Getting to College. 0000025499 00000 n • How will this person check that mentors and mentees are compatible in terms of styles and personalities? • 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. What criteria will you use to identify potential mentors? Mentoring. 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. Getting Started. Skip to main This will provide a record of the progress the mentee has made towards achieving their goals and draw out key learning from their experiences. 2 What is the Cambridge LMS ? The model is based on a four-stage cycle. Mentoring gives the mentee tools and strategies to become a more independent, innovative and responsible learner. When you join a class on the CLMS, your teacher will be able to … Prime. 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. 5. h�b```b``~������� �� @16�� ���%�F18��0G��1 2e1�2u1��^��q3�Ш�L��|5����W. Mentors are valued by the mentee and by the school as a whole for the knowledge, skills and experience they possess. The Standard for Teachers’ Professional Development. Getting started with Mentoring. • be maintained over time; and • include working with others and expert challenge; 0000002668 00000 n Will time be provided for meetings during the working day or will they be expected to take place outside working hours? 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. Stage 2: The mentee grows increasingly independent The standard states that professional development should: It’s definitely the hottest trend on the image-sharing platform right now, providing an easy way to create fun and engaging video content. • Someone who has effective listening and questioning skills. 6. What other paperwork will be necessary to keep a record of discussions? This makes it more likely that they will have job satisfaction, as well as being ready for career-development opportunities when they arise. For example, ‘What are you hoping to gain from this?’ 0000001469 00000 n The first is the ‘career function’, which helps mentees to learn their craft and prepare for progressing in their career. Will the feedback be provided at the end of the programme, during the programme or a mixture of both? Cambridge International Education ... Mentoring is the process by which an experienced and trusted colleague offers support, advice and guidance to another colleague. It is also important that you are able to keep the content of the discussions you have with your mentee confidential. Beginning with evidence makes the feedback more believable and linking the evidence to strengths builds a mentee’s confidence. Eventbrite - Oils and More presents Getting Started with Essential Oils - Cambridge - Tuesday, 10 November 2020 at The Varsity Hotel & Spa - Cambridge City Centre, Cambridge, England. • What are the expectations relating to the mentee completing follow-up tasks after a meeting? Mentors should not be chosen for their age but for their expertise and experience and their ability to build relationships, listen, and share what they know effectively. 1. 3. It is also a good opportunity to establish the future contact the mentor and mentee will have. Where? Getting started with Mentoring – Enrichment It involves transferring experience and expertise so that the less-experienced colleague can develop their skills and achieve their goals. The mentor also acts as a role model and source of inspiration for the mentee. In order for the mentoring programme to become part of the school’s or institution’s strategic vision, it is important to create an action plan. Take Course. 3. MENTOR National and Affiliates will use the information you provide to better inform future publications and keep you up to date with advancements in the mentoring … 0000037343 00000 n Getting Started with Mentoring . Do I have a genuine interest in developing others? Do I have a high level of knowledge and experience in my role? While it is important that contact is maintained between meetings, the nature of that contact should be decided beforehand. Mentoring helps a school to keep staff and identify new talent. 0000058709 00000 n It is important to consider where the meetings will be, making sure that the location will always be available, and that it is private and contributes to a positive mutual relationship being built. 3. The mentee is able to find solutions, make decisions and solve problems. The mentoring relationship can only be successful if understanding and trust are built between the mentor and mentee. In the rest of the unit, we will look at the basics of mentoring in more detail. 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. The Standard for Teachers’ Professional Development also provides a useful framework to measure the outcomes of a mentoring programme. When matching mentors and mentees, it is important that it is relatively easy for the mentee to be able to make contact with the mentor. This may include things such as whether the mentor and the mentee are expected to take notes, follow-up tasks and feedback, as well as more formal contracts such as confidentiality agreements. Mentor meetings The first meeting is an opportunity for the mentor and the mentee to get to know each other better and build a relationship. For example, ‘If there were no limits to resources, what would you do?’, Reflective questions draw on knowledge a mentee already has. The ability to develop others so that they can reach their potential is an important skill in leadership as well as in mentoring. How to Prepare and Get Started as a Mentor Make sure you fully understand the specific mentoring job you are undertaking. 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. Why wait longer when you can be on your way to enjoying life without chaos! If the mentee is being mentored because they want to achieve a professional qualification, it is also important that you have an understanding of the qualification and the programme of study. Want to know more? Having the right experience and expertise to pass on to mentees is important, but it is not the only factor to consider when deciding who should be a mentor. This also means it is more likely that the mentor will be listening for much more time than they are talking. 