isn’t a one-size-fits-all approach to mentoring and it’s easy to overcomplicate it, “There sometimes I use coaching techniques, sometimes I use mentoring...” in my school have recognised that being a mentor is a vital part of the toolkit for “Senior leadership development. I was asked to be a part of the whole school departmental monitoring procedure because my observation skills were recognised as high order. Staff evaluations showed that the dialogue I fostered after the observations rather than old fashioned feedback was valued and seen as developmental. I have been asked to prepare a report for the governing body on how we might develop this process further this year”. AT that you will work with will be in a different place which is very much dependent “Every on their previous experience and training. Every AT will need guidance, support and advice on how best to make progress within the Teachers’ Standards. Even those who come to you on a final placement are not yet finished article,’ they will still need support around ‘the planning, teaching and assessment in order to achieve a good or outstanding outcome. Each AT is expected to be proactive in school, to drive their own learning and training. It is your role as mentor/coach to support this process”. Responsibilities and Relationships The University Link Tutor (ULT) and the Setting Based Mentors (Professional / Subject / Class / Setting / Workplace) are jointly responsible for assuring the quality of the learning opportunities and the assessment of ATs placed in the school/setting/workplace. AT entitlements are listed in the appropriate Programme documents. All School-based Learning handbooks and documentation, relevant to each placement, are located on the Professional Journey Website 2017-2018, and are clearly marked for each Programme and year group where necessary.
“There isn’t a one-size-fits-all approach to mentoring and it’s easy to overcomplicate it, sometimes I use coaching techniques, sometimes I use mentoring...” “Senior in my school have recognised that being a mentor is a vital part of the toolkit for leadership development. I was asked to be a part of the whole school departmental monitoring procedure because my observation skills were recognised as high order. Staff evaluations showed that the dialogue I fostered after the observations rather than old fashioned feedback was valued and seen as developmental. I have been asked to prepare a report for the governing body on how we might develop this process further this year”. “Every AT that you will work with will be in a different place which is very much dependent on their previous experience and training. Every AT will need guidance, support and advice on how best to make progress within the Teachers’ Standards. Even those who come to you on a final placement are not yet ‘the finished article,’ they will still need support around planning, teaching and assessment in order to achieve a good or outstanding outcome. Each AT is expected to be proactive in school, to drive their own learning and training. It is your role as mentor/coach to support this process”. Responsibilities and Relationships The University Link Tutor (ULT) and the Setting Based Mentors (Professional / Subject / Class / Setting / Workplace) are jointly responsible for assuring the quality of the learning opportunities and the assessment of ATs placed in the school/setting/workplace. AT entitlements are listed in the appropriate Programme documents. All School-based Learning handbooks and documentation, relevant to each placement, are located on the Professional Journey Website 2017-2018, and are clearly marked for each Programme and year group where necessary.