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Resource
Learner
Problem solver
Collaborator
Advocate
Assessor
Coach
Facilitator
TrustedListener
Teacher
Teacher Mentor Roles
Ref: New Teacher Center,
Santa Cruz, California
(2007)
The Mentoring Continuum
Collaborative
Facilitative
Instructive
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
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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
Ref:New Teacher Center,Santa Cruz, California
(2007)
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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
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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
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
Listening Levels
Level 1 – Waiting to say your stuff
‘I have something far more interesting to say..’
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 3 - Attentive, person-focused‘..interesting way
of looking at things,I’d like to know more’
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2
3
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
Stimulus for Dialogue
• Teaching and Learning experiences• Outcomes for learners• Area of GTCS Standard• Successes• Challenges• Next Steps
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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
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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?
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Career ‘waves’
_
+ Anticipation
Survival
Disillusionment
Rejuvenation
Reflection
Anticipation
Ref: New Teacher
Center,Santa Cruz,
California (2007)
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Mentoring in PracticeGroup Discussion
• Consider what the mentee needs at each phase
• Suggest strategies which might be useful during this phase
Tools to Support the Dialogue
• Coaching Model “GROW”
• Reflective Questions
• Consequence Matrix
• Metaphors
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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)
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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