2. Benefits for the mentor Some departments and schools have very structured programs, whereas in … • Will there be a formal mentoring agreement? (ii) Reality: What is happening? It is important to leave enough time between meetings for the mentee to be able to carry out their action plan. ‘Any experienced colleague can be a mentor’ 0000064649 00000 n This might be after a specific number of sessions or when the mentee has reached a particular milestone. Benefits for the school or institution 113 29 Greeting Feedback and discussion ‘Effective mentors need to have all of the answers’ Before the mentoring process begins, it is important that the details of the meetings are organised. Do I have the time and space to meet regularly with my mentee? At what point (or points) in the programme will you ask for feedback? There is detailed information about how to get to Cambridge by bus, train, car and plane on the college's Find Us page. 0000008408 00000 n • Is the mentor available between sessions? Here are five ways that mentors can build rapport with their mentees and ensure they get the most out of meetings: 1. • improve and evaluate student outcomes; Here, the mentor switches off both internal and external distractions to allow them to focus more carefully on what the mentee is saying. • Would the mentee prefer more guidance or more of a coaching style? No Comments. There are a number of things to consider here: Effective questioning is a very important part of mentoring. 7. • Who will be responsible for creating mentoring partnerships? You don’t have to wait until you get here to start using the IT services the University provides for you. 1. 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. 0000044531 00000 n 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. How will you measure the effects of your mentoring programme? Depending on whether you already know your mentee, and how well, it will be useful to find out some information from them. This may not be as formal as the other meetings, but it is important to make sure that the mentee’s success is celebrated and that the mentor passes on any final feedback. Mentors are guides. The mentor encourages the mentee and builds trust and confidence. 2. Likewise, mentors are able to offer mentees exposure to aspects of school life that they would not otherwise gain experience of. Feedback is particularly effective when it is based on Academic units at Carolina vary greatly, as do their approaches to mentoring. Mentors can make sure that the time they commit is manageable by setting clear boundaries around the times when they are available. Will the information you collect relate to the quality or the amount of mentoring provided, or a mixture of both? 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). Also, mentoring sessions are a great opportunity to gain new perspectives on work and to re-establish priorities, which can mean that both the mentor and the mentee work more effectively. Getting Started With Language Awareness £ 150.00. 0000004303 00000 n Mentoring is the process by which an experienced and trusted colleague offers support, advice and guidance to another colleague. When will meetings take place? Do I have evidence of having strong social and listening skills? 0000013701 00000 n However, in order to make these moments more likely to happen, it is important that mentor relationships and meetings are successful. Here is an example of one part of an action plan for a mentoring programme. The GROW model is a useful coaching model which can be used to structure mentoring meetings, in order to make them effective and purposeful. Try. • What is the system for reviewing the meetings? Talk to the mentor co-ordinator 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..? The role of mentor is also a position of responsibility which develops leadership skills. Which of the benefits are most relevant to you and your colleagues? How will you raise staff awareness about mentoring? This also means that students have the opportunity to learn more effectively and achieve better outcomes. When considering a mentoring programme it is important that you consider how you will make sure a culture of mentoring is at the heart of your institution. Problem solving techniques Take Course. Mentors can also provide support to their mentees by offering acceptance, empathy and encouragement, and by demonstrating effective listening and questioning skills which support reflection. 0000068538 00000 n Qualities of a good mentor that you may want to consider include the following: Rsearcher Development support researchers in developing their coaching and mentoring knowledge, skills and understanding through providing a variety of opportunities. Organisational outcomes 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. Mentees have the opportunity to grow and develop in their practice. The mentee explores where they currently are in relation to their goal, including the positive things that can help them to move towards it and any potential barriers. 0000004191 00000 n Only in the last couple of years have I started to take seriously the instructions found in Titus 2:3-4: The main access to the College is from Barton Road and the car park is situated at that entrance. Getting started with the Cambridge LMS Student guide. The second function is the ‘psychosocial function’, which focuses on the ways in which the mentoring relationship improves or strengthens the mentee’s confidence and personal growth. 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. The first meeting • Someone who is open and willing to share their experiences, both good and bad. 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. Are there any members of staff who have previous experience of mentoring? 