1
CCC Heep Woh College
Staff Development Committee
New Teacher Mentorship Scheme
Guidelines for Mentor
I.Different roles commonly performed by mentor
Pragmatic Role
/ Providing support to new teachers to help them develop the craft of teaching in their specialized disciplinary or subject areaObserver / observing new teachers’ lessons, preparation, attitude and general professional behaviour
Provider of Feedback / discussing new teachers’ performance in teaching
Instructor / giving new teachers specific instructions on how to teach
Supportive &
complementary Role / Encouraging new teachers to developprofessionally through reflection, sharing and mutual support.
Role model / setting a good example of professional behaviour for new teachers to follow
Counselor / being able to help new teachers with any personal/professional problems that arise
Critical friend / offering constructive criticisms to new teachers about their teaching
Equal partner / maintaining a mutually supportive egalitarian open relationship to enhance mutual learning.
Managerial Role
/ Ensuring good and effective housekeeping.Manager / ensuring school routines are observed by new teachers
Quality controller / ensuring students receive a minimum standard of competent teaching from the new teacher
Mentor often takesa number of administrative works. The major mentoring role performed is often related to the learning and personality of the new teacher.
II.Mentoring Role Change over a Period of Time
Mentor-teachers should change their mentoring role according to the stages of new teachers' performance.
Mentor-teachers should adjust their role to suit the learning curve of new teachers.
III.Implications of Mentoring Role Change
Easing off of pragmatic role,
Strengthening of supportive and complementary role,
Moving away from one-way process to a two-way interactive process, and
Leading to professional development of both new teachers and mentors.
IV.Responsibilities
A.Invite new teachers to observe your teaching. The following arrangements help to make the observation a more effective learning experience:
conduct a pre-lesson discussion with the new teacher to clarify the focus of the lesson, the learning objectives, and the teaching strategies to be used, and to identify key issues for special attention.
invite new teachers to participate in a post-lesson discussion to analyse and reflect on the learning outcomes.
B.Arrange for new teachers to observe lessons taught by teachers of other levels, so that new teachers can be exposed to different approaches to and different levels of teaching and learning.
C.Supervise new teachers in the preparation of lesson plans. A lesson plan should include:
Aims and objectives
Assumptions about pupils' prior knowledge in relation to the lesson
Anticipated problems and solutions
Criteria for evaluating the success of the lesson (achievement of aims, outcomes of pair and group work, level of class participation in tasks etc)
A list of teaching aids and copies of materials
Detailed lesson staging
D.Involve new teachers in collaborative curriculum development and creative presentation of curriculum materials.
E.Observe new teachers’ lessons as often as possible, if not, then at least once a month in the first term.
The following arrangements facilitate reflective teaching:
initiate pre- and post-observation discussions with new teachers
initiate and negotiate the development of a feedback sheet for lesson observation with new teachers. This kind of personal feedback sheet can give special attention to the needs of new teachers at different stages, and also provide them with a record of their achievements, problem areas and ongoing development for inclusion in their portfolios.
if possible, hold the pre-observation discussion a day before the lesson to be observed so that new teachers have sufficient time to make adjustments to their original plans if necessary.
Hold a post-observation discussion soon after the observed lesson. This helps new teachers reflect on what happened during the observed lesson and rationalise their teaching decisions.
V.Guidelines and Arrangements for Lesson Observation
A.Purposes of Lesson Observation
To help new teachers reflect purposefully and critically on their own teaching based on the areas of focus that have been worked out during the pre-lesson conference.
To provide formative and constructive feedback to new teachersand help them further develop their strengths and to work on their inadequacies.
To allow opportunities for new teachers to widen their exposureto different styles of teaching by experienced teachers.
B.Planning and Preparation for Lesson Observation
Express intended purposes and outcomes of lessons clearly.
Select activities that relate to pupils' real world experiences.
Structure lessons in ways that enhance motivation and understanding.
Highlight organisational procedures.
Resource lessons thoroughly.
Specify how teaching skills and/or lesson outcomes are to be evaluated.
C.Communication and Interaction
Speak clearly with good voice projection.
Arouse interest and attention by varying voice (pitch, pace, power, pause) and gestures.
Adjust language patterns to students' abilities and teaching strategies to subject content.
Show clear understanding of concepts and competence in explanations.
