getting started with mentoring cambridge

For example, ‘What are you hoping to gain from this?’ Mentoring supports mentees in developing their classroom practice. • Who will be responsible for creating mentoring partnerships? A number of adult learning theories contribute to a framework for mentoring in education. 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. Where? This makes it more likely that they will have job satisfaction, as well as being ready for career-development opportunities when they arise. How will I promote the mentoring scheme and attract teachers who have the potential to be mentors? How will the effects of the mentoring scheme be monitored and evaluated? Mentoring is a developmental process which typically has three stages. • Would the mentee prefer more guidance or more of a coaching style? 2. • Someone who is genuinely interested in developing themselves and others. ‘Only mentees benefit from mentoring’ Find out from the mentor co-ordinator what their expectations are for the mentoring relationship. 3. ... as getting to know each other will help to build the relationship. Learn more. What arrangements need to be made to allow lesson observations to take place? • What is the system for reviewing the meetings? A successful mentoring relationship depends on strong communication and interpersonal skills, which are transferable to every aspect of life. 6. 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. It is also important to decide whether staff will be recommended for mentoring or whether they can volunteer to be mentored. 0000037899 00000 n While it is important that contact is maintained between meetings, the nature of that contact should be decided beforehand. The mentoring relationship can only be successful if understanding and trust are built between the mentor and mentee. Mentors direct mentees towards activities and practices which promote self-reflection. Reels, Reels, Reels… It seems like Instagram’s Reels feature is taking over Instagram at the moment! ts 2999 The University’s IT Service Catalogue lists other IT services you can get at Cambridge: At the end of the programme it is helpful to have a final conversation. • Hypothetical questions temporarily remove barriers to success to find new ways forward. Stage 3: The mentee and mentor depend on each other 0000000876 00000 n Getting Started with Cambridge IGCSE (R) and O Level Economics by Susan Grant, 9781108440431, available at Book Depository with free delivery worldwide. Mentoring enables each of us to grow, learn, transform, and accomplish goals in education, clinical practice, or research. 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 begin ‘What…?’, ‘Where…?’, ‘When…?’ and ‘How…?’ Open questions help a mentor to be non-judgemental and understand their mentee, to gather information, and to raise the mentee’s awareness of their situation so that they can find new ways forward. How often will mentor meetings take place and how long will they be? By mentally ‘switching hats’, a mentee can gain new perspective. The circle continues in this way, with learning from a previous activity informing the next activity. 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. The mentee becomes more self-directed in developing their skills, but also needs frequent feedback. Depending on whether you already know your mentee, and how well, it will be useful to find out some information from them. Here, two main areas need to be considered: the mentoring process, and mentoring tools and strategies. 3. What's stopping you? Make sure you share information about yourself with your mentee, as getting to know each other will help to build the relationship. Mentoring shows a school’s commitment to staff development. 0000004303 00000 n The leadership team can then make sure that the mentoring programme is in line with the school’s strategic vision. Rsearcher Development support researchers in developing their coaching and mentoring knowledge, skills and understanding through providing a variety of opportunities. The Johari Window relates to how mentees become more aware of themselves and others. %PDF-1.7 %���� Find event and ticket information. 1. Since mentoring promotes self-reflection and problem-solving in the mentee, it is an excellent form of professional development. 0000004077 00000 n Others may establish a system of meeting more informally between meetings or being available via email if the mentee has any problems or concerns. Mentoring gives the mentee support to allow them to identify and achieve their goals. Setting boundaries also relates to the confidential nature of the relationship and any arrangements necessary to establish this. 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. This involves making sure the whole leadership team has a shared understanding about what mentoring is and a commitment to developing mentoring. For example, a neutral setting may be best, with the furniture laid out so that the mentor and mentee can sit together rather than on opposite sides of a desk. Mentors can make sure that the time they commit is manageable by setting clear boundaries around the times when they are available. 2. Throughout the unit, we will encourage you to reflect on mentoring and think about how you can use it in your own school. Getting Started Mentoring is an important component of developing and sustaining a satisfying professional career. 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. 1. There are two main functions of the mentoring relationship. The following checklist will encourage you to think about the questions you should ask as you set up your programme. What criteria will you use to identify potential mentors? Building the relationship Here are some examples of different kinds of open questions. As the mentee reaches the end of the programme, they may already have become more independent. Closed questions begin with phrases such as ‘Do you…?’, ‘Have you…?’, ‘Is there…?’ Mentors should avoid closed questions (along with leading questions) as they restrict a mentee’s ability to speak freely. If the mentee is being mentored because they want to achieve a professional qualification, it is also important that you have an understanding of the qualification and the programme of study. 2 What is the Cambridge LMS ? Mentoring helps a school to transform its teaching and learning. It is also important at this point to establish the boundaries of the relationship, such as how personal issues will be dealt with and discussed if they are affecting the mentee’s performance at work, as well as situations where others, such as the mentee’s line manager, may be involved in the process. Mentoring challenges and how to deal with them 16 The GROW technique17 ... Relations, Cambridge Inter-Faith programmes. It also shows that you are open to new perspectives and eager to progress and develop professionally. Account & Lists Account Returns & Orders. Mentoring helps a school to create a positive working environment. 3. How will mentoring partnerships be established? 3. ‘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. Contact between meetings Kolb’s Theory of Experiential Learning is useful when mentees encounter a new experience. 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. Mentors also need to have excellent social skills so that they can build effective relationships with their mentees. Getting Started with Itematica. Feedback is most effective when it follows active listening. It is also a valuable way of highlighting the effectiveness of the mentoring relationship and anything that can be improved as the relationship progresses. Do I have the time and space to meet regularly with my mentee? Also, establish the principles of how you will work together and your expectations of each other. Once the mentoring relationship is established, the typical agenda for a mentor meeting is based on the mentee’s goals. Mentoring. ‘Mentoring requires a greater time commitment than teachers can afford’ 0000068538 00000 n 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. 5. When matching mentors and mentees, it is important that it is relatively easy for the mentee to be able to make contact with the mentor. 2. The mentoring relationship is based around regular communication in the form of mentor meetings, as well as informal communication between meetings. The mentor also acts as a role model and source of inspiration for the mentee. Oxford: How to Books. Here, the mentor switches off both internal and external distractions to allow them to focus more carefully on what the mentee is saying. 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. Setting a new action plan and targets Further reading • Kay, D and Hinds, R (2012) A practical guide to mentoring: using coaching and mentoring skills to help others achieve their goals. ‘Having a mentor is a sign of weakness’ Colleagues at every stage of the learning process can benefit from mentoring and in many workplaces, mentoring will involve multiple relationships that span a mentee’s whole career. Are there any members of staff who have previous experience of mentoring? 7. • include working with others and expert challenge; • What are the expectations relating to the mentee completing follow-up tasks after a meeting? However, in order to make these moments more likely to happen, it is important that mentor relationships and meetings are successful. This review leads to learning and an action plan for future activities, which can then be tried out. Confirming the agenda 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? Aims are the overall intentions for the mentoring programme and outcomes are what will happen as a result of it. Who is in the best position to be able to give this information? Feedback and discussion Mentoring may be old hat to most of the corporate world, but it's relatively new to warehouses and distribution centers. The key characteristics of good leadership are all fundamental to the mentoring process. 0000002668 00000 n 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. Exercism is 100% free forever. 113 29 • Probing questions find out more or dig deeper. Mentoring is a great way to invest a small amount of time and achieve great results. 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. Related products. 0000004191 00000 n Active listening takes lots of practice, but it is very rewarding. • 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. • Someone who is open and willing to share their experiences, both good and bad. MENTOR National and Affiliates will use the information you provide to better inform future publications and keep you up to date with advancements in the mentoring … 0000004931 00000 n 0000031374 00000 n There is two-way discussion between the mentor and mentee and they plan together. Regular mentor meetings are the foundation of the mentoring relationship. It is important to decide how mentoring will meet staff needs and so who mentoring will be offered to in the first year. The model is based on a four-stage cycle. Assessments may be created from a combination of questions and resources you create yourself and those pulled from our item bank. Agreeing the details of the next meeting. Getting to College. This might include evidence of the perceived value of the programme by both the mentor and the mentee, levels of trust felt by the mentor and the mentee, job satisfaction and career progression over time. Prime. There are different aspects of a mentoring programme which can be monitored and evaluated. Here are some practical things you can do if you are going to begin mentoring. It is also an important time to establish ‘ground rules’ for future meetings. Participant experiences Mentors become skilled in rapport building and active listening, which allows them to ask valuable questions and offer feedback. They