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2019 Effective Mentoring Program
School Based Program
Day 1
2019 SB Course - Day 1 Workshop V2.1
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The Effective Mentoring Program
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We are here.
Pre-Day 1 module
Day 1
Post-Day 1 module
Pre-Day 2 module
Day 2
Post-Day 2 module
How today will run…
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Welcome, Introductions and Course Overview
Understanding Mentoring
VIT Registration
Process
The Inquiry Cycle
Mentoring Capability
Framework
Creating your Action Plan
Evaluation
CELMS – Learning Management System
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CELMS - Learning Management System
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Course requirements so far
o Attendance at Day 1
o Three short professional readings
o Familiarisation with the Mentoring Capability Framework
o Post to Mentoring Journal
Downloaded documents on your device
o Mentoring Capability Framework (pp1-12)
o Supporting Provisionally Registered Teachers
Aim of the
Effective Mentoring
Program
The aim of the Effective
Mentoring Program is to build
the capacity and capability of
mentors to support
provisionally registered
teachers (PRTs) through
ongoing professional learning
embedded in the PRT’s day-
to-day practice.
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Reflective dialogue
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The Benefits of Mentoring
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What is mentoring?
Mentoring is to support and encourage
people to manage their own learning in
order that they may maximise their
potential, develop their skills, improve
their performance and become the
person they want to be.
(Eric Parsloe, The Oxford School of
Coaching & Mentoring)
As a process, mentoring may be
generally described as a dynamic
interpersonal relationship involving
two or more people. Mentoring in early
childhood is often perceived as “a peer
relationship” (Nolan, 2007, xvii), where
a more experienced practitioner provides
professional guidance to one or more
novice practitioners, either on a 1:1 basis
or as a group.
(Wong and Waniganayake 2013)
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What mentoring is not…
o Performance management
o Training
o Peer friendship and
support
o Counselling
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How do highly effective mentors live their
role?
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Deep Listening Rapport
Building and Maintaining Trust
Openness
Emotional Intelligence
Getting to know you
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Morning Tea
10.30 – 10.50
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Name of presentation
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• To regulate for a highly qualified, proficient and reputable teaching profession.
• When performing any regulatory function, VIT must consider the wellbeing and safety of children, including by taking into account community expectations
Victorian Institute of Teaching’s purpose
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The value of a mentor
o 87% of PRTs - working collegially allowed them to see what good professional practice looked like
o 83% of PRTs - mentoring process was supportive and beneficial to changes in practice
o 73% of PRTs - working with a mentor influenced their likelihood of staying in the profession
o 87% of mentors (your colleagues) - professional learning benefits to being a mentor.
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Understanding beginning teachers
The need
o for empathy and personal support
o to accurately see what is happening in practice
o for guiding questions learning
o for an action plan and resources
o for honesty.
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Mentoring Novice Teachers: Fostering a Dialogue ProcessDebra Eckerman Pitton, 2000
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Understanding beginning teachers
Expanding vision of beginning teachers
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Australian Professional Standards for
Teachers
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Australian Professional Standards for Teachers (APST)
articulate teacher practice and registration requirements
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Provisional teacher / early childhood teacher registration
o 2 years
o >80 days of teaching in Australia and/or New Zealand
o VIT (full) registration process
o Inquiry Approach (evidence of APST)
Name of presentation
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Overview of the (full) registration process
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Registration
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Learners with disability
Victorian government initiative
o recognising the importance of providing opportunities for all learners and making education settings more inclusive
o focussing on ensuring teachers can support the learning of those they teach who have a disability.
What do we mean by disability?
o defined by the Disability Discrimination Act 1992
o mental or physical disability
o disorder, illness or disease that results in disturbed behaviour
o requires supplementary or higher level of adjustment or support through quality differentiated teaching
o does not necessarily require formal recognition of the disability or targeted specialist education services and support.
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Getting to know the Standards
o Graduate: after graduation
o Proficient: after practising as a teacher
Activity: Standards 1-7
o differentiation
o what will you see…how could this be evidenced?
o ‘make, do, say and write’.
