Webinar presentation by Richard Pountney and Adrian Fearn on the Enhance your Mentoring Skills open online course (SHOOC)

1. Week 3 Webinar
Adrian Fearn and Richard Pountney
Webinar: Wednesday 1st February 2017
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2. Richard Pountney
SHOOC Course Leader, Lead for Curriculum Development
and Technology Enhanced Learning in Teacher Education
Adrian Fearn
SHOOC Week 3 Leader, University Link Tutor, lead for
partnership with schools in Teacher Education
Andy Sprakes
Headteacher XP School, Doncaster
Team for this webinar
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3. Getting interactive
Emoticons: use
while people are
talking and to
give feedback
Poll 1: Do you believe in
Santa Claus? (choose yes/no)
Poll 2: What single thing
would make your life better?
(choose a, b or c)
Raise Hand: to ask
a question (needs
a microphone –
run audio wizard)
Polls: respond to
a poll (can be
yes/no or
options (A to E)
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4. Course objectives
Having 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.
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5. 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
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6. E-tivities
To achieve the week Badge:
Webinar task: What was Andy Sprake’s first job?
Discussion Forum: 'Describe what you understand
participation in the life of the school (or your setting) to
mean, and how you would encourage a mentee to
develop this'
Top Tips: Developing a Mentee's Professional Approach
Answer Garden: What is the key professional attribute of a
mentee?
Tweet Chat (optional): #mentorshooc3 Thursday 7-8pm
Reflective Task: self-evaluate your mentor skills and action
plan
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7. Mentor Standard 3: Professionalism
1. encourage the mentee to participate in the life of the
school and understand its role within the wider
community;
2. support the mentee in developing the highest
standards of professional and personal conduct;
3. support the mentee in promoting equality and
diversity;
4. ensure the mentee understands and complies with
relevant legislation, including that related to the
safeguarding of children;
5. support the mentee to develop skills to manage time
effectively
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8. Developing professionalism
• Be a role model
• Make weekly meetings beyond
observations
Top Tips
• Set clear expectations - discuss the
'Statement of Professionalism'
• Lead by example - guide 'professionalism' if
needed
What is your top tip?
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9. Wider responsibilities
Ensure mentees acknowledge and log
these wider responsibilities. Sometimes
they may need flagging up e.g. making a
cup of tea for a stressed out colleague.
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10. Developing professionalism in a mentee
How is the balance between support
and challenge managed by you and the
mentee?
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11. Supporting mentees to remain in the profession
What approaches, if any, has your school taken in response to the three Teacher
workload documents recently published?:
Marking Policy Review Group - to look at marking practices in schools that are
raising standards successfully while reducing marking workload
Planning and Resources Review Group - to consider the effect of lesson planning
and use of resources in schools
Data Management Review Group - to develop principles for good data
management in schools, including how to monitor pupil progress
The Planning and Resource group review (2016) specifically states that
' Burnt-out teachers are not best for pupils. ' (p.6)
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12. In conversation with ...
Guiding question: How do you develop the highest standards of
professional and personal conduct in a school?
Challenges:
1. How is the concept of professionalism developed in your school(s)?
How do you know your mentors follow and believe this?
2. How do you reconcile the needs of the school with the needs of the
mentee?
3. Can you accommodate mistakes in a successful school? How does
this allow for learning the craft of teaching?
Andy Sprakes
Headteacher of XP School, Doncaster, a MAT with a project
based learning curriculum (see The Guardian 31.1.17) -
formerly head of Campsmount Academy)
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13. What next?
• Week 4 led by Jenny Dein: Supporting and
Guiding Mentees based on mentor standard 2
(teaching) - workbook released at the
weekend
• If and when you are ready to submit week 1,2
and 3 workbooks see guidance and/or email
mentorshooc@shu.ac.uk
• Any questions?
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