The AASE Tasmania Chapter and Faculty of Education University of Tasmania (UTAS) mentoring partnership programChristopher Rayner & Jenny Buckingham

The AASE Tasmania Chapter and Faculty of Education University of Tasmania (UTAS) mentoring partnership programChristopher Rayner & Jenny Buckingham

Outline

1. Context: The scene in Tasmania

2. Aims: Why we developed the program

3. Recruitment: How we bring people together

4. Support and recognition: The ways we facilitate the partnership and celebrate achievements

5. Experiences: Opportunities for participants

6. Benefits: What people gained

7. Challenges: Which aspects have presented difficulties

8. Future: Where we see the partnership heading

Context

�Challenge of ‘theory/practice’ nexus in teacher education

�Network of experienced inclusive educators within AASE/Department of Education

�Call for partnerships to develop capacity and specialist expertise

Context

“…courses need to provide an increased exposure to a range of

educational settings (e.g., regular classrooms and support classes) so that pre­service teachers are better

prepared for an inclusive classroom.”(Hemmings & Woodcock, 2011, pp.

112­113)

Context

Recognition that: “The school community’s

knowledge and understanding of inclusive educational practice is

the critical factor in leading change”

Context

Recommend that stakeholders: “Establish formal collaborations

with defined outcomes”

Aims

�UTAS: Complement coursework on inclusion through practical experiences in addition to practicum

�AASE: Aligns with 2 of the key goals�Promoting Professional Standards of a High Order�Enhance access by students, with special education

needs, to quality educational programs

•Shared: Promote and extend teachers’ capacity to cater for studentdiversity and exceptionality

Recruitment

Mentors:

�Eligibility:

Experience

Role/s

Age group

Mentees:

�Eligibility

�Applications

�Selection criteria

Recruitment

Mentees’ top reasons for participating:

“To learn practical skills in teaching students with special

educational needs” and “creating an inclusive learning

environment”

Recruitment

Mentors’ top reason for participating:

“To contribute to the development of a pre­service

teacher.”

Support and recognition

�Orientation ‘welcome’ event

�AASE Executive oversees and supports mentors

�UTAS Lecturer in Inclusive Education oversees and supports mentees

�Mid­program progress event

�Conference attendance (one pair)

�End of year gathering/feedback

Experiences

�AASE membership & publications

�Observe effective strategies

�Participate in planning and IEP meetings

�Engage in professional learning

�Join in collaborative opportunities to share knowledge and experiences

�Develop a supportive mentoring relationship

Experiences

“Absolutely the publications and PD have been invaluable to my teaching ­ I use them every day! I like to think that my classroom is far more inclusive as a result!”

(Mentee) 

Benefits

�Flexibility and voluntary nature

�Assessment­free environment to practice skills

�Supportive relationships

�Ongoing networks

�Enhanced employability

Benefits

“It gave me insights into the class that I did not receive in my 

practicums, mostly because there is not enough low stakes 

observation time to help inform practice.” (Mentee) 

Benefits

“Thankyou for the opportunity to participate. It has greatly 

contributed to the initiation of my teaching career both in the classroom and as a specialised support teacher.” (Mentee)

Benefits

“Especially coupled with Chris's Inclusive Education unit I'm studying

this semester…I can feel the knowledge seeping into my bones in

a way it never would have without my experience with (Mentor). So,

thank you. This mentorship program is truly the best thing. I will be

forever grateful..” (Mentee, 2016)

Benefits

“Greater knowledge and confidence, and a fantastic

network of peers.” (Mentor)

Challenges

�Geographical spread of mentees, mentors, and events

�Some mentors’ availability and awareness

�Some mentees’ mobility and initiative

Challenges

“My mentor and I both felt a little uncertain of what was expected

of our partnership.” (Mentee)

Challenges

Improvement?“Better match of time availability

between mentor and mentee.”(Mentor)

Future

�Collect and analyse evaluation research data

�Recruitment connected with coursework

�Clearer guidelines for mentoring

�Conference attendance the year after

�Embedding structures to ensure sustainability

�Other organisations?

Questions?

References

� Hemmings, B., & Woodcock, S. (2011). Pre­service teachers’

views of inclusive education: A content analysis. Australasian

Journal of Special Education, 35, 103–116.

doi:10.1375/ajse.35.2.103

� Ministerial Taskforce on Education for Students with

Disability. (2015). Improved support for students with

disability: Ministerial Taskforce Report. Retrieved from

https://www.education.tas.gov.au/documentcentre/Docume

nts/Improved­Support­for­Students­with­Disability­

Ministerial­Taskforce­Report.pdf

With thanks to:

The mentors and mentees who have participated

The AASE Tasmania Branch and the UTAS Faculty of Education for their support