Webinar presentation on 8th February 2017 in week 4 of the Enhance your Mentoring Skills open online course (SHOOC) at Sheffield Institute of Education, Sheffield Hallam University led by Jenny Dein, John Trafford and Richard Pountney

1. Week 4 Webinar
Jenny Dein, John Trafford and Richard Pountney
Webinar: Wednesday 8th February 2017
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2. Richard Pountney
SHOOC Course Leader, Lead for Curriculum Development
and Technology Enhanced Learning in Teacher Education
Jenny Dein
SHOOC Week 4 Leader, Secondary Partnership Lead
Coordinator and Senior Lecturer in Secondary Education in
the Sheffield Institute of Education, working closely with
mentors and senior mentor coordinators in schools.
John Trafford
Tutor on ITE Programmes, Formerly head of Teacher
Education, Huddersfield University
Team for this webinar
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3. Getting interactive
Emoticons: use
while people are
talking and to
give feedback
Poll 1: Is the moon made of
cheese? (choose yes/no)
Poll 2: Why do people climb
mountains?
(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. 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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5. 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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How this is met in Week 4
Examine Mentor Standard 2
Examine skills of feedback
(Workbook and webinar) and
effective teaching
(workbook and tweetchat)
Reflection Points (workbook)
Contribute to conversation
(Atlas), Top Tips (Padlet) and
ideas (Answer Garden)

6. E-tivities
To achieve the week Badge complete:
Webinar task: What is John Trafford’s middle name?
Discussion Forum: Consider cases where you have had to give
difficult feedback to a mentee. What strategies did you use to
maximise the value of specific and targeted feedback while
allowing for the emotional needs of the mentee?
Top Tips: Giving feedback on teaching observations
Answer Garden: How do you know good teaching when you see it?
Tweet Chat (optional): #mentorshooc4 Thursday 7-8pm
Reflective Task: self-evaluate your skills in Mentor Standard 2:
Teaching and action plan how you will develop this
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7. Key Aspects of Effective feedback
Effective feedback as that which is clearly heard, understood and accepted
• focus on the learning of the mentee. Don't make it personal;
• be explicit without ruining confidence
• engage the mentee in a dialogue about the quality of the learning and
evidence of learner progress and achievement, using specific examples;
• provide 3 compliments, 3 accounts of real success and 2 development points
• make clear, specific and challenging goals for the mentee;
• encourage reflective teaching using dialogic questioning;
• build a trusting and respectful relationship where both parties are clear about
aims of feedback.
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8. Top Tips on giving feedback on
teaching observations
• Use dialogic questions to encourage
discussion.
• Be explicit and specific
• Focus on learner outcomes
• Feedback should “feed forward”.
What is your top tip?
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9. Giving Effective Feedback
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Interactive polls
Is it better to be cruel rather than kind when giving feedback? (Y/N)
What is the best way to give critical feedback (choose one of A to E)?
A. In written form
B. Limited to 3 criticisms
C. Start with praise
D. Ask mentee to guess what you are going to say
E. As soon after the observation as possible

10. In conversation with ...
Guiding question: What makes quality feedback?
Challenges:
1. How can consensus best be achieved on the purpose of "feedback"?
2. How can mentors best ensure that the process is the best
quality learning experience for the trainee?
3. How can procedures support this?
John Trafford
Tutor on ITE Programmes, Formerly head of Teacher
Education, Huddersfield University
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11. Encouraging self-evaluation
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The mentor
plays a
powerful role
in assisting the
mentee to
reflect on
practice and
engage in
inquiry.

12. Get SMARTER at setting targets
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S SPECIFIC
Is the target precise and clear? i.e. to improve behaviour management is NOT specific, but to use
behaviour management strategies to improve the beginning of lessons is.
M MEASUREABLE
Clear criteria for success. What is the end product, impact? i.e. How will the performance be judged
against the target? Consider what evidence there could be that would indicate success, and how it
could be used in the QTS portfolio.
A ATTAINABLE
Can the target really be achieved in the time/resources available? i.e. What opportunities are
available?
R RELEVANT
In number, complexity, stage of development and purpose. i.e. Does the target link to the phase of
training and the standards that are currently being working towards? Have the targets been discussed
with school tutors? Good targets should challenge and stretch.
T TIME
How long will it take, short, medium and long term/date specific. i.e. in the next lesson with group
…or by the end of the unit ….
E EVALUATED
What impact has the target had on performance, pupils, practice, policy? i.e. will the evidence be
found in lesson plans, evaluations, lesson analysis forms? Discuss targets at weekly meetings and
record
R REVIEWED
Is there a need to have a follow up or new targets set? i.e. ensure that targets are reflected upon and
feedback into practice. If a target is not met ask why that might be. Review at weekly meetings,
interim or end of phase, target setting tutorials
Setting targets is crucial to the mentee's development.
To enable the trainee to fully access the targets they need to be SMART.
Make them SMARTER Measuring mentees impact on learner progress and
reflecting on previous targets

13. What next?
• Week 5 led by David Darwent: Mentors,
Mentees and Professional Development
based on mentor standard 4 (teaching) -
workbook released at the weekend
• If and when you are ready to submit week
1,2,3 and 4 workbooks see guidance and/or
email mentorshooc@shu.ac.uk
• Any questions?
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