Use a variety of media to cater for different learning styles.
Use written language appropriately, and write legibly.
Communicate enthusiasm for the subject and for teaching students.
Build on students’ understanding and prior knowledge.
D.Management of Learning
Set rules and procedures, and ensure that students follow directions.
Establish a safe working environment.
Organize students/activities/materials smoothly.
Pace and time lessons/activities effectively.
Promote students’cooperation and participation.
E.Recognition of Students' Needs
Clarify purposes of lessons, procedures, students’ responsibilities, etc.
Create learning opportunities for students to succeed.
Use examples, illustrations and activities that help students relate subject matter to their own lives.
Check for understanding and re-teach, where necessary.
Provide individual feedback and assistance.
F.Student-Teacher Relationships
Encourage open communication, pose questions and respond to students’ questions.
Strive to be supportive and caring through active listening, encouragement and guidance.
Use a variety of ways to recognizeand reward good work, effort and cooperation.
G.Evaluation of Students' Work
Use lesson closures effectively.
Encourage students to present/summarize what has been learnt.
Make explicit the objectives or criteria for evaluation.Set evaluative activities to help students monitor their own progress
H.Recognition of Teachers, Professional Roles
Be punctual and responsible, and plan ahead to meet deadlines.
Establish teaming skills and collaborative spirit with colleagues at school.
Operate in a pastoral role and other “extra” teaching roles.
Learn from discussions with and observations of colleagues and from personal experience and reflection.
Act to support essential values and beliefs, e.g. social justice, equal opportunity and quality education, etc.
VI.Guidelines for Post-Lesson Observation Conferencing
A.Building Trust and Rapport
A trusting relationship can facilitate open, genuine, comfortable and constructive communication. This can be achieved through rapport-building and positive pre-supposition.
Paraphrase what the new teacher has said in order to ensure mutual understanding.
Speak with a matching voice tone and engage in conversation at an appropriate pace.
Match your posture and gesture with that of the new teacher.
Be positive about the new teacher’s ability to plan and carry out lessons. Be sensitive to how positive pre-supposition can be achieved or denied.
B.Questioning
Good questioning can help new teachers think clearly about what they are doing and come to a better awareness of their own teaching and then be conscious of things which need improvement.
In pre-lesson conferences, questioning can be used:
to help the new teacher clarify his/her plan
e.g. "What student behaviours will you look for as indicators of learning?"
to negotiate the focus of the observation
e.g. "What do you want the mentor to look for in this lesson?"
In post-lesson conferences, questioning can be used:
to help the new teacher reflect upon and think about what happened in the lesson
e.g. "You wanted students to be on task during the lesson; what did you see happening?”
to help the new teacher see the overall effect of the lesson on learning and apply ideas for future actions
e.g. "If you were to teach this lesson again, how might you want to do it differently? Why?"
C.Other Useful questions and question stems could be:
How did you prepare the students to do the task successfully?
How did you encourage the students to collaborate on the task?
How did the students react when you gave them the instructions?
Why was this do you think?
What happened when you were going through the answers with the whole class?
Why was this do you think?
Can you think of other strategies for checking answers?
D.Responding
Responding skills are used to help new teachers sharpen their plans and to help mentor-teachers understand the intent of new teachers better. They include probing, clarifying and paraphrasing.
Probing is used to help new teachers to become more specific about their intention.
e.g. “What do you mean by…?” ; “Can you be more specific on/about…?”
Paraphrasingis used to repeat or summarise generally what the new teacher has said in order to ensure mutual understanding. This technique is also used in rapport-building.
e.g. "So you are saying that you feel happy with your questioning, relationship with your students, flow of the lesson, students' reaction, ... Have I missed out anything that you think you have done well in the lesson?"
E.Empowering
This skill is used to strengthen the confidence of new teachers in making their own decisions. New teachers are empowered through generating alternatives, accepting responsibilities, and becoming more precise in articulating their thoughts. Mentorcan help new teachers:
(a)Generate alternatives in actions or decisions by suggesting that they:
consider previous experiences
look at a situation from the new teacher's point of view
consider the consequences of actions
(b)Accept responsibility by helping them:
choose among several courses of actions
recognize the result of actions or decisions
recognize and correct inadequacies
(c)Be more precise in language and thought by reminding themselves:
to avoid the use of vague verbs or "high sounding" ideas
to recognize self-imposed rules
to avoid over-generalisations
to avoid vague comparisons
VI.Guidance and Counselling Roles ofMentors
New teachers may experience difficulties of various kinds during teaching. Hence, mentoring often involves a counselling component. The goal is to equip new teachers with a professional teaching capacity, and to enhance their problem-solving skills. The following is a list of some essential elements in guidance and counselling for mentor-teachers to consider when engaging in such interpersonal communication.