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Evidence
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Evidence documents - school
o planning documents- lesson plans, unit plans,
o observation records and learning plans
o assessment data – formal and informal
o meeting logs
o individual learning plans
o work samples – annotated
o records of professional conversations, notes
o witness reports – from mentor / teaching colleagues
o class newsletters, photos, videos, blogs.
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Code of Ethics and Code of Conduct
One of the hallmarks of a profession is adherence to publicly affirmed ethical standards
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Code of Ethics and Code of Conduct
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Professional and Ethical Responsibility
Activity: Time to speak and be heard – time to listen
o maintaining child safety and welfare (pg 15)
Brief report and professional discussion describing an overview of your legal obligations in relation to child safety and welfare.
o maintaining professional relationships (pg19)
Brief report around how you establish appropriate relationships and maintain professional boundaries with your learners
Supporting PRT guide v2019
Lunch
12.30 – 1.15
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Adaptive expertise
Teachers are adaptive experts at every stage of their career.
Adaptive expert teachers
o are flexible in response to new challenges
o review their practice for effectiveness
o focus on improving learning outcomes
o take responsibility for continued development.
Insights – Professional Conversations and Improvement-Focused Feedback Helen Timperley, 2015
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The Inquiry Approach
To gather evidence of practice to meet the standards…
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Activity
1. Process – Questions from PRTs / mentor role
2. Reflection
o Connect – How are the ideas / information connected to what you know / already doing ?
o Extend – What new ideas extended or pushed your thinking?
o Challenge – What is still challenging for you? What questions or wonderings do you have?
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Establish content / context for learning (pg11-13)
o Who are the learners for my focus?(Are there any learners with a disability?)
o Learning levels? Learning characteristics?
o What do I know about their learning?
o Factors affecting their learning?
Program of learning (4-6 weeks)
o learning outcomes
o prior knowledge.
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The Inquiry Approach
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The Inquiry Approach
Inquiry question (pg13-15)
o What area of learning improvement do I need to focus on for my selected learners?
o How does this fit with the content of my teaching program?
o Why is this important for my learners?
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Inquiry questions – school
o Will using technology encourage learners to take control of their own learning?
o How do I cater for the diversity of learning needs I am encountering?
o Will the use of high order questioning deepen levels of learner understanding?
o How do I cater for learners who are disengaged with the learning experience?
o What resources, and their application, will enable me to scaffold learner’s higher order thinking and problems solving?
o Does group work and discussion help students develop a deeper understanding and overcome misconceptions?
o Can building an understanding of task words support students to structure responses?
Name of presentation
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Develop an action plan (pg16-17)
o learning outcomes
o assessment
o accessibility of learning
o teaching activities, strategies, practices and resources
o evidence of the learning outcomes.
The Inquiry Approach
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The Inquiry Approach
Implement an Action Plan (pg18-20)
• implementation over 4-6 weeks (depending upon teaching context)
• joint planning, interaction and professional discussion (>3)
• observation of practice (>3)
• observation of mentor / experienced colleague’s teaching practice (>1).
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The Inquiry Approach – developing a question
* Teaching demographics - who are your learners?
- what are they like?
- how do you know?
* What do learners already know?
* What do they need to learn?
* What do I need to know to be more
effective with my teaching?
1. Context/Content
2. Inquiry question
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Evaluate effectiveness of practice (pg 20-21)
o Did changes to my practice improve the learning of my learners?
o How do I know?
o Impact on my learners?
o What impact did it have on my teaching practice?
o How will I develop my learning further?
o Can I share my learning with others?
The Inquiry Approach
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Checklist
o Supporting Provisionally Registered Teacher (pg 26)
o Final check by PRT and mentor before workplace panel
Evidence of professional practice
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The template: a framework for documenting evidence(pg 27)
o to assist in organising and collating evidence
o to ensure all standards descriptors are addressed
o sections can be annotated or modified to suit.
