SW1 Mentoring Workshops Aims improving initial teacher training in SW1 schools. mentors’ professional and personal development. Objectives assisting mentors in creating a school based mentoring programme tailored to the mentor’s own school’s needs. providing a forum for discussions about mentoring issues as a basis for developing a culture of mentoring in your school. The John Bentley School, Calne, Wiltshire

Sarah Fletcher Bath Spa University Creative Partnerships Mentor2Mentor

Sarah Fletcher’s Websites

Useful discussion lists British Educational Research Association Mentoring and Coaching Special Interest Group COACHING.htmlhttp:// COACHING.html Coaching and Mentoring Network Forum Useful websites

Structured Mentoring Where did the idea originate? Why is it important to structure? Where can I learn more about it? What are we doing in our workshops?

Mentoring is “… concerned with continuing personal as well as professional development (CPPD) and not just continuing professional development.” Fletcher, S. (2000) “Mentoring in Schools: A Handbook of Good Practice” London, RoutledgeFalmer

Mentoring means … “….guiding and supporting through difficult transitions … smoothing the way, enabling, reassuring as well as directing, managing and instructing. It should unblock the ways to change by building self-confidence, self-esteem and a readiness to act as well as to engage in ongoing constructive interpersonal relationship.” (Fletcher, 2000, Mentoring in Schools)

Structure not Straightjackets! Allow space to be creative in: Individual ITT sessions Departmental programme Whole school programme Phases of ITT development Your mentoring relationship Developing a mentoring culture Dealing with your CPPD difficulties

Structuring mentoring in ITT- what should I bear in mind..? I am working with an adult I am nurturing the next generation I owe my best to the students who will work with this new teacher I don’t need to have all the answers I do need to know the HEI programme my trainee is undergoing and what happens in non-school time so my work is integrated. I need to be sensitive to my trainee’s stage of development and structure accordingly.

The andragogy of mentoring Adults need to know why they need to learn something before undertaking it. Adults have a self concept of being responsible for their own decisions. Adult learners have an inherent need for immediacy of application. Adults respond best to learning when they are internally motivated to learn Knowles, 1980, The Modern Practice of Adult Education: From Pedagogy to Andragogy

Structuring mentoring sessions Past, present, future Positive … Problematic … Positive Structuring mentoring approaches Remember Furlong and Maynard’s stages Initial idealism Personal survival Dealing with problems Plateau Moving on … while remembering it’s never that simple!!!

‘Structuring’ exercises using the four handouts provided: In preparation for your next SW1 session, complete this 4-stage ITT mentoring audit. Review the ecology of your school. H/out 1 Review the main protocols for ITT mentor selection in your school. H/out 2 Review how mentoring knowledge is managed in your school. H/out 3 Review roles and responsibilities in ITT mentoring in your school. H/out 4