Under the guidance of an experienced Cambridge tutor, you will be working closely with other teachers to develop your understanding and share ideas and experiences. Depending on whether you already know your mentee, and how well, it will be useful to find out some information from them. 5. Here are some examples of different kinds of open questions. Are there suitable places to meet? For each part of the programme this should include aims and objectives, actions, dates, support and resources needed, success criteria and the person responsible. The mentor encourages the mentee and builds trust and confidence. The mentor provides this function through the different ways that they offer advice and guidance. Mentoring shows a school’s commitment to staff development. During active listening, the mentor pays close attention to what is being said, but also considers the mentee’s tone, body language and facial expressions, and is aware of what is not being said. Exercism is 100% free forever. When you join a class on the CLMS, your teacher will be able to … 0000037899 00000 n How often and for how long? (ii) Reality: What is happening? Collaboration and reflection are key to effective learning. The GROW model is a useful coaching model which can be used to structure mentoring meetings, in order to make them effective and purposeful. To do this it is vital that senior leaders support and even contribute to the programme, otherwise it will be harder to make it stick and to feel the long-term benefits of mentoring. It involves transferring experience and expertise so that the less-experienced colleague can develop their skills and achieve their goals. It is important that feedback is balanced and constructive. Will there be a formal application process? There are different types of open questions, and the power of a good mentor lies in being able to ask the right question at the right time. • Probing questions find out more or dig deeper. Confirming the agenda Mentors also need to have excellent social skills so that they can build effective relationships with their mentees. Having a mentor shows that you are willing to learn. The key characteristics of good leadership are all fundamental to the mentoring process. Oxford: How to Books. Getting started with the Cambridge LMS Student guide CLMSstudentguide (M).indd 1 29/08/2018 10:46. This might include evidence of the perceived value of the programme by both the mentor and the mentee, levels of trust felt by the mentor and the mentee, job satisfaction and career progression over time. What other paperwork will be necessary to keep a record of discussions? ISBN: 9781845284732 • Starr, J (2014) The mentoring manual: your step by step guide to becoming a better mentor. Mentoring may be old hat to most of the corporate world, but it's relatively new to warehouses and distribution centers. Take Course. It is also important at this point to establish the boundaries of the relationship, such as how personal issues will be dealt with and discussed if they are affecting the mentee’s performance at work, as well as situations where others, such as the mentee’s line manager, may be involved in the process. The role of mentor is also a position of responsibility which develops leadership skills. 2. trailer <<12848142352D4CD2A09D773E8C929987>]/Prev 250127>> startxref 0 %%EOF 141 0 obj <>stream During the mentoring relationship, both the mentor and the mentee benefit and learn from each other. Eventbrite - Oils and More presents Getting Started with Essential Oils - Cambridge - Tuesday, 25 August 2020 | Saturday, 24 April 2021 at The Varsity Hotel & Spa - Cambridge City Centre, Cambridge, England. It is important to leave enough time between meetings for the mentee to be able to carry out their action plan. 0000004303 00000 n If the levels are too low, the mentee will not be challenged enough and they will receive so little support that the mentoring relationship may fail. Qualities of a good mentor that you may want to consider include the following: 6. Before the mentoring process begins, it is important that the details of the meetings are organised. Daloz’s Theory of Adult Learning demonstrates that the level of support and challenge provided by a mentor is critical. We trust them because they have been there before. You don’t have to wait until you get here to start using the IT services the University provides for you. Why wait longer when you can be on your way to enjoying life without chaos! Getting started with Mentoring – Enrichment These, in turn, build trust. Mentors direct mentees towards activities and practices which promote self-reflection. Mentors can make sure that the time they commit is manageable by setting clear boundaries around the times when they are available. However, you do not necessarily need formal training in these skills, as the process of being a mentor helps to develop them. The mentee is able to find solutions, make decisions and solve problems. How will the effects of the mentoring scheme be monitored and evaluated? The more the mentor and mentee understand about each other’s expectations at the beginning of the relationship, the more likely it is to be successful. In fact, feedback is a useful way that mentors can demonstrate they have been listening and check they have understood what the mentee is saying by either summarising (which is where the mentor repeats a shortened version of what has been said using the mentee’s own words) or paraphrasing (which is where the mentor uses their own words to convey the sense of what the mentee has said). If the level of challenge is too high, the mentee will not feel that they can achieve expectations and if the level of support is overbearing, it becomes impossible for the mentee to develop skills and knowledge of their own. To learn how to create your first assessment, click here. Where? 