WELCOME to Edge Hill University Mentor Training (Professional Development Area) WELCOME to Edge Hill...
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Transcript of WELCOME to Edge Hill University Mentor Training (Professional Development Area) WELCOME to Edge Hill...
WELCOME to Edge Hill UniversityMentor Training
(Professional Development Area)
Session Objectives:
For Mentors to know:The nature and
demands of the UGPD Programmes;
The role of the Mentor;The requirements of the
setting-based modules; The partnership
relationship.
Our UGPD Programmes BA (Hons) Children and Young People’s Learning and
Development (CYPLD) for those who are considering working with children and young people in education, but not necessarily in school-based settings
BA (Hons) Teaching, Learning and Mentoring (TLMP) for those who want to work in schools in support roles
BA (Hons) Teaching, Learning and Child Development (TLCD) for those who definitely want to become Primary School teachers via PGCE route
BA (Hons) Early Years Leadership, Management and Enterprise (EYLME) for those who want to work in private sector and possibly run their own nursery working with children 0-5
Foundation Degree in Early Years Practice for those who want to study towards BA Hons degree and work as advanced practitioners in Early Years settings working with children 0-5.
Undergraduate Professional Development (UGPD) Programmes
Early Years MentorsFoundation Degree in Early Years
Practice and LeadershipBA (Hons) Early Years Leadership,
Management and Enterprise (previously known as Professional Practice and Leadership)
UGPD Programmes
Primary Education Phase MentorsBA (Hons) Children and Young
People’s Learning and Development
BA (Hons) Teaching, Learning and Mentoring Practice
BA (Hons) Teaching, Learning and Child Development
Distinctive features of the Undergraduate Professional Development (UGPD) Programmes
◦ Face-to-face sessions alongside setting-based experience
◦ Setting-based tasks, which show how theoretical knowledge is implemented in practice
◦ Support from Edge Hill Visiting Tutors and setting-based Mentors
What are UGPD students expected to do when on placement?Appropriate activities that would allow a student to develop their practical knowledge and understanding include: Observing lessons Working with a whole class and a small group of children Tracking colleagues and children for a day Examining educational setting documentation Assisting individuals or small groups with specific tasks Planning, delivering and evaluating activities for groups of
children Evaluating these activities, including themselves and the
children’s learning Completion of various reflections and critical incidents
whilst on programme Attending setting meetings, open evenings or other whole-
setting activities, including liaising with parents Interviewing key members of staff about their role
The Mentor
It is the responsibility of the educational setting to provide a Mentor. The role of the Mentor is to provide access to learning activities and opportunities to enable students to gain the necessary practice knowledge in the placement and facilitate opportunities for students to undertake set tasks.
The Mentor has a personal responsibility for each student during their placement.
The Mentor plays a key role in supporting students on UGPD programmes and ensuring the delivery of an outstanding placement experience.
The Mentor
The role and the responsibilities of a Mentor vary to the role of a due to the requirement of the individual programmes, however, essentially:the role of the Mentor is to discuss with students
and provide appropriate support and advice in agreeing realisable and appropriate targets and action plans.
It is the responsibility of the Mentor to review student progress at the mid-point of the placement and at the end of each placement year.
In addition, the Mentor will facilitate opportunities for students to undertake set tasks, support student development and, if necessary, re-negotiate agreed targets.
Supporting Target Setting
1. Check accuracy of student’s judgement about their skills
2. Help to transfer development needs into targets in the Action Plan
3. Ensure not too many targets are chosen (3-6 targets are recommended)
4. Make sure targets are SMART (Specific, Measurable, Achievable, Relevant, Time-related)
5. Consider targets determined by the setting
Placement Evaluations To ensure that we maintain and continually
enhance the quality of our provision, Placement Review and Improvement Meetings (PRIMs) are scheduled to take place twice a year with the aim to review every placement in order to evaluate the quality of the student and mentor experiences and to improve future placement provision.
Your voice is important to us! We request that Mentors complete mid-year and end-of-year placement evaluations to enable us to enhance your future mentoring experience
Key Skills for Mentors
To be clear of the role and purpose of a Mentor To be able to support students on the UGPD
ProgrammeTo be able to work effectively with the student
and Edge Hill Visiting TutorTo be able to offer advice and feedback to
students on target setting and in professional practice.
What makes a good Mentor? Research findings:
Views ofMentors/s: Good listenerSupportiveAble to offer
guidanceGood knowledge
across age ranges
Good role modelApproachableCaring
Views of students:
ApproachableUnderstandingKnowledgeableGood listenerSupportiveFriendly and
caring
What makes a good student?Research findings:
Views ofMentors/s: Willing to take
adviceA willing listenerProfessionalWell organised
Views of students:
Ability to listen and learn
Acts on adviceFlexibleHardworkingEnthusiastic
What not to do when Mentoring…http://
www.youtube.com/watch?v=C1j0beTn8_U&feature=related
Giving and Accepting Constructive Feedback:
Mentor’s Perspective
Own the feedbackStart with the positiveOnly refer to behaviour that can be
changedBe specific and descriptiveOffer alternativesLeave the recipient with the choice of
changeThink about what your feedback says about
you.
Troubleshooting
Ways of Overcoming Problems:Rational analysis of problem – is it innate
to the mentee, is it to do with the relationship between you, is it to do with lack of shared understanding of role, is it about time? What will help?
Keep this professional - not personalBring in additional support – university or
setting (an independent view) Negotiate more time or as a last resort, a
change of Mentor
The Partnership
Work based tasks
Self-directed study
Analysis and reflection
Student
MentorEdge Hill Visiting Tutor
Monitor agreed targetsSupport and adviseMark assignments
Agree targets, evaluate progress, facilitate tasks, Support and advise, challenge thinking, model good practice
Reflection on tasks, achieve targets, self-review
Respect
Open Communication
Trust
RespectTrustApproachabilityOpen communicationRespond positively
Monitor ProgressResolve DifficultiesProfessional Dialogue
Thank you for engaging with our online Mentor Training Programme