Week 2 WebinarHelen Wriglesworth, David Darwent and Richard Pountney

Wednesday 25th January 2017 19.00-20.00

Course Team

Course objectivesHaving completed the course you will be able to:

• Identify the mentor standards and understand their relevance and application to mentoring practice.

• Understand the set of knowledge and skills that constitute competence in mentoring and how these can be developed.

• Reflect critically on your own mentoring practice and understand how to identify gaps and weaknesses in your current practice and that of others and to use this knowledge to improve mentoring practice.

• Participate effectively in professional communities of mentors in order to share individual professional practice and to draw from the practice of others.

Curriculum

• Week 1 Introduction and induction: • Week 2 Modelling & Developing Professional

Relationships: Mentor standard 1 – Personal Qualities• Week 3 Developing Mentees’ Professionalism: Mentor

standard 3 - Professionalism • Week 4 Supporting & Guiding Mentees: Mentor

standard 2 – Teaching• Week 5 Mentors, Mentees and Professional

Development: Mentor standard 4 - Self-development and working in partnership

E-tivities

To achieve the week Badge:• Webinar task: Helen's cat's name is ... • Discussion Forum: describe a critical incident for a mentee

and how you were able to guide him/her towards constructive learning points

• Top Tips: post your top tip onto the Padlet board• Answer Garden: What kind of examples have the most

impact on mentees?• Tweet Chat (optional): #mentorshooc2 Thursday 7-8pm• Reflective Task: self-evaluate your mentor skills and action

plan

Mentor Standard 1: Personal Qualities

• be approachable, make time for the trainee, and prioritise meetings and discussions with them;

• use a range of effective interpersonal skills to respond to the needs of the trainee;

• offer support with integrity, honesty and respect;• use appropriate challenge to encourage the trainee to

reflect on their practice; and• support the improvement of a trainee’s teaching by

modelling exemplary practice in planning, teaching and assessment.

Being Approachable, making time for your mentee, and prioritising meetings and discussions 

• Be positive, open and confident • Pre-plan weekly meetings • Take a vested interest in your mentee

Top Tips• Keep a record of meetings• Lead by example

What is your top tip?

Top tip for establishing trusting relationships between mentor and mentee?

Using a range of effective interpersonal skills to respond to the needs of the mentee

Kolb’s Learning Style Inventory

Traits of a successful mentor

• Treat every mentee as an individual• Address individual learning needs• Be aware of how personality traits impact

on mentee relationships

Emotional Intelligence•

Offering support with integrity, honesty and respect.

Be open to the challenges and pressures of mentoring but the mutual benefits

Integrity Honesty Respect

Model Issues Stage of development

Moral purpose Development Learning style

Fairness Progress Time needed

Collaboration Own experiences Challenges

Sincerity Support required Feelings

Using appropriate challenge to encourage the mentee to reflect on their practice

Use support to develop skills of self-evaluation and reflection• Open questioning• Focussed meetings• Track progress• Praise and acknowledgement

Gibbs’ Reflective Practice Model

Supporting the improvement of a mentee’s teaching by modelling exemplary practice in planning, teaching and assessment.

• Good role model• Accept the challenges• Address mentees learning style• Involvement of colleagues• Lesson study (and IRIS)

What next?

• Week 3 led by Adrian Fearn: Developing Mentees' Professionalism (workbook released at the weekend)

• if and when you are ready to submit week 1 and week 2 workbooks see guidance and/or email mentorshooc@shu.ac.uk

• Any questions?