QUALITY MENTORING
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Transcript of QUALITY MENTORING
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QUALITY MENTORING
A BASIC CONDITION
FOR ENSURING QUALITY
IN
PRE-SERVICE TRAINING Doina Fleanta
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MOTTO:
We need to measure what we value,
rather than value what we can measure!
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Mentoring – an important dimension in education
TrainingStandardizationNetworkingExpertiseResources
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Training
ELT
Mentor Trainers
Non-ELT
GAINS personal interpersonal professional status and recognition institutional partnerships resources
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Standardisationharmonisation/status/recognition/certification/accreditation
Mentee Evaluation Instruments Mentor Occupational Standards Mentor Evaluation Standards Course design (Ro, Hu, Bul, Lv, Ru, Ukr, etc)
Mentor Observation and Support Scheme
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Networking
Conferences (national/follow-up; international)
Networking lists/directory AsMeRo/Romanian Mentor Association
Newsletter and web page International courses/Consultancy
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THE NATIONAL ASSOCIATION of ROMANIAN MENTORS
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MAIN OBJECTIVES
To promote and develop quality mentoring in Romania with a view to training undergraduates to become teachers, as well as helping beginner teachers integrate in the school culture and develop professionally;
To ensure highly qualified human resources in other fields of activity, as well;
To act as a forum for the most advanced ideas in professional development, with special stress on initial training and to promote the mentor’s professional interests;
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To enhance cooperation between mentors and university methodologists by establishing official partnership between Universities and School Inspectorates
To cooperate with all partners involved in PRESETT: universities, schools, inspectorates, CCD’s, research institutes in educational sciences;
To promote official recognition of the occupations of Mentor and Mentor Trainer
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Expertise
Trained Mentors Mentor Trainers
(all subjects)
Know-how Mentors for induction
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Resources
Mentoring books Mentor course packs Course reports Standards Portfolios Guide to Mentor Evaluation Newsletter Web
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Mentor Observation and Support Scheme/MOSS
AIM: to meet needs for standardisation and good
quality mentoring of increasing no of Ms for ITT and induction
PRODUCT: Guide/instrument of observation and
assessment by self/peers/STs/Meths
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PreSeTT&InSeTT/Beyond ITT and ELT
NQT Project (ELT)
training workshops mentoring for induction
(portfolios for NQT and M)
NQT resource centre
START Project (non-ELT)
training MTs training Ms for induction standards for teachers pilot schools
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Rural Education Project Mentoring Activity Consultant
under School-based Professional Development of Rural Teachers Sub-component 1
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Rural Education Project
The project is structured on four components: Component 1: Improvement of teaching
methodology and learning processes in rural schools;
Component 2: Improvement of school-community partnerships;
Component 3: Strengthen monitoring, evaluation and policy making capacity;
Component 4: Strengthen project management capacity.
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The objectives of the Component 1
to develop the professional competencies of rural teachers
to improve basic education conditions in schools.
Since education inputs have a significant effect on students achievements, this component will focuses on teachers, teaching/learning materials that facilitate student – centered learning and school facilities.
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IMPACT OF MENTOR COURSES
“Quality is in the eye of the beholder”
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“The feeling of satisfaction at attending this course is complete. The thought of going home is great but it is sad to part with this other family…”
(course participant)
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PRINCIPLES
MENTOR TRAINING IS BASED ON
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LEARNINGIS NOT
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LEARNING
NOT filling empty vessels
NOT passing on knowledge
NOT in a standard way and at same rate
Active process of knowledge construction & acquisition
Creating meaning In a variety of ways at
different rates In “real life” people only learn
what is relevant
Nobody can do your learning for you
Nobody can do your learning for you
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Teaching
Facilitating Learning Creating powerful learning environment
WYTINWIL What you teach is NOT
what is learnt
WYTINWIL What you teach is NOT
what is learnt
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Implications for teacher learning
Teachers are expert learners Teacher learning is “on the job”: it relates to a real concern in a real
context Teachers learn according to the reflection and action model
Deconstruction & reconstruction of practice & beliefs Nobody can do the teachers’ learning for them
external experts are merely facilitators Teachers need a powerful learning environment too Teachers learn & work together
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Effective Professional Development is
team- and school focused process oriented rooted in reflection Experiential Focused Collaborative Differentiated involves producing and constructing based on ownership integrated
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‘Change happens by degree, not by decree’ (Spanbauer 1992)
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‘No school reform or restructuring is worth its salt unless its major focus is the teaching/learning process’ Spanbauer (1992)