Promoting Reflective Teaching in Adult ESL/LINC through Peer Mentoring A UNIQUE PROFESSIONAL DEVELOPMENT OPPORTUNITY

Overview 1.What was it ? 2.How did it work ? 3.What did the application process consist of ? 4.What were the selection criteria ? 5. How could instructors increase their chances of being selected ? 6 How were the matches made ? 7.Selection Time 8.Evaluations

WHAT WAS IT? The Peer Mentoring Program was an initiative for Unit B ESL/LINC Instructors. It was developed jointly by the TDSB and CUPE 4400 and was similar to a model of professional development offered to Teachers. The funding for this initiative was provided by the province as part of the Provincial Discussion Table Agreement.

WHAT WAS IT? Peer mentoring is a professional development model that allows professionals to share their teaching expertise in a classroom setting. The format included an opportunity to visit a classroom in another site and was based on an approach that focused on mentoring/coaching by another Instructor. This was an opportunity to share ideas, resources and strategies on a particular aspect of ESL instruction with another Instructor.

HOW DID IT WORK? There were 4 stages to the process: 1.Instructors who were interested could sign up to mentor another Instructor in an area of instruction in which they were particularly strong. 2.The mentor then observed the protégé in the protégé’s class putting into practice the aspect of instruction which had been their focus. The mentor provided feedback to the protégé. Pairs attended a debriefing session after the exchange.

HOW DID IT WORK? 3. If the instructor wanted to be coached by a peer in a particular aspect of instruction. Both the mentor and the protégé would attend an orientation meeting to prepare for the partnership. The protégé observed the mentor modelling the target teaching activity/approach in the mentor’s class having the opportunity to ask questions.

HOW DID IT WORK? A supply instructor took the class while the mentor / protégée was observing the partner’s class. Release time would be provided for classroom visits (class visits will be hours). The time spent in the orientation meeting and the debriefing session was paid (2 hours per session).

WHAT DID THE APPLICATION PROCESS CONSIST OF? Interested instructors had to complete the form and submitted it by fax to the ESL Program Manager a week after getting the application.

WHAT WERE THE SELECTION CRITERIA? This opportunity was open to those ESL/LINC instructors on Seniority List A only. Mentors were chosen on the basis of their expertise in the area in question, as evidenced by experience, training, classroom practice, and the rationale supplied with the application form. Protégés were chosen on the basis of the availability of a mentor in the aspect of teaching with which they were seeking assistance.

HOW COULD INSTRUCTORS INCREASE THEIR CHANCES OF BEING SELECTED ? Instructors might want to list more than one area of interest, prioritizing the one that was most important for them. Protégés had to be more specific about what it was they wanted to work on. “Teaching Pronunciation” was very general; “different ways of giving feedback in writing activities” provided a narrower focus to work on in the time available. Mentors had to provide details about their teaching practice in the areas they identified.

How were the matches made? Project co-ordinators matched region, time, level and availability as closely as possible in partnering mentors and protégées according to the same topic of interest.

SELECTION TIME Mentors and Protégés got the response four weeks after submitting the application form.

EVALUATIONS