1. Lead Mentor Training October 1 st 2015 shaun.hughes@worc.ac.uk

2. 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

3. Friendly Informative Specific Helpful ACTIVITY

4. 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.

5. 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.

6. 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).

7. Key leadership skills in relation to mentoring and coaching Build rapport Listen for meaning Question for understanding Prompt action Move on

8. The directive non-directive continuum Telling DIRECTIVE (Mentoring) NON-DIRECTIVE (Coaching) Instructing Giving advice Offering guidance GIVING FEEDBACK Making suggestions Asking questions Summarising Paraphrasing Reflecting Listening to understand PUSH PULL Downey, (1999) Effective Coaching Increasing responsibility assumed by the coach mentor

9. Directive Non-directive Challenging Stretching Nurturing GUARDIAN COUNSELLOR MENTOR/COACH NETWORKER Helping to learn styles Clutterbuck, (2008) Everyone Needs a Mentor

10. The 10 Mentor Competencies Clutterbuck, (2008) Everyone Needs a Mentor

11. The 10 Mentor Competencies Self Awareness Understanding self Communicating Sense of proportion And humour Interest in Developing others Goal Clarity Behavioural Awareness Conceptualising Business and Professional savvy Committed to own learning Relationship management

12. 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.

13. 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

14. M – Mp – MP – Pm – P M- mentor P – Protégé (mentee)

15. 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