Qualities of a good mentor that you may want to consider include the following: Participant experiences For example, ‘The way you explained the seating plan in your classroom shows that you really consider every student’s learning needs.’ From this point, the mentee is more empowered to move forward with how they might develop or improve. • Would the mentee prefer more guidance or more of a coaching style? Rsearcher Development support researchers in developing their coaching and mentoring knowledge, skills and understanding through providing a variety of opportunities. Getting started with the Cambridge LMS Student guide. Do I have a genuine interest in developing others? At this point, it is also useful to find out what the mentee wants to gain from the mentoring experience and the key areas which you can provide support in. How will mentoring partnerships be established? There are two main functions of the mentoring relationship. Listen to these educators discussing what mentoring means for them. Visitors are allowed to use … Other popular problem-solving techniques include: SWOT analysis, fishbone analysis, force field analysis and simple brainstorming or lists of pros and cons. Contact between meetings Mentoring. Mentoring gives the mentee support to allow them to identify and achieve their goals. How will you measure the effects of your mentoring programme? The Johari Window relates to how mentees become more aware of themselves and others. Find event and ticket information. The aim is to create a variety of possible alternatives which have not previously been considered. Reviewing progress • Promote the mutual benefits for mentee and mentor alike: mentees learn the ropes, collect champions and confidants, and enjoy a greater sense of “fit” within their departments. Regular mentor meetings are the foundation of the mentoring relationship. This also means it is more likely that the mentor will be listening for much more time than they are talking. Account & Lists Account Returns & Orders. Do I have the time and space to meet regularly with my mentee? 0000001599 00000 n Feedback and discussion Since mentoring promotes self-reflection and problem-solving in the mentee, it is an excellent form of professional development. This might be after a specific number of sessions or when the mentee has reached a particular milestone. It could include the following: • be prioritised by school leadership. ‘Any experienced colleague can be a mentor’ The mentoring relationship is based around regular communication in the form of mentor meetings, as well as informal communication between meetings. In some mentoring relationships, arrangements may not be as formal as having set times for meetings, but it is important that the level of structure is established at the beginning of the relationship so that both the mentor and the mentee are clear about the expectations. 0000003363 00000 n Mentoring Guides for Students. The mentee becomes more reflective and relies less on the mentor. ... as getting to know each other will help to build the relationship. 2. The topic for discussion is established and the mentee explores their ideal outcome and what they want to achieve by the end of the session in relation to this outcome. Mentors must recognise that we are all still learning and be able to look at a mentee’s potential problems as opportunities to grow and learn. They lead us along the journey of our lives. The mentee establishes the specific actions they will take to put their options into practice and take the next step towards their goal. Before a mentoring session, it is important that the mentor removes any potential barriers to listening, distractions and sources of stress, and makes sure that the meeting area is physically comfortable so that they can practise active listening. Getting started with mentoring - Not only is mentoring good in the workplace as it gives a new starter a great way to settle them in with the team, and then by keep mentoring them, they will grow in confidence and be a major asset to your business. Once goals are clearly defined, mentors can help mentees to break down their goals into manageable steps so that they can be achieved. • What training and ongoing support will mentors need and how will this be provided? The mentor also gains personal and leadership skills which are valuable for their own career development, and they can gain a real sense of achievement in knowing they have made a difference to the mentee’s professional development. • Someone who will respect the boundaries of confidentiality in the mentoring relationship. Coaching and mentoring can widen your portfolio when working with others and help you to … We will discuss the benefits of mentoring, look at some research that supports mentoring and consider ways that it can work in practice. However, in order to make these moments more likely to happen, it is important that mentor relationships and meetings are successful. Effective questioning is a very important part of mentoring. Mentoring supports mentees in developing their classroom practice. • Are the mentor and the mentee expected to take notes? • include working with others and expert challenge; All Hello, Sign in. 0000000016 00000 n They may be delivered to students online, via printable test booklets, or a combination of both. 0000037250 00000 n (iv) Will: What will you do? 5. 0000019583 00000 n 0000031374 00000 n The first meeting is an opportunity for the mentor and the mentee to get to know each other better and build a relationship. The model is based on a four-stage cycle. 0000003256 00000 n Benefits for the school or institution In this case, it might be appropriate to have meetings less often or reduce the time each meeting lasts. • What are the expectations relating to the mentee completing follow-up tasks after a meeting? Mentors should not be chosen for their age but for their expertise and experience and their ability to build relationships, listen, and share what they know effectively. Programme processes This involves making sure the whole leadership team has a shared understanding about what mentoring is and a commitment to developing mentoring. The mentee explores where they currently are in relation to their goal, including the positive things that can help them to move towards it and any potential barriers. Mentoring helps a school to create a positive working environment. What arrangements need to be made to allow lesson observations to take place? Brookfield suggests that the goal of the critically reflective teacher is to gain awareness of their practice from as many different viewpoints as possible − their own, their students’, their peers’ and through engagement with theoretical literature. Mentor meetings Here, the mentor switches off both internal and external distractions to allow them to focus more carefully on what the mentee is saying. %PDF-1.7 %���� ISBN: 9781845284732 • Starr, J (2014) The mentoring manual: your step by step guide to becoming a better mentor. The Cambridge LMS (CLMS) is an online platform where you can ˜ nd content that is part of your Cambridge course. Mentors are valued by the mentee and by the school as a whole for the knowledge, skills and experience they possess. Will there be a formal application process? ‘Mentoring moments’, which are moments where the mentor’s input and support make a significant