENESS

To develop consistency between mentors to enable mentees to have a consistent experience

1. Engagement with the newly published mentor standards2. 1:1 conversations between placement A and placement B

mentors to ensure smoother and more effective transitions between placements

3. Providing a set of non-negotiables or expectations of mentoring meetings

DESIGN and DELIVER

To enhance and develop mentor knowledge, understanding and skills

1. Mentor training by HEIs and SD providers2. School based mentor training3. Auditing the newly published ITT mentor standards4. Create network opportunities e.g. SHOOC, webinars and

tweet chatsMODERATE and ASSESS

To moderate grading judgements for ITTs or the evidence for NQTs

1. Joint observations between mentors, SMCs, host teachers, SLT, academic tutors, HEI ULTs, SD quality leads to moderate judgements

2. Discussions by the above stakeholders to examine other evidence such as teacher files, etc

MODERATE and FEEDBACK

To moderate feedback judgements to ensure high quality

1. Observe and comment on the feedback provided by the mentor and identify ways of improving this

2. Ensure reflection is facilitated and has impact3. Peer to peer reflection following observation and

discussion4. Mentee voice (see video clip – case study week 4 SHOOC)

MEASURE and EVIDENCE

To produce evidence as a basis for further training and development

1. QA documents from HEIs and SD providers2. Examining trainee evidence3. Mentors producing pen portraits to highlight strengths

possibly linked to mentor standards

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Mentor Standards Self-Evaluation: where are you now?

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What next?

• Evaluating the SHOOC experience• If and when you are ready to submit week 1,

2, 3, 4 & 5 workbooks see guidance and/or email mentorshooc@shu.ac.uk

• Workbook submission deadline • The option to progress to Masters level study

• Any questions?