1. Establishing a mentoring system in Serbia

2. How can we start working on establishing a mentoring system ? WE STARTED BY LOOKING AT: What we already have in the system What else we can do Previous experiences Needs of trainees Needs of mentors

3. Internship and mentoring - part of professional development Obtaining the title Obtaining the title Career Development Professional development Internship and mentoring Basic education

4. What we currently have in the educational system Rulebook for professional development and obtaining the title Rulebook for licensing Program that introduces trainees to work Guides to introducing the trainees to work Guides for trainees and mentors Application of the Rulebook from December 2005 Research into the experiences of trainees and mentors

5. Research with candidates who have passed the examination for a license and with mentors and trainees examples of good practice needs of the trainees needs of a mentors

6. Experiences of trainees Most trainees (68%) has only a formal mentor Some trainees do not know their mentors

7. What are the needs of the trainees? Mentor always available Existence of a program for introducing trainees to work with clear contents, requirements and outcomes Clear guidance on the content and manner of taking the exam Help in adapting to the collective Knowledge related to working with children with special needs Communication skills Classroom management

8. What are the needs of the mentors?  didactic and methodic knowledge  psychological and pedagogical knowledge  teaching skills for adult education  teamwork  communication skills  knowing the rules, laws and procedures  techniques to capture the needs of trainees  procedures and techniques for monitoring the progress of trainees  knowledge of instruments for observing classroom practices and providing feedback

9. Mentoring in the light of new legislation Support for mentors and trainees

10. Improving the quality of teaching  Basic education  Internship and mentoring  Professional development

11. At the institutional level we expect : Mentoring program as part of the annual professional development program Individual plan of introducing trainees into work. The trainee creates it together with the mentor

12. The Centre for Professional Development – Support for the Mentoring Guidelines for the introduction in practice Guidelines for mentors Seminars - a directory of accredited programs Round tables Network of trainees and mentors cooperation with Teachers’ universities Research needs of mentoring

14. GUIDE for Mentors and Trainees

15. Our vision is… systemically adopted strategy and the concept of mentoring existence of clear mechanisms and procedures for selecting the mentors in the institutions training for mentors Multivalent and continuous support for mentors and trainees systemic monitoring of mentors and trainees improvement of the mentoring systems stronger links with basic level teacher education

16. Where are we now? Proposal for the new rulebook for professional development and title acquisition Proposal for the new rulebook for licensing regulations Proposal for the program for introducing trainees into program Mentor training program - 70 hours Training of trainers for mentors - 40 hours

17. TRAINING PROGRAM FOR MENTORS Purpose: Professional strengthening of mentors and mentorship as part of the system for continuing professional development of educators and improvement of the quality of educational institutions Goal: Training the teachers, educators and professional staff to introduce the work of trainees - teachers, educators and professional associates – an to prepare it for the license exam

18. The content of the training program for mentors - 3 modules 1. Mentoring as a phase of professional development 2. Developing mentor’s interpersonal skills 3. Planning, implementation and evaluation of working with a trainee 4. 70 hours (48 h. training and 22 h. homework)

19. TOT for mentors – 40 h GOALS: Ensure sustainable and efficient system of mentoring in Serbia Train the trainers so that mentors can relate the necessary knowledge and skills to the trainees

20. 3 Modules: 1. Approach to mentoring (the concept, legal framework, purpose, and procedures) 2. Planning and educational practices (preparation of the induction, planning and implementation of educational activities) 3. Evaluation and self-evaluation Content - TOT for mentors

21. The connection between the basic education and mentoring In the ​ curriculum of the basic education Inclusion of the adopted Standards of teacher competence Mentors’ competencies Program that introduces trainees to work Student field practice

22. The mentor and the trainee as partners in professional development

23. Institute for Improvement of Education Centre for Professional Development Department for Intership, Mentoring and Management in Education Mirjana Trkulja, Head of Department In cooperation with Vera Rajovic and Lidija Radulovic mirjana.trkulja@zuov.gov.rs