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Transcript of Mentoring Programme
Aim and Purpose
The aim and purpose of the mentoring program is to help integrate newly appointed pre-service teachers successfully into the
Intensive English Centre (IEC).
The program aims to:
of these pre-service teachers
personal and professional wellbeing
of the IEC educational system
Through the developing of mentor and mentee relationships, they lead to the building of positive learning relationships that:
develop and improve
stimulate and challenge participants to pursuit a
deeper and nurtured understanding
educational values and ideals
of the IEC.
1. The Transitional Pre-Service Stage
2. The Progression In-service Stage
3. Post-service Continuum Stage
The Intensive English Center
IEC’s provide intensive English as a Second Language (ESL) teaching to recently arrived high school aged students whose first language is not English.
English language instruction,
orientation, settlement and welfare programs
to prepare students for transition into a NSW government high school.
Within the IEC, there is a need for teachers to pursuit a deeper and nurtured understanding of the
educational values, ideals and cultural knowledge
of students in the IEC.
The mentoring programme is a means for teachers to engage in
to work to meet the learning goals for individual students through the integration of
effective teaching pedagogies that are underpineed by a cultural knowledge of students
established through the mentoring relationship.
HIGH CHALLENGE AND HIGH SUPPORT
The Role of Mentors
being accessible to the beginning teacher; having time to spend with them; being responsive to their needs; having physical proximity to the beginning teacher's location in the school.
Conducting Mentor Sessions
Who will be involved in the mentor session?
IEC teachers and ex-mentees
Newly transitional mentees
Ex-mentees or IEC graduates will be sharing personal experiences, providing tips and advice etc.
Pre-service Stage (Transitional)
Meeting newly transitional mentees with IEC teachers to grasp a broad picture and discuss any questions/issues that the teacher may encounter during the program: Goal setting, roles, responsibilities, expectations
Building a solid understanding: Ensure that teacher holds a solid understanding of IEC student backgrounds and appreciate how this may affect learning.
Have access to related resources available: e.g. IEC framework, mentor's resources and sample assessments written by students under various levels to familiarise with student progress and expectation.
Special guests visiting (ex-mentees) come in to share about their personal experiences on their mentoring program and their transition into the school, providing tips and advice on ways to adjust successfully.
Ex-mentees will act as mentors in the pre-service program, designing IEC assessments so that mentee teachers grasp a firm understanding of the programming and assessment expectation well.
A group discussion between ex-mentees and their assigned new mentees on both successful & negative experiences, and effective teaching strategies that can be implemented within their classes.
Sessions are recommended to be performed within the classroom so that newly transnational mentees become familiar with the surrounding classroom environment.
In-service Stage (Progression)
Engage in regular mentoring sessions where the mentor and mentee engage in reflective conversation and pedagogical dialogue.
involves a critiquing of the appropriateness of content, the learning/ teaching strategies involved.
time of affirmation and improvement.
Both mentors and mentees will be provided an everyday journal diary where demonstration of observation notes are to be reported. (E.g. strengths, mistakes, weaknesses and how they have overcome these issues).
Post-service Stage (Continuum)
Winding up: Mentors gather together with a collection of reports written on journals to analyse universal struggles and weaknesses for pre-service teachers in the IEC (i.e. grammar) and explore paths that could overcome/develop these struggles by modifying the program.
Moving on: mentor mentee relationship --> freindship
being understanding and supportive; and being patient with an inexperienced teacher’s questions and uncertainty. What is crucially important in terms of empathy is whether the teacher has actually felt understood by their mentor.
Listening skills –
willing to listen with an open mind; being reflective and sharing ideas. Also providing honest and constructive feedback to the beginning teacher.
The Role of Mentors
Knowledge and experience
– being an experienced teacher
- having ideas on, and strategies for effective teaching
e.g. time management, planning, assessment and communication with students and parents.
- possessing relevant curriculum knowledge
- being a role model for the beginning teachers and acknowledged and respected as such by other teachers.
- having enough time for mentoring activities
- time for professional learning activities.
- A well-considered teaching load
The program will be evaluated by written and oral feedback provided by both mentor and mentees
Written feedback will be in form of a survey that both parties will be returning to the mentoring program coordinator for review
Oral feedback will be in the form of an interview that will be recorded and will be conducted by the mentoring program coordinator. The interviews will be conducted privately for more honest opinions and released feedback will remain anonymous.
Mentees will also be asked to keep a journal throughout their mentoring experience which will help the coordinator understand the mentees thoughts whilst undergoing the program
The results will be gathered and a general feedback document will be given back to all participants for reflection
Ashlee, Bonnnie, Nami and Joyce