Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
February 2010
ISBN 978-0-7594-0574-5
iii
Preface Mentoring provides a powerful opportunity to improve students’ learning outcomes
through teachers learning with and from each other, making skills and experiences
inter-generational.
‘I chose to be a mentor.
Mentoring is an important Mentoring enables teachers to reflect on their practice and to question what they
and rewarding role.’ do as they go about their teaching. As a means of collegial professional learning,
mentoring requires careful planning and effective implementation, so that it
becomes embedded into the culture of the school supported by design, not chance.
This material will enable you to deepen your thinking about what an effective
mentoring relationship entails.
It is designed to be used not only for the Teacher Mentor Support Program aimed at
supporting beginning teachers, but also as an accessible resource for use in schools
to enhance mentoring for all staff members.
1
http://www.businesstrainingmedia.com/store/benzander.html
2
http://www.habits-of-mind.net/questioning.htm
Active listening Otto Scharmer (2007) describes four different types of listening after more than a
decade of observing people’s interactions in organisations:
Am I listening like I already know Listening 1: Downloading – ‘Yeah, I know that already’
or I already understand?
Scharmer says that this is listening by reconfirming habitual judgments. When you are
Your approach to listening will be in a situation where everything that happens confirms what you already know, you are
influenced by your prior experiences listening by downloading.
and the attitudes you have developed Listening 2: Factual – ‘Ooh, look at that!’
about listening – that is, both listening
to and being listened to. Learning to This type of listening is factual or object focused: listening by paying attention
listen to your beginning teacher is a to facts and to novel or disconcerting data. You switch off your inner voice of
key interpersonal skill in the mentoring judgment and listen to the voices right in front of you. You focus on what differs
relationship. Stephen R. Covey from what you already know. You ask questions and you pay careful attention to
(1986) believes that listening is an the responses you get.
important but often neglected part of Listening 3: Empathic – ‘Oh, yes I know exactly how you feel’
communication, maybe because
few of us have had any specific training This deeper level of listening is empathic listening. When we are engaged in real
in listening. dialogue and paying careful attention, we can become aware of a profound shift in the
place from which our listening originates. To really feel how another feels, we have
to have an open heart. Only an open heart gives us the empathic capacity to connect
directly with another person from within.
Listening 4: Generative
‘I can’t express what I experience in words. My whole being has slowed down. I feel
more quiet and present and more my real self. I am connected to something larger
than myself’ (Scharmer 2007: 2).
Scharmer defines generative listening as ‘listening from the emerging field of future
possibility. This level of listening requires us to access not only our open heart, but
also our open will’ (Scharmer 2007: 2).
Covey also talks about empathic listening, describing it as ‘listening and responding
with both heart and mind to understand the speaker’s words, intent and feelings’
(Covey1986:128).
Empathic listening is particularly important when:
• ‘the interaction has a strong emotional component
• the relationship is strained or trust is low
• we are not sure we understand or the data is complex or unfamiliar, or
• we are not sure the other person feels confident we understand’ (Covey 1986: 147) .
Covey thinks that ‘the essence of empathic listening is not that we agree with
someone; rather we deeply understand the other person, emotionally as well as
intellectually’ (Covey 1986: 148).
Listening with our eyes, ears and • Let go of the need to control – by • Let go of your assumptions and keep
heart should help us to pick up on the letting go on the grip a bit, you will be a check that they are not interpreting
all important non-verbal cues, like in a much better position to see and the story told. Ask yourself ‘What am I
body language as well as what is not sense the position of your beginning hearing?’
said. This is not always as easy, as teacher. Understanding comes about
• Focus on your beginning teacher – not
cutting straight to the chase could be through conscious listening.
on what you can add to their story
seen as more expedient in busy and • Clear some space in your mind – are from your point of view and the similar
pressured school schedules. Empathic you truly listening? Or listening with half experiences that you have had – the
listening skills take practice; this type an ear while you are simultaneously autobiographical response.
of listening is a skilful art. Be aware of concentrating on coming up with a
the emotional landscape as there are • Paraphrase to check that you have
solution or a quick fix?
times when autobiographical responses understood, by summarising what you
are appropriate; while at other times • Prepare yourself to just listen; to tune have heard as you see it.
there is a need to offer a solution; and in to where the other person is at.
