Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
February 2010
ISBN 978-0-7594-0574-5
Contents Preface ii
i
Part A
1 Exploring Wider Workforce
and Work Organisation initiatives
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’. According to Scharmer, when you listen at this fourth level, you
come to realise that, ‘at the end of the conversation, you are no longer the same
person you were when you started the conversation. You have gone through a subtle
but profound change’ (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’
(Covey 1986: 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).
4 A Learning Guide for Teacher Mentors
Empathy comes from the Greek and Covey (1986: 136) suggests five empathic
literally means in feeling or suffering. listening responses:
‘We have empathy when we put
1. ‘Repeat verbatim the content of the
ourselves in another’s place and
communication – words only, not
experience feelings as they experience
feelings.
them, intuiting another’s feelings as was
described by Goleman (1995). ‘This does 2. Rephrase content – summarise their
not mean we agree (as in sympathy), but meaning in your own words.
that we understand the other point of 3. Reflect feelings – look more deeply and
view’ (Covey 1986: 148). begin to capture feelings in your own
According to Covey, when we listen words. Look beyond words for body
to others, ‘we tend to filter what we language and tone to indicate their
hear through our own experiences. feelings.
Our background creates certain 4. Rephrase content and reflect feelings
‘autobiographical filters’. When we – express both their words and their
respond, we are really telling them what feelings in your own words.
we would do if we were in their position,
rather than what they should or could 5. Discern when empathy is not
do. How often do we say, “If I were you”. necessary or appropriate.’
Autobiographical responses can keep us
from understanding’ (Covey 1986:148).
Suggestions for listening
Listening with our eyes, ears and heart • Let go of the need to control – by
should help us to pick up on the all letting go on the grip a bit, you will be
important non-verbal cues, like body in a much better position to see and
language as well as what is not said. This sense the position of your beginning
is not always as easy, as cutting straight teacher. Understanding comes about
to the chase could be seen as more through conscious listening.
expedient in busy and pressured school • Clear some space in your mind – are you
schedules. Empathic listening skills take truly listening? Or listening with half
practice; this type of listening is a skilful an ear while you are simultaneously
art. Be aware of the emotional landscape concentrating on coming up with a
as there are times when autobiographical solution or a quick fix?
responses are appropriate; while at other
• Prepare yourself to just listen; to tune
times there is a need to offer a solution;
in to where the other person is at.
and sometimes it’s valuable to say
When we are able to really listen we
nothing at all.
are able to create the empathy and
trust necessary to strengthen rapport.
• Relax and make sure the setting
is conducive to supporting the
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 conclusions for redesigning teacher They learn refinements on the job within
preparation, developing continuous the confines of the classroom, which
millennium learning throughout the career, and they control. Mentoring is reduced to
Source: A Hargreaves and M Fullan 2000. Andy changing the teaching profession more a few words of encouragement and
Hargreaves is professor and director of the fundamentally. management ‘tips’ offered in the staff
International Centre for Educational Change,
and Michael Fullan is dean, both at the Ontario room: otherwise new teachers are on
The four ages of professionalism
Institute for Studies in Education and University their own. This is scarcely mentoring
of Toronto. Hargreaves (in press) outlines four broad at all.
All professional work is complex and historical phases of the changing nature
The age of the autonomous professional
demanding of teachers’ professionalism: (a) the
pre-professional age, (b) the age of the Beginning in the 1960s, the status of
Poor professional judgment can result in autonomous professional, (c) the age teachers in many countries improved
a patient’s death, buildings falling down, of the collegial professional, and (d) the significantly, compared to the pre-
or people giving up on their own learning. fourth professional age. professional age. In this period, the
The idea that new professionals should terms professional and autonomy
have mentors to guide them through The pre-professional age
became increasingly inseparable
developing the skills and managing Public education began as a factory- among teachers. One of the overriding
the stresses of their work has become like system of mass education. The characteristics of teaching was its
increasingly accepted. In teaching, most common teaching methods were individualism. Most teachers taught
for example, induction and mentoring recitation or lecturing, along with their classes in isolation, separated
programs have become widespread; note-taking, question and answer, and from their colleagues. In the 1970s and
however, their implementation has often seat work (Cuban 1984). In this pre- 1980s, individualism and isolation were
been disappointing. professional age, teaching was seen as identified as widespread features of the
Mentoring practice may fall short of managerially demanding but technically culture of teaching (Rosenholtz 1989).
its ideals, not because of poor policies simple. Its principles and parameters
Professional autonomy enhanced the
or program design but because we were treated as unquestioned common
status of teaching as the amount of
fail to regard mentoring as integral sense. One learned to be a teacher
preparation was lengthened and salaries
to our approach to teaching and through practical apprenticeship and
rose. But professional autonomy also
professionalism. Mentoring of new improved by trial-and-error. The ‘good
inhibited innovation. Few innovations
teachers will never reach its potential teacher’ demonstrated loyalty and
moved beyond adoption to successful
unless it is guided by a deeper garnered personal reward through
implementation (Fullan 1991). The
conceptualisation that treats it as central service.
benefits of in-service education seldom
to the task of transforming the teaching In this view, good teachers are became integrated into classroom
profession itself. enthusiastic people who ‘know their practice, as individual course-goers
In this article, we pursue this challenge in stuff’ and how to ‘get it across’, and can returned to schools of unenthusiastic
three ways. First, we link approaches to keep order in their classes. They learn colleagues who had not shared the
mentoring with an evolutionary model of to teach by watching others, first as learning with them. Pedagogy stagnated
professionalism in teaching, what we call students, then as student teachers. In as teachers were reluctant or unable to
the four ages of professionalism. Second, a pre-professional image of teaching, stand out from their colleagues.
we extend this analysis to example key teachers need little training or ongoing
areas of change that should lead us to professional learning.
look at mentoring differently as we enter
the new millennium. Third, we draw
(Lacey 1999:68)
induction: what do This phase relates to the first term. While This phase relates to the first year,
the first few weeks of teaching are about emphasising the need to respond to
beginning teachers need?
