Being a Mentor
Session 2
The City of Edinburgh Council in partnership
with Edinburgh University
1
Teacher Mentor Roles
Problem
solver
Resource
Advocate
Teacher
Facilitator
Trusted
Listener
Coach
Assessor
Collaborator
Learner
2
Ref:
New Teacher Center,
Santa Cruz,
California
(2007)
The Mentoring Continuum
Collaborative
Instructive
Facilitative
Ref:
New Teacher Center,
Santa Cruz,
California
(2007)
The Four Stages for Dialogue
Before
(1) Planning and Preparation
During
(2) Facilitating the conversation
(3) Agreeing the outcome/action/next steps
After
(4) Evaluating / Feedback/Review
A Mentoring Dialogue...reminder
Assess the mentee’s needs by:
• Building trust
• Identifying successes and areas for development
Establish a focus for work by:
• Paraphrasing
• Clarifying
Support mentee’s development by:
• Instruction
• Collaboration
• Reflection
Promote accountability by:
• Identifying next steps
• Follow-up
5
Ref:
New Teacher Center,
Santa Cruz,
California
(2007)
Getting to know you…
Getting started...
• What are the benefits, the challenges,
the strategies, which might support the
process ?
Key Question
• How are we going to work together?
Share your ideas in a small group
6
Wise words…
“Remember that any time you want
someone’s brain to do something new it
is likely to bring up fear and concern,
stopping their neurons from processing
new ideas. So it is important to make
people feel safe.”
Ref:
Rock, David (2007)
Quiet Leadership;
Harper Collins,
New York
7
Seek first to understand, and then to be understood..
- Stephen R. Covey
Ref:
Covey, Stephen R. (2004)
The 7 Habits of Highly Effective People
Simon and Schuster Pub New York
What goes into our communication?
• Words
• Tone
• Facial expression
Listening Levels
3
Level 3 - Attentive, person-focused
‘..interesting way
of looking at things,
I’d like to know more’
2
Level 2 – listening in part, and adding your own meaning/advice
‘I know, I’ve done that too, and
here’s what you should do
about it..’
Level 1 – Waiting to say your stuff
1
‘I have something far
more interesting to say..’
The Mentoring Conversation
• Setting the tone
• Opening up the opportunity for self evaluation and
reflection
• Identify goal(s)
• Explore current position
• Consider options
• Commit to action/next steps
Goal / Plan / Actions
Begin with the end in mind.....
Long term goals
Short term goals
12
Stimulus for Dialogue
•
•
•
•
•
•
13
Teaching and Learning experiences
Outcomes for learners
Area of GTCS Standard
Successes
Challenges
Next Steps
TALK
•
•
•
•
Tell the person what you are thinking from the start
– Illustrate your assumptions about the situation with examples that
you have directly observed or heard that led to your conclusions.
Ask whether he/she has the same interpretation of the situation.
– If not, ask that the person explain his/her alternative view of the
situation.
Listen to his/her response
– Listening refers to stating what was understood, checking to see if
this is what was meant, exploring differences, and working to reach
consensus on a joint meaning of the situation
Keep open to others views
– For dialogue to be productive all parties must acknowledge that
theirs is only one interpretation of a situation; shared meaning can
only come from accepting and surfacing our multiple understandings.
Ref: O’Neil, J and Marsick, V;(2007)
Understanding Action Learning ;
Amacom Pub
14
Mentoring in Practice
A Café Conversation
1.
In small groups read the scenario.
2.
What assumptions might you make?
3.
How can you test your assumptions?
4.
What additional information might you need?
5.
How might you introduce the discussion/what questions
might you need to ask?
6.
What support might you provide?
7.
Is there anything additional that you
might need to consider?
15
Ref:
New Teacher Center,
Santa Cruz,
California
(2007)
Career ‘waves’
+
Anticipation
Anticipation
Survival
Reflection
Rejuvenation
Disillusionment
_
16
Mentoring in Practice
Group Discussion
• Consider what the mentee needs at each
phase
• Suggest strategies which might be
useful during this phase
17
Tools to Support the Process
• Reflective Log
• Goal Setting Tool
• Evidence of Development
18
Tools to Support the Dialogue
• Coaching Model “GROW”
• Reflective Questions
• Consequence Matrix
• Metaphors
19
Mentoring Competencies
Reflecting
• Maintain and review the process,
relationship, progress and achievements
• Record and maintain notes
• Reflect on and develop own mentoring
competence
Ref:
New Teacher Center,
Santa Cruz,
California
(2007)
20
References
•
New Teacher Center, Santa Cruz, California
http://www.newteachercenter.org/
• Megginson, D. and Clutterbuck, D., (2009) Further Techniques for Coaching
and Mentoring; Butterworth–Heinemann
• Rock, D.,(2007) Quiet Leadership; Harper Collins, New York (2007)
• O’Neil, Judy and Marsick, Victoria (2007) Understanding Action Learning ;
Amacom Pub
• Covey, Stephen R. (2004):The 7 Habits of Highly Effective People; Simon
and Schuster Pub New York
21