• Be sincere and be patient.
sometimes it’s valuable to say nothing When we are able to really listen we
are able to create the empathy and • Confidentiality is a given.
at all.
trust necessary to strengthen rapport. • If you don’t have the time to listen now,
• Relax and make sure the setting set up a time for later and make it a
is conducive to supporting the priority.
conversation. Rapport can be
established by the listener matching
the posture and gestures of the
speaker.
Reflective observation
NOW (what happened during the event)
WHAT?
Informed judgment
(insights about the event)
• alleviating the fear of the unknown. • always end feedback with a request for
future action.
It’s important that good preparation
be made prior to the feedback session. The mentoring relationship is a dynamic
Finding the right time and place, and and reciprocal one where both the
having all the information to hand is a experienced and new teacher work
good start. together in an equal professional
relationship where they are both
Giving the feedback is an opportunity
teachers and learners. Sometimes
to listen with open ears, open mind and
the mentor will seek feedback or the
open heart to the beginning teacher’s
beginning teacher will offer feedback to
point of view and to hold an enabling
the mentor.
conversation that is focused at building
the capacity and confidence of the
beginning teacher.
A. Mentoring in the new as we enter the new millennium. Third, They learn refinements on the job within
we draw conclusions for redesigning the confines of the classroom, which
millennium teacher preparation, developing they control. Mentoring is reduced to
Source: A Hargreaves and M Fullan 2000. Andy continuous learning throughout the a few words of encouragement and
Hargreaves is professor and director of the career, and changing the teaching management ‘tips’ offered in the staff
International Centre for Educational Change,
and Michael Fullan is dean, both at the Ontario profession more fundamentally. room: otherwise new teachers are on
Institute for Studies in Education and University their own. This is scarcely mentoring
of Toronto. The four ages of professionalism
at all.
All professional work is complex and Hargreaves (in press) outlines four broad
The age of the autonomous professional
demanding historical phases of the changing nature
of teachers’ professionalism: (a) the Beginning in the 1960s, the status of
Poor professional judgment can pre-professional age, (b) the age of the teachers in many countries improved
result in a patient’s death, buildings autonomous professional, (c) the age of significantly, compared to the pre-
falling down, or people giving up on the collegial professional, and (d) the professional age. In this period, the
their own learning. The idea that new fourth professional age. terms professional and autonomy
professionals should have mentors to became increasingly inseparable
guide them through developing the The pre-professional age
among teachers. One of the overriding
skills and managing the stresses of Public education began as a factory- characteristics of teaching was its
their work has become increasingly like system of mass education. The individualism. Most teachers taught
accepted. In teaching, for example, most common teaching methods were their classes in isolation, separated
induction and mentoring programs recitation or lecturing, along with from their colleagues. In the 1970s and
have become widespread; however, note-taking, question and answer, and 1980s, individualism and isolation were
their implementation has often been seat work (Cuban 1984). In this pre- identified as widespread features of the
disappointing. professional age, teaching was seen as culture of teaching (Rosenholtz 1989).
Mentoring practice may fall short of managerially demanding but technically
Professional autonomy enhanced the
its ideals, not because of poor policies simple. Its principles and parameters
status of teaching as the amount of
or program design but because we were treated as unquestioned common
preparation was lengthened and salaries
fail to regard mentoring as integral sense. One learned to be a teacher
rose. But professional autonomy also
to our approach to teaching and through practical apprenticeship and
inhibited innovation. Few innovations
professionalism. Mentoring of new improved by trial-and-error. The ‘good
moved beyond adoption to successful
teachers will never reach its potential teacher’ demonstrated loyalty and
implementation (Fullan 1991). The
unless it is guided by a deeper garnered personal reward through
benefits of in-service education seldom
conceptualisation that treats it as central service.
became integrated into classroom
to the task of transforming the teaching In this view, good teachers are practice, as individual course-goers
profession itself. enthusiastic people who ‘know their returned to schools of unenthusiastic
In this article, we pursue this challenge stuff’ and how to ‘get it across’, and can colleagues who had not shared the
in three ways. First, we link approaches keep order in their classes. They learn learning with them. Pedagogy stagnated
to mentoring with an evolutionary model to teach by watching others, first as as teachers were reluctant or unable to
of professionalism in teaching, what we students, then as student teachers. In stand out from their colleagues.
call the four ages of professionalism. a pre-professional image of teaching,
Second, we extend this analysis to teachers need little training or ongoing
example key areas of change that should professional learning.
lead us to look at mentoring differently
induction: what do This phase relates to the first term. While This phase relates to the first year,
beginning teachers need? the first few weeks of teaching are about emphasising the need to respond to
supporting new teachers in ‘finding their individual professional learning needs.