A.Understanding new teachers Feelings —Developing Empathy
Empathy is the ability to "feel with" a person - to see things from their perspective. Through empathy, you are in a better position to understand the implications of events or problems for new teachers.
B.Developing Genuineness and Open-mindedness
Genuineness is the capacity to relate honestly on a personal basis. You should be authentically interested in and value a new teacher as a person. Your words have to be congruent or consistent with your actions. If you say, for example, “I am glad to be able to talk to you”, your tone of voice and your body language should convey a sense of welcome. Genuineness also means that you are open with new teachers as you expect them to be open with you. You are to reveal your own views to new teachers in an honest way and share your feelings appropriately. Such openness will help build a trusting relationship.
C.Showing Warmth and Care
Warmth is the capacity of showing friendliness and consideration and showing an authentic concern for the well-being of others. Warmth can be manifested through a friendly smile. Caring can be manifested through listening actively to new teachers' concerns and feelings, communicating your response with empathy, sharing your insights, feelings and experiences appropriately, valuing new teachers' opinions and thought. In this way, new teachers will feel 'safe' in the relationship.
D.Conveying Respect and Acceptance
Respect and acceptance mean that teacher-mentors accept new teachers as they are, rather than because they are good and diligent. Acceptance is the attitude of respecting others for who they are, their uniqueness, their individuality and their feelings.
E.Interpersonal Awareness for Guidance and Counselling
Interpersonal awareness requires teacher-mentors' active commitment. Two broad forms of active awareness can be distinguished: direct or immediate awareness and strategic and indirect eliciting of information.
(a)Direct or immediate awareness tends to take the major forms of active listening and visual awareness. Active listening requires that a listener withholds his/her personal biases, in order to become open-minded so as to give time and encouragement for the others' actual message to get through. In conferencing discussions with new teachers, mentor-teachers should get both the explicit message and the underlying hidden message from them. Active listening requires that mentor-teachers pay attention to both verbal messages and the non-verbal behaviour manifested by new teachers. Visual awareness involves reading new teachers' reactions and stances using such non-verbal cues as facial expressions and posture.
(b)Strategic and indirect eliciting of information involves exploring new teachers’ reactions through questioning. Questions can be used beneficially in the following ways: to obtain information from new teachers; to help new teachers elaborate their responses; to help new teachers explore alternative ways of seeing themselves and their situations; to help new teachers focus on their feelings; to check new teachers' perception and to summarise what has been explored.
Mentor Self-Evaluation
The following questions are suggested to guide some reflection on the experience and quality of your own Mentoring. You might use this once or twice a term to help you keep focus.
On reflection, as a Mentor I…….. / Never / Sometimes / Frequently / AlwaysBelieve the New Teacher is comfortable confiding in and working with me.
Encourage the New Teacher opportunities to reflect on his/her values and priorities.
Offer constructive feedback based on close observation and personal contact.
Show confidence in the New Teacher.
Model self reflection on classroom practice.
Respect the New Teachers individuality and natural style.
Am a learner as well as a teacher.
Am reliable in following through on the arrangements we make.
Model and respect confidentiality.
Encourage the New Teacher to use me as a sounding board.
Encourage the New Teacher to spend time observing in my class/classes.
Allow the New Teacher to express his/her feelings openly and safely.
Evaluate the attitudes and activities of the New Teacher without prejudice.
Am a good listener.
Encourage the New Teacher to set high expectations with students.
Guide the New Teacher in documenting his/her professional development.
Refrain from negative comment or gossip in working with the New Teacher.
Reassure the New Teacher that s/he is making progress by specific affirmation.
Am open and direct in reflecting back to the New Teacher on both successful and unsuccessful classroom situations.
Advocate for/ support the New Teacher within the wider staff.
See this role as Mentor as a valuable contribution to the whole school and the teaching profession.
Am positive about being a mentor again