4. There are two main functions of the mentoring relationship. Mentoring is the process by which an experienced and trusted colleague offers support, advice and guidance to another colleague. Agreeing the details of the next meeting. Mentoring Minds Product Support Who is in the best position to be able to give this information? This also means it is more likely that the mentor will be listening for much more time than they are talking. Mentoring allows the mentor to reflect on and develop their own practice. The mentor can bring a different perspective, revealing traits the mentee may not be aware of (which are in their ‘blind spot’), and encouraging them to consider aspects of their personality that might be ‘unknown’, hidden in their subconscious or unconscious. Contact between meetings All Hello, Sign in. Mentoring enables each of us to grow, learn, transform, and accomplish goals in education, clinical practice, or research. Getting started mentoring guide for mentors and mentees This is a getting started mentoring guide for mentors and mentees so even if it’s your first time to be introduced to the platform or you’re finding out a little more on what you can do – check our the rest of this guide! Colleagues at every stage of the learning process can benefit from mentoring and in many workplaces, mentoring will involve multiple relationships that span a mentee’s whole career. However, in order to make these moments more likely to happen, it is important that mentor relationships and meetings are successful. They begin ‘What…?’, ‘Where…?’, ‘When…?’ and ‘How…?’ Open questions help a mentor to be non-judgemental and understand their mentee, to gather information, and to raise the mentee’s awareness of their situation so that they can find new ways forward. Getting started with IT @ Cambridge How to get your Cambridge login, set up your @cam email and download your free software University Information Services (UIS) Summer 2019..? As well as observing lessons, mentoring involves mentors meeting regularly with their mentees, but these meetings do not have to be long and can involve as little time as 30 minutes every week or fortnight. There is detailed information about how to get to Cambridge by bus, train, car and plane on the college's Find Us page. • Someone who has effective listening and questioning skills. 0000039110 00000 n Take a look at the resources and Support available to you. 0000001469 00000 n • Someone who will respect the boundaries of confidentiality in the mentoring relationship. Do I have evidence of having strong social and listening skills? 0000000876 00000 n Greeting Programme processes As well as being able to be a role model and demonstrate good practice to mentees, it is also important that you have an understanding of things the mentee would like to achieve so that you can pass on appropriate advice. Meetings could take place every one or two weeks, and last for 30 minutes or an hour. The mentee becomes more self-directed in developing their skills, but also needs frequent feedback. • Hypothetical questions temporarily remove barriers to success to find new ways forward. Getting Started with Mentoring . Will the information you collect relate to the quality or the amount of mentoring provided, or a mixture of both? 3. Each different-coloured hat represents a different viewpoint about the situation. This involves making sure the whole leadership team has a shared understanding about what mentoring is and a commitment to developing mentoring. Mentoring. • What are the expectations relating to the mentee completing follow-up tasks after a meeting? Visitors are allowed to use … Getting started with Mentoring. 0000004931 00000 n There is two-way discussion between the mentor and mentee and they plan together. Closed questions are generally not helpful in mentoring as they restrict a mentee’s responses, often to simple ‘yes’ or ‘no’ answers, and do not require a mentee to think deeply about their response. What outcomes will you measure the mentoring programme against? The mentor provides a sounding board for discussion. They will provide ongoing advice, helping you achieve the best results at a rate that suits you. The Cambridge LMS (CLMS) is an online platform where you can ˜ nd content that is part of your Cambridge course. Try. The Standard for Teachers’ Professional Development also provides a useful framework to measure the outcomes of a mentoring programme. 2. Donald Jacobson and Shelley Safian. You could also ask for some initial background information about your mentee, why they have been selected for mentoring and what the intended outcomes of mentoring are for the mentee. The mentee establishes the specific actions they will take to put their options into practice and take the next step towards their goal. t:.uk/ ts eam:.uk 2999 The University’s IT Service Catalogue lists other IT services you can get at Cambridge: https://www.itservices.cam.ac.uk Here are five ways that mentors can build rapport with their mentees and ensure they get the most out of meetings: 1. Home » getting started with mentoring. Mentors must recognise that we are all still learning and be able to look at a mentee’s potential problems as opportunities to grow and learn. • Someone who is credible in their role and able to act as a role model. Mentoring is goal-focused. Mentoring Getting Started • Ensure mentoring for assistant and associate professors. The topic for discussion is established and the mentee explores their ideal outcome and what they want to achieve by the end of the session in relation to this outcome. 0000001599 00000 n Do I have a high level of knowledge and experience in my role? 0000019583 00000 n Here are some practical things you can do to begin the process of setting up a mentoring programme in your school. Watching someone grow in confidence, independence ... Getting started in a new role Learning a new skill or acquiring knowledge A specific challenge or Harlow: Pearson Education. 3. This should include personal information such as contact details, as well as professional information such as their career background and what role they currently have. It is also an important time to establish ‘ground rules’ for future meetings. 