PRT MentorWorkshop

Irihapeti MahuikaPRT and Te Reo Maori FacilitatorUCED Plus, University of CanterburyTe Tapuae o Rehua

Karakia timatanga

Haea te ata Ka hāpara te ata Ka korokī te manu Ka wairori te kutu Ko te ata nui Ka horaina He pō he pō

He ao ka Awatea  

Appear the sunriseAppear the dawnThe birds are chatteringThe beaks moveThe important early morningSpreading over the surface of the earthThe dawn chorusFrom the nightComes forth daylight

IntroductionsForming a relationship and making connections

Introduce yourself using the following format:

• Name/ingoa• School/kura.....Subject/kaupapa• Describe your role as a mentor, what is

the hardest and easiest thing your find about your role?

• Something else about yourself

Overview of workshop

• Where are we at?• The role of a mentor (responsibilities) • Culturally Responsive Pedagogy

Paramanawa: Morning tea (10.30ish)• Induction and Mentoring programme• Support for mentors, networking and sharing

Kai-Lunch (12.30pm -ish)• Listening Skills• Observations and feedback• Mentoring as Inquiry• The nuts and bolts of registration

Some resources from the workshop....

On the reflection sheet provided, write down any key messages from today, it might be a good idea to write what you specifically want from the workshop today now.

Please write any questions you would like answered on the post its and post on the board.

There is a pendrive available with all of the resources from today, feel free to copy them onto your computer.

The role of a mentor

Defining our role as a mentor.

What does it mean for us?

What are some essential skills?

What support do we have?

What does ‘high quality mentoring’ mean? Mentoring is an essential component of induction. High quality mentoring is educative in focus as

well as based on a relationship of trust and collegiality. It is important that mentor teachers are well resourced, with dedicated time to fulfil the role and that they receive career recognition for the role. A high quality mentoring programme therefore is relationship-based, focused on educative mentoring, and resourced and recognised.

Relationship based A mentor should be chosen who is able to work comfortably and supportively in a co-constructive

relationship with the PRT. Mentor teachers require professional development and support to develop their relational skills.

Focused on educative mentoring High quality mentoring happens when an experienced colleague provides dedicated time to a PRT

to guide, support, give feedback and facilitate evidence-informed, reflective learning conversations. An ‘educative mentor’ in this sense is not merely a ‘buddy’ providing emotional support and handy ‘just in time’ tips to the PRT. Educative mentoring is a highly skilled and highly valued role in the profession and mentors need appropriate professional development to learn and practise these skills.

Recognised and resourced Mentor teachers need to be supported by the school, kura or ECE service leadership to have

dedicated time and professional development to fulfil their roles adequately. Ideally, mentor teachers should receive career recognition for this very important role of professional leadership and support they provide for their teaching colleagues.

Tātaiako – 5 cultural competenciesand their link to the RTC’s

Go around the room and visit each of the RTC’s and add a.....

~comment, ~question ~How can you support your PRT with these

cultural competencies?

Karakia Kai

E rongo, E rongoHomai nga tipuHei whakakii te tinanaHei orangaAu eke, au ekeHui e, taiki e

 

Rongo mataneShare with us your foodAs sustenance for the bodyFor lifeDraw together! Affirm

An induction and mentoring programme is not a hierarchical structure, Rather, it is a collaborative approach between two or more teachers to explore, trial, question, reflect on, & evaluate ways of teaching to develop effective students learning. It involves sharing & demonstrating rather than instructing, and discussing rather than telling.

P8 Towards Full Registration, Section 4 : Schools

Induction and Mentoring programme

• Characteristics of a traditional and high quality induction and mentoring programme

• Reflecting on your induction and mentoring programme

• Guidelines to induction and mentoring

Support for mentors, networking and sharing

• Take the time to now to share,

• what works well?• What has been difficult?• Share strategies, ideas, resources.• What to do if we need support.• Having difficult conversations with our

PRTs

Listening Skills

• How do we ensure we are effectively listening?

• Listening skills 1 and 2:

• What were the key things we learnt from these activities?

Observations and feedback

• What observations tools do we currently use?

• What are our expectations about observations?

• Key rules for observation success:

• Difficult conversations (role plays)

Mentoring as Inquiry

What is mentoring as inquiry?

How are we going through the mentoring as inquiry cycle?

The nuts and bolts

•Registration form• How much is too much? Or not enough?

• What if I need support?• E PRT

Surveys and Evaluations

Please ensure you fill in and hand in:

• The survey (double sided)

• The evaluation (double sided)

Karakia Whakamutunga

Unuhia, unuhiaUnuhia ki te uru tapu nuiKia wātea, kia māmā, te ngākau, te tinana, te wairua i te ara tangataKoia rā e Rongo, whakairia ake ki rungaKia tina! Tina! Hui e! Tāiki e!

Draw on, draw on,Draw on the supreme sacrednessTo clear, to free the heart, the body and the spirit of mankindRongo, suspended high above us Draw together! Affirm!