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
• managing student behaviour
It includes orientation, which is the 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
• catering for students with a range of
during this phase may include: students with a disability
learning needs
• availability and location of curriculum • effective teaching and learning
• effective teaching and learning
materials and teaching resources strategies
strategies
• information about students prior to • report writing
• organising student learning
teaching
• communicating with parents
• student assessment
• timetable and grade allocation
• organising student learning including
• communicating/dealing with parents
• school rules and policies student motivation
• teaching strategies for particular
• how to access school facilities and • developing sequenced learning
content areas
equipment (e.g. photocopying); keys programs
• inclusion of students with a disability
• who’s who and what’s where? • teaching strategies for particular
• record-keeping content areas
• desk arrangements and availability of
classroom resources • developing sequenced learning • full registration process –
programs; curriculum planning opportunities to undertake further
• expectations about teaching role and
collegial classroom activities; continue
responsibilities • full registration process –
to list and comment on professional
opportunities to undertake one/two
• full registration process for activities undertaken; develop the
collegial classroom activities; begin
Provisionally Registered Teachers Analysis of Teaching and Learning;
list of professional learning activities
(PRT) – what this process involves, and and present Evidence of Professional
undertaken.
the support available. 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
the mentor and beginning teacher is
attitude; are you open to changing
(J. G. Bennet cited in F. Kofman mutual purpose. In this relationship the
your point of view?
overriding mutual purpose can be defined
2006:133).
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
a conversation the five mutual learning teacher’s reflections will add to your
purposes to think about are: thinking?
1. Learn their story: why did they take the • Are you able to temporarily suspend
action they did? What was their motive? your beliefs or judgments?
What experiences influenced their • Do you address problems
actions? (use reflective questioning). constructively?
2. Tell your story: express what you saw, • Do you promote a sense of mutual
thought and felt – clearly, respectfully inquiry and collective knowledge?
and honestly. (Remember the Ladder
of Inference.) • Are you able to respect your beginning
teacher and seek to neither alienate
3. Develop a way forward together: nor offend?
having heard both stories what possible
outcomes or actions are possible? • Are you able to evaluate what you
have seen and help your beginning
4. Converse with respect: it’s no good teacher to reflect on their actions in a
having a conversation if there is a lack productive and positive way?
of trust.
• Are you able to concentrate on the
5. The environment is important: for behaviour you have seen and talk
example, is there privacy? Is there about it in such a way that is critical
enough time? Are there any other but does not offer criticism? A critical
issues that need to be addressed conversation should always seek
before this conversation takes place? to build, but never demolish your
When talking about teaching practice beginning teacher’s confidence.
with your beginning teacher, some • Does your beginning teacher feel you
questions to consider might be: understand them and their point of
• Is the purpose of the conversation view?
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
• identify new ways to structure
First
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 • Listen more than you talk, and ask
wisdom to alert yourself to signs
section. 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 to
• Don’t hurry, be prepared to slow down.
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.
taking a leading role in the Knowing who to approach for assistance and support
implementation of future Accessing the facilities and resources needed to carry
support is a strategy well worth out your responsibilities
considering.
Establishing good working relationships with colleagues
and school management
Understanding the policies, guidelines and procedures
of the workplace
Establishing clear work goals
Gaining acknowledgment and feedback from the principal
or their nominee
Gaining a sense of belonging to the school community
Contributing and sharing your knowledge, skills and
experiences with your colleagues
Involvement in collaborative curriculum planning
Access to a peer network
Providing access to offsite professional learning
opportunities to meet individual needs
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 competencies of emotional intelligence that indicate outstanding performance. Figure 6 shows
the importance of the personal and social competencies as enablers of effective
Exploring emotional
performance.
competencies enables us not
only to examine what constitutes Figure 6: Becoming an effective mentor
emotional intelligence; we can
also attempt to measure the Threshold capabilities –
level of emotional intelligence. you have these as an experienced teacher
INTERNAL
EXTERNAL
Emotional competencies
refer to personal and social Technical Competence Management Competence
e.g., your knowledge of VELS e.g., your planning and
competencies:
Increased effectiveness
domains, principles of organisational skills, your
Learning & Teaching, use of resources and your
• The management of ourselves
principles of professional ability to model effective
(personal competence): self-awareness learning and VIT requirements. teaching practice.
and self-management
• The influencing of others (social Personal Competence Social Competence
e.g., your self-awareness and e.g., your ability to build trustful
competence): social awareness and positive self-concept, your relationships, to engage in
relationship management. flexibility, motivation and reflective inquiry and your highly
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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—— (1989), The Seven Habits of Highly
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Paper presented at the AARE-NZARE
Melbourne Victoria. Rosenberg, Marshall (2003), Non-violent
Conference, Melbourne.
Communication: A Language of Life,
Department of Education and Early
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Childhood Development, Victoria
(2005), A Climate of Mentoring Building
(2008), Principal Class Performance Stone, Douglas et al. (1999), Difficult
Teams for School Improvement, Hawker
and Development Support Materials: Conversations: How to Discuss What
Brownlow Education, Heatherton
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Victoria.
eduweb.vic.gov.au/edulibrary/public/
teachlearn/leader/pcpd_collegiate_ Parker Boudett, Kathryn, City, Elizabeth
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Wise: A Step-by-Step Guide to Using
Department of Education, Victoria
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Cambridge Massachusetts.
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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.