difference to the mentee, can happen in formal, planned moments or more informally. This also means that students have the opportunity to learn more effectively and achieve better outcomes. (ii) Reality: What is happening? Mentoring enables each of us to grow, learn, transform, and accomplish goals in education, clinical practice, or research. Likewise, mentors are able to offer mentees exposure to aspects of school life that they would not otherwise gain experience of. The mentoring relationship allows the mentee to reflect on what is going well and the ways in which they are moving towards their goals. Questioning The mentor provides a sounding board for discussion. Aims are the overall intentions for the mentoring programme and outcomes are what will happen as a result of it. To learn how to create your first assessment, click here. Getting Started With Language Awareness £ 150.00. Getting Started Guide Training + Implementation Support View Our Catalogs Request a Quote or Product Sample CARES Act Funding and ThinkUp! Where? trailer <<12848142352D4CD2A09D773E8C929987>]/Prev 250127>> startxref 0 %%EOF 141 0 obj <>stream 0000002668 00000 n Arrange the practical details and structure of the sessions If the level of challenge is too high, the mentee will not feel that they can achieve expectations and if the level of support is overbearing, it becomes impossible for the mentee to develop skills and knowledge of their own. It is also likely that the mentor’s self-confidence will improve as they reflect on the experience they have to share. Once the mentoring relationship is established, the typical agenda for a mentor meeting is based on the mentee’s goals. Mentors feel a greater It involves transferring experience and expertise so that the less-experienced colleague can develop their skills and achieve their goals. To do this it is vital that senior leaders support and even contribute to the programme, otherwise it will be harder to make it stick and to feel the long-term benefits of mentoring. Assessments may be created from a combination of questions and resources you create yourself and those pulled from our item bank. The GROW model is a useful coaching model which can be used to structure mentoring meetings, in order to make them effective and purposeful. 0000044814 00000 n • Someone who is able to offer encouragement as well as provide useful feedback in a non-judgemental way. Here are some examples of different kinds of open questions. • be supported by strong evidence and expertise; This might include evidence of work performance of the mentor and the mentee (this could be both in terms of classroom practice and student outcomes), recognition of the programme within the organisation and how mentoring helps you to keep staff. This might include evidence of a pattern of regular contact over the agreed term, commitment of mentors and mentees to the programme and levels of satisfaction with the programme. Stage 3: The mentee and mentor depend on each other 4. • Who will be responsible for creating mentoring partnerships? From this point, they reflect on and review the experience of the lesson. Under the guidance of an experienced Cambridge tutor, you will be working closely with other teachers to develop your understanding and share ideas and experiences. It is a great opportunity for both people to reflect and gain fresh perspectives. 0000000876 00000 n Getting Started with Mentoring . • How will this person check that mentors and mentees are compatible in terms of styles and personalities? 113 0 obj <> endobj xref 0000037343 00000 n Here is an example of one part of an action plan for a mentoring programme. If you are new to being a mentor and want to decide if it is right for you, it will help to ask yourself the following questions. They embody our hopes, cast light on the way ahead, interpret arcane signs, warn us of lurking dangers and point out unexpected delights along the way. The first is the ‘career function’, which helps mentees to learn their craft and prepare for progressing in their career. Here are some practical things you can do to begin the process of setting up a mentoring programme in your school. Want to know more? When considering a mentoring programme it is important that you consider how you will make sure a culture of mentoring is at the heart of your institution. Building the relationship 7. These include: developing, enabling and influencing others, team work, communication skills and problem solving. Published on August 23, 2018 December 21, 2019 by Sara Brunsvold 3 Comments. Whether you're considering becoming a mentor or mentee, it is beneficial for both parties to gain an understanding of the key things to consider before getting started. Take Course. For each part of the programme this should include aims and objectives, actions, dates, support and resources needed, success criteria and the person responsible. What other paperwork will be necessary to keep a record of discussions? Mentoring develops the mentor’s leadership skills. They will provide ongoing advice, helping you achieve the best results at a rate that suits you. • Probing questions find out more or dig deeper. In the rest of the unit, we will look at the basics of mentoring in more detail. getting started with mentoring. Which of the benefits are most relevant to you and your colleagues? Level up your programming skills with 1,879 exercises across 38 languages, and insightful discussion with our dedicated team of welcoming mentors. Do I have a high level of knowledge and experience in my role? Getting Started with Cambridge IGCSE (R) and O Level Economics by Susan Grant, 9781108440431, available at Book Depository with free delivery worldwide. The Standard for Teachers’ Professional Development. Mentoring may be old hat to most of the corporate world, but it's relatively new to warehouses and distribution centers. Find event and ticket information. As well as reviewing what has been achieved after each meeting, it is also important to establish routines for providing scheduled feedback during the mentoring process. Closed questions are generally not helpful in mentoring as they restrict a mentee’s responses, often to simple ‘yes’ or ‘no’ answers, and do not require a mentee to think deeply about their response. Setting a new action plan and targets Also, mentoring sessions are a great opportunity to gain new perspectives on work and to re-establish priorities, which can mean that both the mentor and the mentee work more effectively. How will you raise staff awareness about mentoring? • What are the timetabling requirements of the mentoring programme? As well as observing lessons, mentoring involves mentors meeting regularly with their mentees, but these meetings do not have to be long and can involve as little time as 30 minutes every week or fortnight. What protocols and procedures will need to be put in place to support the mentoring programme? Age and experience; Balancing your work and lifestyle; Building your mentoring team; Changing mentors or advisers; ... Getting started; Learn about what mentors can offer; The mentoring experience; Changing mentors or advisers; Home. Stage 1: The mentee is more dependent Mentors draw on their own experience to give advice to mentees. Getting Started with Itematica. As the mentee reaches the end of the programme, they may already have become more independent.