4. 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. ‘Only mentees benefit from mentoring’ For example, ‘The way you explained the seating plan in your classroom shows that you really consider every student’s learning needs.’ From this point, the mentee is more empowered to move forward with how they might develop or improve. Effective mentoring relationships are built on trust. There is two-way discussion between the mentor and mentee and they plan together. It is also a valuable way of highlighting the effectiveness of the mentoring relationship and anything that can be improved as the relationship progresses. This involves making sure the whole leadership team has a shared understanding about what mentoring is and a commitment to developing mentoring. • be supported by strong evidence and expertise; Reviewing the meeting 0000001599 00000 n This is a process which helps them to reflect on their own successes as they share them. Donald Jacobson and Shelley Safian. Mentoring Getting Started • Ensure mentoring for assistant and associate professors. The mentee becomes more self-directed in developing their skills, but also needs frequent feedback. 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. At the end of the programme it is helpful to have a final conversation. Mentoring develops the mentor’s communication and interpersonal skills. Each different-coloured hat represents a different viewpoint about the situation. 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. Brookfield’s Four Lenses model gives mentees the opportunity to explore different viewpoints and perspectives. Make sure you share information about yourself with your mentee, as getting to know each other will help to build the relationship. Here, two main areas need to be considered: the mentoring process, and mentoring tools and strategies. Mentoring gives the mentee support to allow them to identify and achieve their goals. The mentee considers all the different options available to them. The aim is to create a variety of possible alternatives which have not previously been considered. There are two main types of questions − open and closed. Mentors also need to have excellent social skills so that they can build effective relationships with their mentees. To learn how to create your first assessment, click here. Arrange the practical details and structure of the sessions The circle continues in this way, with learning from a previous activity informing the next activity. (iii) Options: What could you do? Getting Started with Cambridge IGCSE (R) and O Level Economics by Susan Grant, 9781108440431, available at Book Depository with free delivery worldwide. ‘Mentoring requires a greater time commitment than teachers can afford’ This review leads to learning and an action plan for future activities, which can then be tried out. Account & Lists Account Returns & Orders. How often and for how long? Harlow: Pearson Education. In this case, it might be appropriate to have meetings less often or reduce the time each meeting lasts. Collaboration and reflection are key to effective learning. 0000000876 00000 n Take a look at the resources and Support available to you. The process of setting and achieving goals is empowering and builds confidence, which can transform the whole working environment. Find event and ticket information. Participant experiences • Who will be responsible for managing and co-ordinating the mentoring scheme, and developing the protocols and procedures in your school or institution? The mentor provides this function through the different ways that they offer advice and guidance. January 1, 2006. Once the mentoring relationship is established, the typical agenda for a mentor meeting is based on the mentee’s goals. As well as effective questioning strategies, there are a number of problem-solving techniques that can help a mentee to consider their situation from different perspectives, making a discussion more productive and focused. If you are new to being a mentor and want to decide if it is right for you, it will help to ask yourself the following questions. 0000031374 00000 n Since mentoring promotes self-reflection and problem-solving in the mentee, it is an excellent form of professional development. ISBN: 9781845284732 • Starr, J (2014) The mentoring manual: your step by step guide to becoming a better mentor. Mentoring supports mentees in developing their classroom practice. 0000037899 00000 n Find event and ticket information. 2. All Hello, Sign in. 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. Here are some practical things you can do if you are going to begin mentoring. Coaching and mentoring can widen your portfolio when working with others and help you to … Mentoring Guides for Students. 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. Categories: Cambridge Assessment International Education, Evaluating impact. The leadership team can then make sure that the mentoring programme is in line with the school’s strategic vision. 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. By mentally ‘switching hats’, a mentee can gain new perspective. However, you do not necessarily need formal training in these skills, as the process of being a mentor helps to develop them. Mentoring gives the mentee encouragement to become more confident in their abilities and more involved in school life. Find out from the mentor co-ordinator what their expectations are for the mentoring relationship. For example, ‘How do you know this is right for you?’, ‘How will you look back on this?’ • Probing questions find out more or dig deeper. 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. Stages of mentoring They lead us along the journey of our lives. One example of this is de Bono’s Six Thinking Hats. 4. What outcomes will you measure the mentoring programme against? They embody our hopes, cast light on the way ahead, interpret arcane signs, warn us of lurking dangers and point out unexpected delights along the way. 