Lead Mentor Training

October 1st 2015

shaun.hughes@worc.ac.uk

Mentor Development

‘My mentor has probably been the most influential person in my training.’

Hobson, Malderez, Tracy (2009) Teaching and Teacher Education 25 207-2116

Friendly

Informative

Specific

Helpful

ACTIVITY

Key areas for effective mentoring

• Systems – ITE• Structures – organisation of programme

and a formalised process • Support – clarity of communication and

processes such as training, building relationships, knowledge and understanding of the mentoring process.

The Role of the Lead Mentor

• responsible for the overall welfare and supervision of trainee teachers whilst they are in school;

• a moderator of trainee teacher progress across the school;

• participate in discussions relating to trainee teacher progress and reports;

• provide training for colleagues within school and support them in their mentoring role.

•  

• Information - nuts and bolts• Instruction – core knowledge and skills• Personal – using time well to create balance,

support others and minimize stress• Management – routines to meet goals• Results – positive outcomes for all- Collaboration – collegial relationships. Helping

students (and others to improve practice).

Key leadership skills in relation to mentoring and coaching

• Build rapport• Listen for meaning• Question for understanding• Prompt action• Move on

The directive non-directive continuum

Telling

DIRECTIVE (Mentoring)

NON-DIRECTIVE (Coaching)

InstructingGiving advice

Offering guidanceGIVING FEEDBACK

Making suggestionsAsking questions

SummarisingParaphrasing

ReflectingListening to understand

PUSH PULL

Downey, (1999) Effective Coaching

Increasing responsibility

assumed

by the coach mentor

Directive

Non-directive

ChallengingStretching

Nurturing

GUARDIAN

COUNSELLOR

MENTOR/COACH

NETWORKER

Helping to learn styles

Clutterbuck, (2008)Everyone Needs a Mentor

The 10 Mentor Competencies

Clutterbuck, (2008)Everyone Needs a Mentor

The 10 Mentor Competencies

Self AwarenessUnderstanding self

Communicating

Sense of proportionAnd humour

Interest inDeveloping others

Goal Clarity

BehaviouralAwareness

Conceptualising

Business andProfessional savvy

Committed to own learning

Relationshipmanagement

Mentoring skills specific

• Knowledge of mentee needs; knowledge of systems; knowing the school and staff;

• Knowing the standards; able to model good practice; able to collaborate; the ability to use questioning skills effectively; a willingness to tackle difficult issues; an ability to give good feedback which is practical and specific and can be acted upon.

Mentoring Skills - general

• Listening; showing empathy; analysing; problem solving; communicating; negotiating; quick thinking; clear thinking; being constructive; being positive; being assertive; self reflective; being open; being confident; with the ability to build confidence and trust; being reliable and approachable.

DFE(2005) National Framework for Mentoring and Coaching

M – Mp – MP – Pm – P

M- mentor

P – Protégé (mentee)

For the future• The theory and practice of mentoring and coaching.• Understanding andragogy (Theories of adult learning).• Awareness of learning theory.• Awareness of emotional intelligence, Johari window,

Transactional Analysis, motivational theory, The GROW, FLOW, STRIDE models ...

• How to observe and give constructive feedback based on good mentoring and coaching practice

• Academic Study - a range of mentoring and coaching modules are available!

• shaun.hughes@worc.ac.uk