Before starting the job feet’, the focus of this period is to lay the
Key issues to be worked through and
This phase relates to preparation and foundations enabling teachers to further
information required by new teachers
introduction/welcome, and takes place develop and extend their practice.
during this phase may include:
prior to the commencement of teaching. Key issues to be worked through and
It includes orientation, which is the • managing student behaviour
information required by new teachers
introduction to the profession, the during this phase may include: • student assessment and record-
employer and the workplace. keeping
• managing student behaviour/
Key issues to be worked through and classroom management • catering for students with a range
information required by new teachers of learning needs and inclusion of
during this phase may include: • catering for students with a range of
students with a disability
learning needs
• availability and location of curriculum • effective teaching and learning
materials and teaching resources • effective teaching and learning
strategies
strategies
• information about students prior to • report writing
teaching • organising student learning
• communicating with parents
• timetable and grade allocation • student assessment
• organising student learning including
• school rules and policies • communicating/dealing with parents
student motivation
• how to access school facilities and • teaching strategies for particular
• developing sequenced learning
equipment (e.g. photocopying); keys content areas
programs
• who’s who and what’s where? • inclusion of students with a disability
• teaching strategies for particular
• desk arrangements and availability of • record-keeping content areas
classroom resources • developing sequenced learning • full registration process –
• expectations about teaching role and programs; curriculum planning opportunities to undertake further
responsibilities collegial classroom activities; continue
• full registration process –
to list and comment on professional
• full registration process for opportunities to undertake one/two
activities undertaken; develop the
Provisionally Registered Teachers collegial classroom activities; begin
Analysis of Teaching and Learning;
(PRT) – what this process involves, and list of professional learning activities
and present Evidence of Professional
the support available. undertaken.
Practice to panel of peers.
The Teacher Mentor Support Program Day 2 continues the opportunity to develop
skills as a mentor.
Completing Day 2 of the program can create further opportunities for conversations
at your school to support collegiate practices and shared understandings of the
knowledge, skills and behaviours required for effective induction and mentoring.
Using the Standards of Professional Practice as a context to work through the phases
of induction, beginning teachers are supported to achieve full registration.
In your mentoring relationship, the professional wellbeing of your beginning teacher
is paramount. The support you give your beginning teacher will enable him or her
to become part of a culture of professional learning that promotes and encourages
reflection on practice through ongoing professional conversations.
The reciprocal nature of mentoring is an ideal opportunity for you to learn with and
from each other, either as part of a larger team, or as learning partners – with the
shared commitment towards the development of each other.
Research tells us that one of the biggest drivers of workplace morale is team work.
The professional interaction (the talking with one another about what we do and
how we do it) has a strong influence on wellbeing, and the feedback we get from
our colleagues is powerful. Your role as a mentor supports the development of
your beginning teacher’s practice, contributing to their efficacy and wellbeing as a
teacher.
3
www.emr.vic.edu.au/Downloads/Tracey_Ezard_Presentation_2008.ppt
We tend to see ourselves Communication is a study in itself. There • Do you listen to understand, to make
primarily in the light of our are numerous books written about the art meaning, and to find common ground?
of conversation. One possible approach
intentions, which are invisible • Do you try to enlarge and possibly
adapted from Fred Kofman’s Conscious
to others, while we see others Business (2006:145–150) follows.
change your beginning teacher’s point
mainly in the light of their of view?
Underpinning the conversation between
actions, which are visible to us • Do you model an open-minded attitude;
the mentor and beginning teacher is
are you open to changing your point of
(J. G. Bennet cited in F. Kofman mutual purpose. In this relationship the
view?
2006:133). overriding mutual purpose can be defined
as the joint endeavour to build and • Do you try to do your best thinking,
develop teacher practice. In preparing for expecting that your beginning teacher’s
a conversation the five mutual learning reflections will add to your thinking?
purposes to think about are: • Are you able to temporarily suspend
1. Learn their story: why did they take the your beliefs or judgments?
action they did? What was their motive? • Do you address problems
What experiences influenced their constructively?
actions? (use reflective questioning).
• Do you promote a sense of mutual
2. Tell your story: express what you saw, inquiry and collective knowledge?
thought and felt – clearly, respectfully
and honestly. (Remember the Ladder of • Are you able to respect your beginning
Inference.) teacher and seek to neither alienate nor
offend?