Documenting evidence
Name of presentation
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Moving from provisional to (full) registration
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Panel composition
School Setting Early childhood
o VIT registered principal
o Registered teacher who has completed an EMP or VIT program
o Registered colleague nominated by the PRT who is familiar with their work
o Registered EC teacher
o Registered teacher who has completed an EMP or VIT program
o Registered EC or teacher colleague nominated by the PRT who is familiar with their work
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Common Issues
2018 Audit Data - common reasons for not meeting requirements for full registration:
1.4Strategies for teaching Aboriginal and Torres Strait Islander Learners
1.6Strategies to support full participation of learners with a disability
2.4Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
Introducing the Mentoring Capability Framework
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Understanding the Mentoring Capability Framework in your
context
Which domains and capabilities feel
particularly important and why?
What difference do you think these capabilities
make in the success of mentoring?
What questions/concerns might the MCF raise
for you?
In what ways is it helpful to consider the
interconnectedness between mentor,
mentee and school/service?
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Understanding the Mentor’s Perspective
Each table has an allocated Domain and will consider
just the first column (Mentor perspective only):
Agree two priority descriptors – one should be
“What” statement and one a “How” statement
Use a highlight pen to mark the descriptors
The table’s ambassador hands the marked-up
domain extract to the next table, briefly explaining
why the two descriptors were chosen.
The table repeats the activity with its new domain
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Mentoring Capability Framework and you as a mentor
Now thinking from your own perspective as
a mentor
Which priority descriptors are most
relevant to you?
Which three expectations and behaviours
do you feel might be more of a stretch –
and would be something that you would
want to work on over the next few
months? Why?
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Connections - from principles to practice
VIT Code of Conduct and
Ethics Framework for
Improving Student Outcomes
Australian Professional Standards for Teachers
APST from Graduate to Proficient Teacher Level
Mentoring Capability
Framework
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Practice Principles for Excellence in Teaching and Learning (Gov’t Schools)
Creating your
Action Plan
1. Identify priority descriptors from the Mentoring
Capability Framework that may require further
development.
Choose from any domain in the mentor column.
Think about what makes you choose those?
2. Actions: What actions (2-3) will you take to develop
your practice?
3. Resources and supports:
What resources or supports will you need to
implement these actions and by when?
4. Evaluate effectiveness of practice – assess and reflect:
What evidence will you collect to track your progress?
How will you capture your reflections and plan your
next steps?
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Preparing for Day 2
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Your next
activities
Pre-Day 1 module
Day 1
Post-Day 1 module
Pre-Day 2 module
Day 2
Post-Day 2 module
Post-Day 1 online module
1. Mentoring Practice: Work with your mentee or volunteer early career teacher(s). As a
minimum, hold regular mentoring conversations with your mentee – could be more and
could also include other activities (shadowing, observations, shared resources, etc).
2. Complete Reading 4: Professional Conversations – From Understanding to Evidence
3. Mentoring Journal: update with further reflections
4. Action Plan: Refine your Action Plan and start to implement.
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Preparing for Day 2
Pre-Day 2 online module
1. Mentoring Practice Challenge: You are asked to identify one mentoring challenge you
have faced in your practice and post a brief description of the challenge in your
Mentoring Journal.
2. Reading 5: Classroom Observation as a means of supporting professional learning
3. Professional and Ethical responsibility worksheet – discuss with your PRT about any
principles from Code of Conduct you and or the PRT require clarification.
4. Read and discuss with your PRT the ‘Supporting Provisionally Registered Teachers
Guide’. Record any questions you or they have regarding the VIT registration process.
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CELMS and other resources
AITSL’s “My Induction App”
Induction Portal
CELMS
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INITIAL
TEACHER
EDUCATION
FEEDBACK
SURVEY 2019
When: 15 July -11 August, 2019
How: Principals, mentors and first year teachers will receive an email
from the Victorian Institute of Teaching inviting them to take part in the
Initial Teacher Education Feedback Survey 2019. It should take no
longer than 10 minutes to complete.
Why: We encourage all schools and individuals to take part in this
important research to help improve initial teacher education programs
and support in schools for new teachers.
Note: Your institution and / or employer will NOT know whether you
have taken part. Your responses will remain confidential
Contact: Nick Brown - Manager, Teacher Education Reform Unit
T: 7022 1227 or E: [email protected]
Evaluation
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TELL US WHAT
YOU THINK
Thank You