1. It is important to decide how mentoring will meet staff needs and so who mentoring will be offered to in the first year. (iv) Will: What will you do? Will this include a statement about confidentiality? ... Undergraduate Research and Fellowships Mentoring Office 321 Boucke Building University Park, PA 16802 814-863-8199 | urfm@psu.edu 2 What is the Cambridge LMS ? Only in the last couple of years have I started to take seriously the instructions found in Titus 2:3-4: Stage 1: The mentee is more dependent Also, establish the principles of how you will work together and your expectations of each other. Organisational outcomes No Comments. With Cambridge Weight Plan you won’t be getting your support from a faceless person on the other end of the phone or buying your products online. Getting started with mentoring - Not only is mentoring good in the workplace as it gives a new starter a great way to settle them in with the team, and then by keep mentoring them, they will grow in confidence and be a major asset to your business. Before a mentoring session, it is important that the mentor removes any potential barriers to listening, distractions and sources of stress, and makes sure that the meeting area is physically comfortable so that they can practise active listening. 0000056060 00000 n Some departments and schools have very structured programs, whereas in … (i) Goal: What do you want? 4. (iii) Options: What could you do? These include: developing, enabling and influencing others, team work, communication skills and problem solving. A number of adult learning theories contribute to a framework for mentoring in education. Further reading • Kay, D and Hinds, R (2012) A practical guide to mentoring: using coaching and mentoring skills to help others achieve their goals. They lead us along the journey of our lives. How will you raise staff awareness about mentoring? Closed questions begin with phrases such as ‘Do you…?’, ‘Have you…?’, ‘Is there…?’ Mentors should avoid closed questions (along with leading questions) as they restrict a mentee’s ability to speak freely. Since mentoring promotes self-reflection and problem-solving in the mentee, it is an excellent form of professional development. For example, ‘What are you hoping to gain from this?’ It’s definitely the hottest trend on the image-sharing platform right now, providing an easy way to create fun and engaging video content. For example, it could be for new teachers, staff completing professional development programmes, or all staff. h�b```b``~������� �� @16�� ���%�F18��0G��1 2e1�2u1��^��q3�Ш�L��|5����W. For each for these five points, outline how your school’s mentoring programme will fulfil the standard. Arrange the practical details and structure of the sessions 0000008408 00000 n Mentors draw on their own experience to give advice to mentees. Published on August 23, 2018 December 21, 2019 by Sara Brunsvold 3 Comments. 0000002668 00000 n January 1, 2006. Mentors are guides. This might include evidence of work performance of the mentor and the mentee (this could be both in terms of classroom practice and student outcomes), recognition of the programme within the organisation and how mentoring helps you to keep staff. This is a process which helps them to reflect on their own successes as they share them. 113 29 The end of the programme Skip to main content.sg. Feedback is particularly effective when it is based on • Promote the mutual benefits for mentee and mentor alike: mentees learn the ropes, collect champions and confidants, and enjoy a greater sense of “fit” within their departments. Exchange details with your mentee and find out what they want to achieve from mentoring Related products. This might include evidence of a pattern of regular contact over the agreed term, commitment of mentors and mentees to the programme and levels of satisfaction with the programme. Mentoring is a valuable way of sharing best practice. Coaching and mentoring can widen your portfolio when working with others and help you to … Here is an example of one part of an action plan for a mentoring programme. The mentor could use this tool to guide their mentee to consider different aspects of their personality and disposition, for example what they know about themselves and share with others (‘open’) and what they know about themselves but keep concealed (‘hidden’). • Someone who is genuinely interested in developing themselves and others. Find event and ticket information. Mentoring helps a school to keep staff and identify new talent. 0000044531 00000 n 2. 4. 1. 0000003256 00000 n Brookfield suggests that the goal of the critically reflective teacher is to gain awareness of their practice from as many different viewpoints as possible − their own, their students’, their peers’ and through engagement with theoretical literature. Most fellowship applications will require a personal statement, transcript, resume, and a minimum of two recommendation letters. • Is the mentor available between sessions? Active Listening Mentoring supports mentees in developing their classroom practice. Find out from the mentor co-ordinator what their expectations are for the mentoring relationship. It could include the following: 5. The first meeting 7. 0000003363 00000 n Stage 2: The mentee grows increasingly independent Talk to the mentor co-ordinator ‘Having a mentor is a sign of weakness’ Here, the mentor switches off both internal and external distractions to allow them to focus more carefully on what the mentee is saying. • What level of challenge is the mentee comfortable with? 0000068538 00000 n Here, two main areas need to be considered: the mentoring process, and mentoring tools and strategies. This review leads to learning and an action plan for future activities, which can then be tried out. For example, ‘How do you know this is right for you?’, ‘How will you look back on this?’ Mentoring gives the mentee the opportunity to reflect and learn from the advice and experience of others. Getting Started.
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