Traditional vs High quality mentoring

Characteristics of traditional and high quality induction and mentoring

Traditional Advice and Guidance

High Quality, Intensive Induction and Mentoring

Emotional Support §  pastoral care §  pep talks §  support, advice, guidance §  collective responsibility. Technical Support §  advice / handy tips §  focus on behaviour §  practical – mentor taking class so PRT can focus on small groups §  short-term fixes §  teaching focus §  surface issues §  hierarchical – mentor ’sorts out’ PRT issues §  mentor talks, PRT listens §  reactive §  big “whole deal” at once observation §  mini “me” scenario §  speak to the learner – teachers are ākonga. Mentor teachers §  chosen for convenience rather than skill or ‘best fit’ for the PRT §  not supported with professional learning for the role §  work in isolation with an individual teacher.

Links practice to a view of good teaching §  learning focus §  goal orientated – PRT and Mentor goal. Builds confidence by developing pedagogical expertise §  setting goals – own development §  underpinned by achievement of ākonga. Has a developmental (but not linear) view of learning to teach §  long term focus §  deeper exploration of practice and evidence of learning– and what lies behind the surface issues. Develops teacher autonomy and agency §  teacher voice §  determine next steps / take responsibility §  PRT agency involved in making decisions §  Examine / reflect on own practice §  Deeper (becoming self-regulated). Builds knowledge by using their teaching as a site of inquiry §  practice of effective pedagogy §  proactive – setting the PRT up – application of strategies. Provides planned, and takes advantage of incidental, learning opportunities §  focused and specific §  detailed observation - but selective §  mentor and PRT focused – purposeful, know what you’ll observe §  range of tools used in observation. Engages in serious professional conversations §  professional discussion – challenge pedagogy §  active listening §  explore deeper issues §  learning conversation process (partnership) §  more about mentor (listening) and their role. Bases feedback and assessment on evidence §  evidence based / interrogate data §  get PRT to think more and have evidence for what he/she is doing. School, kura or ECE service structure §  mentoring given value and importance.