may be delivered to students online, via printable test booklets, or a combination of both. For example, it could be for new teachers, staff completing professional development programmes, or all staff. You could also ask for some initial background information about your mentee, why they have been selected for mentoring and what the intended outcomes of mentoring are for the mentee. This is important so that the mentee feels that they can be open and share concerns or difficulties with you that they may feel less comfortable sharing with other people or their managers. Mentoring is the process by which an experienced and trusted colleague offers support, advice and guidance to another colleague. Mentors draw on their own experience to give advice to mentees. In fact, feedback is a useful way that mentors can demonstrate they have been listening and check they have understood what the mentee is saying by either summarising (which is where the mentor repeats a shortened version of what has been said using the mentee’s own words) or paraphrasing (which is where the mentor uses their own words to convey the sense of what the mentee has said). Watching someone grow in confidence, independence ... Getting started in a new role Learning a new skill or acquiring knowledge A specific challenge or You don’t have to wait until you get here to start using the IT services the University provides for you. Decide when and where you will meet, and also how often meetings will be held and how long they will last. (iii) Options: What could you do? Which of the benefits are most relevant to you and your colleagues? The role of mentor is also a position of responsibility which develops leadership skills. • Will there be a formal mentoring agreement? The mentoring process is goal-oriented and solution-focused. 0000064649 00000 n Getting Started with Mentoring . Active Listening Find event and ticket information. • How will this person check that mentors and mentees are compatible in terms of styles and personalities? It is important to consider how far the mentoring programme is fulfilling its intended outcomes, while making sure that the evaluation process does not become an opportunity to assess and report on a mentor’s performance or reveal the content of discussions in the mentoring meetings. Why wait longer when you can be on your way to enjoying life without chaos! 2. Getting Started. • What training and ongoing support will mentors need and how will this be provided? • Someone who will respect the boundaries of confidentiality in the mentoring relationship. The process of setting and achieving goals is empowering and builds confidence, which can transform the whole working environment. This may not be as formal as the other meetings, but it is important to make sure that the mentee’s success is celebrated and that the mentor passes on any final feedback. We trust them because they have been there before. Having a mentor shows that you are willing to learn. Through their skills in listening and questioning, mentors can also help mentees to find their own answers. There is detailed information about how to get to Cambridge by bus, train, car and plane on the college's Find Us page. 3. • What are the timetabling requirements of the mentoring programme? Qualities of a good mentor that you may want to consider include the following: They lead us along the journey of our lives. Mentor meetings Getting started The first step is to speak to your Line Manager, Director, Head of Department/School or colleagues, to find out about existing or potential mentoring opportunities within your area. Feedback is particularly effective when it is based on Mentoring gives the mentee encouragement to become more confident in their abilities and more involved in school life. 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. Want to know more? 0000025499 00000 n With Cambridge Weight Plan you won’t be getting your support from a faceless person on the other end of the phone or buying your products online. During the mentoring relationship, both the mentor and the mentee benefit and learn from each other. These, in turn, build trust. 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. The Standard for Teachers’ Professional Development also provides a useful framework to measure the outcomes of a mentoring programme. • What level of challenge is the mentee comfortable with? Greeting The more the mentor and mentee understand about each other’s expectations at the beginning of the relationship, the more likely it is to be successful. Reviewing the previous meeting and action taken Functions of mentoring From this point, they reflect on and review the experience of the lesson. Stage 2: The mentee grows increasingly independent evidence and linked to the mentee’s strengths. Take a look at the resources and Support available to you. This will provide a record of the progress the mentee has made towards achieving their goals and draw out key learning from their experiences. The mentor questions the mentee and offers options, as well as directing the mentee to self-reflective practices which will help them evaluate their own progress. Do I have a genuine interest in developing others? Visitors are allowed to use … One example of this is de Bono’s Six Thinking Hats. • improve and evaluate student outcomes; 2. It is important to consider where the meetings will be, making sure that the location will always be available, and that it is private and contributes to a positive mutual relationship being built. Each different-coloured hat represents a different viewpoint about the situation. It is also likely that the mentor’s self-confidence will improve as they reflect on the experience they have to share. Other popular problem-solving techniques include: SWOT analysis, fishbone analysis, force field analysis and simple brainstorming or lists of pros and cons. Effective questioning is a very important part of mentoring. It is a great opportunity for both people to reflect and gain fresh perspectives. How will I make sure that the mentoring scheme is supported by school leadership and the organisation as a whole? Here is a printable list of interesting books, articles and websites on the topics that we have looked at. Mentoring helps a school to keep staff and identify new talent. 