Mentoring New & Trainee Teachers & Trainers
Supporting those new to teaching/training to deliver outstanding learning
As emphasised by the 2012 Inspection frameworks, the quality of teaching and training is of paramount importance. FE Colleges, Schools, Community Learning, Prison Education and Private Providers alike, need to ensure that all new and inexperienced teachers and trainers receive all the on-going support and guidance essential to enable outstanding learning. There is so much for unqualified, newly qualified or even under-performing teachers and trainers to learn, that trying to capture it in words alone is impossible.
The challenge is daunting and the potential for adverse performance during inspection very real.
High quality mentoring from experienced teachers and trainers can make a significant difference.
With the correct structures, procedures and training, experienced teachers and trainers, especially those who have a strong track record of enabling outstanding learning, are in an excellent position to mentor both those new to teaching and training and also those who need to improve their skills further.
Appointing experienced teacher/trainers as mentors and leaving them to it is a cheap and easy approach BUT it is highly unlikely to deliver the benefits expected or needed. High quality effective mentoring is not easy, not even for experienced teachers and trainers. For mentoring to maximise the benefits on offer it needs to be thought through thoroughly and well-planned. Those tasked with providing the mentoring need to understand this as well what support is needed and how to best provide it.
This one-day workshop explores what a good mentoring programme looks like and outlines the skills, approaches and strategies that allow mentoring programmes to deliver success. In so doing, it better enables participants to provide high quality scaffolding and support in the fastest, most efficient and cost-effective manner.
This fast-paced workshop is designed for Experienced Teachers, Trainers and Managers who are interested in, or tasked with, providing mentoring support to new, inexperienced teachers or those teachers and trainers who have been identified as needing additional support to deliver outstanding teaching training and learning.
'Good opportunity to take time out to reflect on our mentoring understanding & develop new skills.'
Teacher Educator Aylesbury College
'An interactive & engaging opportunity to debate & discuss mentoring strategies.'
Manager - Teacher ED & Dev, Sparsholt College
'Informative session that gave the tools to enable me to develop a mentoring programme in my area.'
Curriculum Co-ordinator, Northamptonshire Adult Learning
'An opportunity to explore the concepts of coaching and mentoring to challenge us to use a variety of tools.'
Professional Development Coordinator, Community Learning & Skills Development
Aims and objectives
By attending this workshop, participants will be able to
- describe and agree the role of the mentor and identify its boundaries
- explore existing challenges and organisational barriers
- identify and practice a range of mentoring and coaching skills
- facilitate the development of reflective practice to improve teaching skills
- identify the principles of developmental feedback
- take away priorities for own personal development.
1. The role of the mentor: where are we now?
- Definitions of mentoring and coaching
- Agreeing the boundaries of the role within the Learning and Skills sector
- Addressing current barriers and challenges
2. Mentoring of teachers and trainers – the areas that deliver maximum returns
- Scheduling time for mentoring
- Approaches for mentoring towards greater achievement of learners
- Providing suitable guidance and support without dependency
- Identifying the skills and attributes for effective mentoring
3. Identifying what constitutes an effective and efficient mentoring system
- Designing and setting up best-practice opportunities
- Encouraging ownership across the organisation
- Progression and sustainability
4. Getting the most from feedback
- Concerns and ‘worst fears’
- Principles and models of constructive feedback
- Strategies for dealing with difficult messages
5. Reflective practice
- What is reflection and when do we do it?
- Developing a range of reflective practice activities
Internal Staff Training and Development
This training workshop, along with most of our other best practice training workshops, can be delivered as an internal training course at your premises. Even with groups as small as 6-8 delegates, the course fees per person for internal training workshops can be lower than for open events. The potential savings are even greater, if the travel time and the travel costs of the delegates are included.
Running training workshops internally is very convenient and it allows the participants to explore how key issues will impact on them and their organization. Then as a team they can begin to agree upon a development action plan, with priorities. This approach is favoured by many of our clients as it combines a high quality service with excellent value for money and is a highly effective route for staff development.
Related Teaching - Improving Quality Workshops
- Improving Deployment of Learning/Teaching Support Assistants
- Achieving Outstanding Teaching, Training & Learning
- Meeting the Learning Assessment Requirements of the CIF
- Mentoring New & Trainee Teachers & Trainers
Certificates of Professional Development.
This course is recognised for CPD purposes by most professional institutes and associations including the Law Society, the CIM, the CMI, the ICAEW, the Institute of Learning and the CIPD. Formal Certificates of Professional Development will be issued by email to participants who successfully complete this course. These certificates will enable participants to evidence the update of their CPD records. The workshop will consider how to best apply the knowledge gained by the delegates upon their return to the workplace. This element of the programme is designed to maximise the benefits of attending and enable participants to make valued judgments when recording CPD activities