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. mentoring definition: 1. the act or process of helping and giving advice to a younger or less experienced person…. 3. Visitors are allowed to use … Daloz’s Theory of Adult Learning demonstrates that the level of support and challenge provided by a mentor is critical. We will discuss the benefits of mentoring, look at some research that supports mentoring and consider ways that it can work in practice. Reviewing the previous meeting and action taken Assessments may be created from a combination of questions and resources you create yourself and those pulled from our item bank. It is important to consider how far the mentoring programme is fulfilling its intended outcomes, while making sure that the evaluation process does not become an opportunity to assess and report on a mentor’s performance or reveal the content of discussions in the mentoring meetings. The end of the programme Are there suitable places to meet? A mentor does pass on experience and expertise which can benefit the mentee, but they also help by providing an opportunity for the mentee to talk through their problems and be listened to. 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. 0000037250 00000 n 0000039110 00000 n Mentoring is a great way to invest a small amount of time and achieve great results. The mentee establishes the specific actions they will take to put their options into practice and take the next step towards their goal. 0000050031 00000 n • be prioritised by school leadership. Strong social skills are essential in order to be an effective mentor. It is also an important time to establish ‘ground rules’ for future meetings. The Johari Window relates to how mentees become more aware of themselves and others. 0000004931 00000 n Getting Started with Cambridge IGCSE® and O Level Economics: Grant, Susan: Books. How will mentoring partnerships be established? Exchange details with your mentee and find out what they want to achieve from mentoring • Someone who is able to offer encouragement as well as provide useful feedback in a non-judgemental way. 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. Mentors feel a greater The mentor questions the mentee and offers options, as well as directing the mentee to self-reflective practices which will help them evaluate their own progress. 0000038545 00000 n Giving feedback 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’). What's stopping you? 5. It is important that feedback is balanced and constructive. Mentors are role models, but the most effective mentors are those who understand and demonstrate that we are all still learning. trailer <<12848142352D4CD2A09D773E8C929987>]/Prev 250127>> startxref 0 %%EOF 141 0 obj <>stream Age and experience; Balancing your work and lifestyle; Building your mentoring team; Changing mentors or advisers; ... Getting started; Learn about what mentors can offer; The mentoring experience; Changing mentors or advisers; Home. %PDF-1.7 %���� Mentoring is a developmental process which typically has three stages. Mentoring Minds Product Support From this point, they reflect on and review the experience of the lesson. Getting started with the Cambridge LMS Student guide CLMSstudentguide (M).indd 1 29/08/2018 10:46. What protocols and procedures will need to be put in place to support the mentoring programme? At this point, it is also useful to find out what the mentee wants to gain from the mentoring experience and the key areas which you can provide support in. 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. The mentoring process is goal-oriented and solution-focused. Mentoring is goal-focused. 4. We trust them because they have been there before. ... Undergraduate Research and Fellowships Mentoring Office 321 Boucke Building University Park, PA 16802 814-863-8199 | Learn more. 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. The mentor also gains personal and leadership skills which are valuable for their own career development, and they can gain a real sense of achievement in knowing they have made a difference to the mentee’s professional development. 1. Working lives can be very busy, so it is important to be sure that you will be able to provide time and space away from distractions so that your mentee feels appropriately supported and listened to. It could include the following: It is also likely that the mentor’s self-confidence will improve as they reflect on the experience they have to share. The Cambridge LMS (CLMS) is an online platform where you can ˜ nd content that is part of your Cambridge course. Reels, Reels, Reels… It seems like Instagram’s Reels feature is taking over Instagram at the moment! Establish your school’s or institution’s ability for mentoring Plain English Campaign’s Crystal Mark does not apply to the diagrams in this document. Getting started The first step is to speak to your Line Manager, Director, Head of Department/School or colleagues, to find out about existing or potential mentoring opportunities within your area. Mentors may also develop new strategies as a result of helping a mentee to solve a problem that they are having. 2. 0000004077 00000 n These interactive resources introduce and develop key areas of teaching and learning practice. In some mentoring relationships, arrangements may not be as formal as having set times for meetings, but it is important that the level of structure is established at the beginning of the relationship so that both the mentor and the mentee are clear about the expectations. 0000044814 00000 n Mentoring gives the mentors recognition as an expert Regular mentor meetings are the foundation of the mentoring relationship. 0000003256 00000 n The mentor provides a sounding board for discussion. For example, ‘Knowing what you know now, how could you have done things differently?’. How do their ideas about mentoring compare with yours?

getting started with mentoring cambridge

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