3. Develop a way forward together: having
heard both stories what possible • Are you able to evaluate what you
outcomes or actions are possible? have seen and help your beginning
teacher to reflect on their actions in a
4. Converse with respect: it’s no good productive and positive way?
having a conversation if there is a lack
of trust. • Are you able to concentrate on the
behaviour you have seen and talk
5. The environment is important: for about it in such a way that is critical
example, is there privacy? Is there but does not offer criticism? A critical
enough time? Are there any other issues conversation should always seek
that need to be addressed before this to build, but never demolish your
conversation takes place? beginning teacher’s confidence.
When talking about teaching practice with • Does your beginning teacher feel you
your beginning teacher, some questions understand them and their point of
to consider might be: view?
• Is the purpose of the conversation
clearly understood?
• Is your conversation collaborative and
cooperative – one that works towards a
shared understanding?
A mentoring relationship will go The SAGE mentoring program uses Reflective practice can consist of
through predictable stages as O’Mahony and Matthews’s model, methods which promote a deeper
which is explained here and illustrated awareness of the teaching process, such
the partnership and individuals
in figure 4 (2005: 71). Table 4 lists the as:
develop. (See Day 1 Learning behaviours associated with the three
Guide, page 21.) • journals
mentioned stages.
• formal and informal conferences
Figure 4: SAGE mentoring program model
• observations of each other
• reflective questioning strategies.
Third
Stage Educators who use reflective practice:
• can make adjustments to the
Second
Stage curriculum versus following a
prescribed path
First
• identify new ways to structure
Stage activities and routines
• develop or incorporate new strategies
for student achievement
First stage
• recognise methods that are effective.
The mentor assists the beginning
teacher in accomplishing specific Third stage
tasks related to their new position and
The beginning teacher is no longer
provides modelling of skills, sharing of
reliant on the mentor and can provide
strategies and observational feedback.
possible solutions to problems
Second stage encountered. The mentor can provide a
sounding board to discuss the beginning
The beginning teacher is more self-
teacher’s concerns and offer emotional
directed in the development of skills but
support. During this time, the mentor
also needs more consistent and frequent
relationship will begin to redefine into a
feedback. Directing the beginning
peer support and collegial relationship.
teacher to self-reflective practices will
assist them in evaluating their own Both the mentor and the beginning
progress. teacher need to be aware that the
mentoring relationship usually has a
finite period. The relationship does not
need to end at the completion of the
registration process. How it is ‘finished’
and celebrated should be negotiated
along the way as the relationship
changes to accommodate the new and
more collegial needs of both parties.
What would you expect to see between a mentor (M) and a beginning teacher (BT) in a successful mentoring relationship that is
professional and equal.
First stage: The mentor assists the Second stage: The beginning teacher is Third stage: The beginning teacher is
beginning teacher in accomplishing more self-directed in the development of no longer reliant on the mentor and can
specific tasks related to their new skills but also needs more consistent and provide possible solutions to problems
position. The beginning teacher is more frequent feedback. The beginning teacher encountered. The beginning teacher and
dependent. grows increasingly independent. mentor are interdependent.
• M and BT discuss mutual expectations • M and BT give and receive feedback • M and BT:
and goals • M and BT challenge • two-way dialogues involving joint
• M builds trust and confidence • M and BT observe decision-making, problem-solving and
• M assists and demonstrates • M models authentic co-learning
• M offers advice and guidance • M assists BT in the development of • collaborative planning and assessment
• M acknowledges and praises effective teacher practice • alternating leadership
• M provides professional support • M offers options • reflective practice (use of open
• M models and makes explicit • M questions questions to expose assumptions, build
professional and competent • M facilitates and expects emergent trust, promote thinking and consider
performance independence alternatives)
• M explains and shares strategies\ BT • M promotes reflection • giving and receiving feedback
describes and self-discloses • M acknowledges and gives recognition • The mentoring relationship is gradually
• BT receptive and responsive to advice • BT confident and creative redefined as the goals are accomplished
• BT observes and analyses M’s practice • BT uses evidence for self-reflection and a supportive and collegial
• BT applies new knowledge and relationship develops.
strategies
• BT questions
As the year unfolds and the The following strategies have been How do I check that I am doing
beginning teacher moves suggested by O’Mahony and Matthews alright?