0000038545 00000 n Getting started with research - Volume 8 Issue 2 - Heidi Probst, Rachel Harris Skip to main content We use cookies to distinguish you from other users and to … In this case, it might be appropriate to have meetings less often or reduce the time each meeting lasts. Reviewing the meeting The second function is the ‘psychosocial function’, which focuses on the ways in which the mentoring relationship improves or strengthens the mentee’s confidence and personal growth. Mentoring develops the mentor’s leadership skills. Some departments and schools have very structured programs, whereas in … The Standard for Teachers’ Professional Development. Questioning The end of the programme 5. • Wisdom-accessing questions establish motivation. ISBN: 9781845284732 • Starr, J (2014) The mentoring manual: your step by step guide to becoming a better mentor. Getting started mentoring guide for mentors and mentees This is a getting started mentoring guide for mentors and mentees so even if it’s your first time to be introduced to the platform or you’re finding out a little more on what you can do – check our the rest of this guide! The mentee is able to find solutions, make decisions and solve problems. Although a mentor may be older than the mentee, this does not have to be the case. What other paperwork will be necessary to keep a record of discussions? The main access to the College is from Barton Road and the car park is situated at that entrance. 1. Once goals are clearly defined, mentors can help mentees to break down their goals into manageable steps so that they can be achieved. For example, ‘If there were no limits to resources, what would you do?’, Reflective questions draw on knowledge a mentee already has. Getting started with Mentoring. Problem solving techniques Write an action plan for introducing mentoring in the school or institution Donald Jacobson and Shelley Safian. Will the feedback be provided at the end of the programme, during the programme or a mixture of both? What outcomes will you measure the mentoring programme against? Benefits for the mentee The first meeting How do their ideas about mentoring compare with yours? Mentors are guides. This may include things such as whether the mentor and the mentee are expected to take notes, follow-up tasks and feedback, as well as more formal contracts such as confidentiality agreements. Categories: Cambridge Assessment International Education, Evaluating impact. Academic units at Carolina vary greatly, as do their approaches to mentoring. Getting started with the Cambridge LMS Student guide CLMSstudentguide (M).indd 1 29/08/2018 10:46. 4. 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. During active listening, the mentor pays close attention to what is being said, but also considers the mentee’s tone, body language and facial expressions, and is aware of what is not being said. • be supported by strong evidence and expertise; Here are some practical things you can do to begin the process of setting up a mentoring programme in your school. Follow these four steps below to get your UIS Password and email account so that you'll receive any pre-arrival messages your College or Department may send. 0000019583 00000 n Your Cambridge Consultant will work out the weight loss programme that best suits you and your lifestyle. This means that over time, mentees become more empowered in making their own decisions and solving their own problems. 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. Beginning with evidence makes the feedback more believable and linking the evidence to strengths builds a mentee’s confidence. Benefits for the school or institution Cambridge International Education ... Mentoring is the process by which an experienced and trusted colleague offers support, advice and guidance to another colleague. Mentoring is goal-focused. 0000000016 00000 n 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. Getting Started with Cambridge IGCSE® and O Level Economics: Grant, Susan: Books. As well as being able to be a role model and demonstrate good practice to mentees, it is also important that you have an understanding of things the mentee would like to achieve so that you can pass on appropriate advice. The ‘GROW’ Model 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. The mentor could use this tool to guide their mentee to consider different aspects of their personality and disposition, for example what they know about themselves and share with others (‘open’) and what they know about themselves but keep concealed (‘hidden’). Daloz’s Theory of Adult Learning demonstrates that the level of support and challenge provided by a mentor is critical. How to Prepare and Get Started as a Mentor Make sure you fully understand the specific mentoring job you are undertaking. • be maintained over time; and 0000008408 00000 n 0000058709 00000 n Reviewing progress 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. It is important to leave enough time between meetings for the mentee to be able to carry out their action plan. 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. 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. Harlow: Pearson Education. This is a process which helps them to reflect on their own successes as they share them. This should include personal information such as contact details, as well as professional information such as their career background and what role they currently have. 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.

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