What is Mentoring? Cheri Chan Faculty of Education, University of Hong Kong 1 Overview 1. What is mentoring: key definitions 2. What mentors do 3. Characteristics of good teacher-mentors: Group discussion 4. Aims of the teaching practicum 5. What are the benefits of mentoring novice teachers? 2 Introduction  The teaching practicum (TP) is a major component of the Faculty’s teacher education programmes (PGDE, BEd & BA/BEd)  Our students view their practicum experiences as an extremely important and essential induction into the teaching profession  They greatly value the professional relationship with their teacher-mentors at the TP schools  3 What is Mentoring? A generic definition:  A deliberate pairing of a more skilled or experienced person with a lesser skilled or experienced one, with the agreed-upon goal of having the less experienced person grow and develop specific competencies.  (M Murray and M Owen, Beyond the Myths of Mentoring: How to Facilitate an Effective Mentoring Program, Jossey-Bass, San Francisco, 1991, p xiv) 4 What is Mentoring? A working definition: A teacher who is responsible for looking after students from university-based initial teacher-preparation programs during their placements in the school (Malderez, 2009) 5 What is Mentoring? A ‘personal’ definition: “A mentor, to me, is an encourager, someone to share with. They help you to improve through good practice themselves and suggesting new approaches. They should lead you to reflect on your lessons and refine your teaching style.” Moira, an experienced teacher mentor 6 Mentoring: Helping Hands  The teacher-mentor is the person who has the greatest direct influence on the student teacher  There are different styles of mentoring, but all good mentors share similar practices in helping novice teachers grow!  Mentors develop their mentee’s professional thinking skills and support mentees in aspects of the processes of professional decision making or learning  So, mentors provide typically two kinds of help: 7 What Mentors Do: 1. Provide General Help  Introduce the ST to the principal, colleagues and students at the school  acquaint the student teacher with school’s curriculum goals (the school & panel) & regulations  Organise a teaching timetable for the ST  Arrange observations for the STs in the first week of TP  Invite the ST to shadow you or a colleague  Invite the ST to school meetings and PD workshops  Plan collaboratively with the ST  Discuss lesson plans/teaching strategies/classroom management techniques  Observe lessons and give constructive feedback e.g. on teaching approach/ strategies/classroom management techniques  Help ST set learning targets for the following lesson 8 2. Provide Support for Professional Learning  Help the ST develop skills for professional learning, thinking, and action  Noticing and learning from teaching experience  Informed planning and preparation  Reflect on practice to help the mentee review and assess his/her own practice independently 9 What mentors are and are not According to Malderez and Bodoczky (1999) mentors are: 1. Models of a way of teaching of being a teacher in context 2. Acculturators to help the mentee integrate into a community 3. Supporters of the mentee as a person during the emotionally charged transformation process of becoming a teacher 4. Champions of their mentee to ensure they have optimal conditions for learning during TP 5. Educators in terms of scaffolding the learning process for the mentee Mentors are not trainers or assessors and they play different roles to the university supervisor 10 Characteristics of a good teachermentor:  Inspiring  Knowledgeable  Friendly  Empowers the student-teacher to teach the class on their own  Passionate about teaching  Resourceful, lots of bright ideas!  Willing to offer support and help  Approachable  Willing to observe lessons  Give constructive feedback to help me become a better teacher BA/BEd Year 4 Students 2011 11 Research suggests that STs believe mentors can be most helpful if they:  Give frank, constructive feedback;  Allow the ST autonomy and independence in the classroom;  Suggest techniques appropriate to particular groups of learners  Suggest resources to be used in lessons  Encourage and give student confidence  Familiarise the ST with school routines  Offer suggestions on handling discipline problems  Help in planning lessons or give feedback on plans  Provide some background information on the learners  Are available when needed  Observe lessons and provide feedback 12 Aims of the Teaching Practice Experience DIMENSIONS OF PRACTICAL TEACHING  Planning  Teacher Knowledge of teaching the subject  Pedagogy  In-class interactions and responsiveness  Managing learning and learners  Professional reflections 13 Aims of the Teaching Practice Experience  ST can consistently facilitate learning independently  ST can implement highly effective teaching strategies with reference to sound methodological principles and professional practice.  The lessons are learner centred, innovative and address learner diversity. Overall there is very high evidence of student learning.  The student teacher is highly self aware and demonstrates a strong ability to reflect on practice.  S/he is likely to be able to manage his/her ongoing professional development independently. 14 Mentoring is a two-way professional learning process Outcomes for the novice teacher? Outcomes for the mentor? 15 What will I get out of mentoring STs?  “Having a great mentor gave me the desire to be a mentor myself. I have enjoyed the experience. Sometimes teaching can be lonely and, especially at the beginning, you will feel a need to talk about what happened in the classroom. Your mentor should be that sounding board for you. Encouraging future teachers is very meaningful. Its not a critical role but one of affirmation and encouragement. Through thinking about, discussing and observing lessons we can all grow as teachers and improve our style. I remain very good friends with my mentor, and 3 of the student teachers I have mentored. I still write references for some of them. I hope I can continue as a sounding board for them and on-going informal professional exchange.”  Moira, teacher-Mentor 16 Key References and Acknowledgements  Bailey, Curtis and Nunan (2001) Pursuing Professional Development. Boston: Heinle.  Malderez (2009) Mentoring in Burns and Richards (2009) (Eds) The Cambridge Guide to Second Language Teacher Education. Cambridge: CUP.  Malderez & Bodoczky (1999) Mentor courses: a resource book for trainer-trainers. Cambridge: CUP.  Special thanks to Mrs Moira Green, St Francis Xavier School (TW) 17 Thank you for mentoring our students  Q&A 18