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Mentoring Workshop 1 09

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Mentoring Workshop 1 09

  1. 1. MLTAV Mentoring Project Project Managers: Tina Wilkinson Kylie Farmer
  2. 2. Project Goals <ul><li>To match LOTE teachers in their first 5 years of service with accomplished teachers of languages to provide high quality assistance with all aspects of the beginning teachers’ work. </li></ul><ul><li>To use Action Research methodology and the Professional Standards for Accomplished Teachers of Languages & Cultures to reflect on LOTE teaching and learning to: </li></ul><ul><ul><li>Improve student outcomes </li></ul></ul><ul><ul><li>Use evidence and data to improve and measure impact and guide improvement </li></ul></ul><ul><li>To incorporate the innovative use of ICT to facilitate mentoring </li></ul><ul><li>To share learning & experiences gained through this project via Knowledge Bank </li></ul>
  3. 3. Mentoring <ul><li>Assists teachers in reflecting on their work and improving their practice. </li></ul><ul><li>Allows the individual needs of the new teachers to be met in a timely and relevant manner and guides their progress to demonstrate the Standards of Accomplished Teachers of Languages and Cultures </li></ul><ul><li>As beginning teachers experience the full range of responsibilities of the teaching role, the mentor as a professional and critically supportive colleague assumes greater importance. </li></ul>
  4. 4. Principles of Effective Mentoring <ul><li>Mentoring is a two way relationship that continues over time (not a coaching exercise). Both teachers bring many skills and much knowledge to the relationship that can enrich and develop both teachers’ practice. </li></ul><ul><li>The process should be guided by the Beginning Teacher’s professional learning needs and concerns. </li></ul><ul><li>The mentor is there to help Beginning teachers identify their professional learning needs and help find positive and effective ways to support that learning. </li></ul><ul><li>Commitment to the process and to “meeting” on a regular basis to discuss concerns, to plan and work through suggestions for developing professional practice and to celebrate achievement is essential. </li></ul>
  5. 5. <ul><li>The capacity and willingness of mentors to listen, to ask questions, to challenge and share critical professional knowledge often determines the effectiveness of the mentoring relationship. </li></ul><ul><li>The rich professional dialogue and opportunity to investigate and articulate elements of professional practice with other teachers is empowering and leads to very sound professional learning. </li></ul>

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