(2005: 99– 03) as being pertinent to the
through the phases of their
stages and phases along the mentoring • Ask your beginning teacher how they
learning and grows in confidence relationship in response to questions think the relationship is going.
and in their sense of efficacy posed by mentors.
• Ask them whether they feel they are
of themselves as a teacher,
the mentoring relationship How do I show I am interested in benefiting, and tell them that they are
helping them? being listened to.
moves through the three stages
• Use your observation skills and
discussed in the previous section. • Listen more than you talk, and ask
wisdom to alert yourself to signs
questions.
in body language of uneasiness,
• Ask open, reflective questions. discomfort or hesitation.
• Watch for body language clues and • Set goals and milestones for the
respond accordingly. mentoring relationship as measures of
progress.
• Talk about their interests and issues;
you are there to support them. • Define stages for achievement so
that you both know you are making
• Approach discussions in a way that
progress and can celebrate them.
is sensitive to the feelings of the
beginning teacher. • Remember mentors don’t enter into
relationships as experts purporting
• Don’t hurry, be prepared to slow down.
to know everything. They also want to
• Be flexible and open – you don’t just learn during the experience. As with
have to stick to school issues. anybody else, he or she might need
help advice and support in doing this.
Mentors need to ask themselves, ‘Who
mentors me?’ Identify at least one
person that you can turn to for advice.
5. What aspects of the induction support did you find least useful?
A. Emotional intelligence Goleman asserts that while technical and management competencies are necessary
and matter, they do so as ‘threshold capabilities’ (1998:94). It is the components
and emotional of emotional intelligence that indicate outstanding performance. Figure 6 shows
competencies the importance of the personal and social competencies as enablers of effective
performance.
Exploring emotional
Figure 6: Becoming an effective mentor
competencies enables us not
only to examine what constitutes
emotional intelligence; we can Threshold capabilities –
also attempt to measure the you have these as an experienced teacher
INTERNAL
EXTERNAL
level of emotional intelligence.
Emotional competencies Technical Competence Management Competence
e.g., your knowledge of VELS Increased effectiveness e.g., your planning and
refer to personal and social domains, principles of organisational skills, your
competencies: Learning & Teaching, use of resources and your
principles of professional ability to model effective
• The management of ourselves learning and VIT requirements. teaching practice.
(personal competence): self-awareness
and self-management Personal Competence Social Competence
e.g., your self-awareness and e.g., your ability to build trustful
• The influencing of others (social positive self-concept, your relationships, to engage in
competence): social awareness and flexibility, motivation and reflective inquiry and your highly
relationship management. knowing your own values. developed interpersonal and
communication skills.
Adaptive enablers
these help you to become an effective mentor
The message in this diagram suggests that a mentor needs to have more than a
‘significant’ amount of specific knowledge and be generally ‘more experienced’
than the beginning teacher. In addition, the mentor needs to be a well-regarded
professional with a passion for teaching and to possess the qualities that will enable
them to engage with integrity in a generous, trusting relationship committed to
shared personal and professional development.
• What was the best part of the lesson? • How will you know if your plan is
working?
• How do you feel about the experience?
• How can you use what you have
• Can you tell me what the students
learned in another situation?
learned?
• How can I and others assist you in
reaching your goal?
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easier? Beginning Teachers experiences Conversations: Tools for Talking when
—— (1989), The Seven Habits of Highly
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Effective People, The Business Library,
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Melbourne Victoria. Rosenberg, Marshall (2003), Non-violent
Conference, Melbourne.
Communication: A Language of Life,
Department of Education and Early
O’Mahony, Gary R & Matthews, Robin J Puddle Dancer Press, Encinitas, CA.
Childhood Development, Victoria
(2005), A Climate of Mentoring Building
(2008), Principal Class Performance Stone, Douglas et al. (1999), Difficult
Teams for School Improvement, Hawker
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Brownlow Education, Heatherton
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Victoria.
eduweb.vic.gov.au/edulibrary/public/
teachlearn/leader/pcpd_collegiate_ Parker Boudett, Kathryn, City, Elizabeth
group_toolkit-gdl-20070831.pdf A & Murnane, Richard J (2005), Data
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Induction_in_Effective_schools.pdf Salzman, J (2003) Becoming a Mentor –
are you fit for the job? Hawker Brownlow
Fullan, Michael (2005), Education in
Education, Heatherton Victoria.
Motion Leading in a Culture of Change,
Australia Workshop Tour.