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Mentoring teachers in the primary school : a practical guide / edited by Kristy Howells and Julia Lawrence with Judith Roden.
- Format:
- Book
- Series:
- Mentoring trainee and newly qualified teachers.
- Mentoring trainee and newly qualified teachers
- Language:
- English
- Subjects (All):
- Mentoring in education--Great Britain.
- Mentoring in education.
- Physical Description:
- 1 online resource (297 pages).
- Edition:
- 1st ed.
- Place of Publication:
- Abingdon, Oxon ; New York : Routledge, 2021.
- Summary:
- "Mentoring Teachers in the Primary School helps mentors of trainee and newly qualified primary school teachers in both developing their own mentoring skills and providing the essential guidance their beginning teachers need as they navigate the roller-coaster of the first years in the classroom. Offering tried and tested strategies based on the best research, it covers the knowledge, skills and understanding every mentor needs. Together with tools for self-evaluation, this book is a vital source of support and inspiration for all those involved in developing the next generation of outstanding teachers. Key topics for primary mentors include: subject-based chapters, teaching SEND Early Years developing pedagogical content knowledge Filled with guidance to support mentor's own development, Mentoring Teachers in the Primary School is a vital guide for mentors of primary school teachers, both trainee and newly qualified, with ready-to-use strategies that support and inspire both mentors and beginning teachers alike"-- Provided by publisher.
- Contents:
- Cover
- Half Title
- Series Information
- Title Page
- Copyright Page
- Table of contents
- Illustrations
- Tasks
- Case studies
- Contributors
- An introduction to the series: Mentoring Trainee and Newly Qualified Teachers
- Acknowledgements
- Introduction
- Section 1 The role of the mentor
- 1 Models of mentoring
- Objectives
- Definitions of mentoring
- The context in which you are working, which underpins your mentoring practice
- Effective mentoring models
- Summary
- Further reading
- 2 Becoming a mentor
- Why mentor?
- The qualities of a good mentor
- What do beginning primary teachers say about the qualities that mentors need?
- The multidimensional mentoring role
- Being a socialising agent
- Being an emotional support system
- Being an instructional coach
- Taking a coaching approach
- The benefits of mentoring others
- Tensions in mentoring
- Developing your skills as a mentor
- Diagnosing issues
- Setting targets
- Action
- Reflection
- 3 Successful mentoring in action
- The mentor
- Trust
- Establishing shared values
- Vulnerability
- Honesty
- High expectations
- Challenging relationships
- Revisiting the initial meeting
- Other potential challenges
- 4 Managing your role as a mentor
- Your role as a mentor
- Being clear about your role
- The evolving role of the mentor
- Who benefits?
- Setting boundaries
- Mentoring as a relationship
- Questioning current approaches
- Section 2 Mentoring relationships
- 5 The importance of working with beginning teachers
- Why is it important to mentor beginning teachers?
- A beginning teacher's perspective.
- The ethics of mentoring
- The seven 'mentor obligations'
- Establishing a clear understanding of roles and responsibilities
- Models of mentoring
- Structuring mentoring conversations
- Egan's skilled helper model
- Stage 1: Exploration
- Stage 2: Challenging
- Stage 3: Action planning
- 6 Working with a beginning teacher to negotiate the setting
- School culture
- Collaborative culture
- Risks
- Opportunities
- Comfortable-collaborative culture
- Contrived-collegial culture
- Balkanised culture
- Fragmented culture
- Toxic culture
- Further analysing your school culture
- Hofstede's cultural onion model
- Values
- Rituals
- Heroes
- Symbols
- Additional roles of the mentor: A 'whisper in the ear'
- Negotiating workload and prioritising
- Building their reputation
- 7 Developing a relationship with mentees
- Effective mentoring
- First things first
- Times of transition
- Collaboration
- Deconstructing practice
- Being reflective
- A sense of belonging
- 8 Learning conversations
- Skills and qualities of a mentor
- Mentoring and coaching
- Being reflective: Reflection-in-action, reflection-on-action
- Beginning teachers' experiences of feedback following lesson observations
- Learning conversations
- How learning conversations work
- Models for learning conversations
- Utilising learning conversations to follow up on a lesson observation
- The learning conversation itself
- Moving along the continuum from being directive to non-directive
- 9 Making accurate assessments.
- Introduction
- Summative assessment
- Formative assessment
- Constructive dialogue
- Self-evaluation
- Quality questioning
- Formative and summative assessment as a connected process
- 10 Supporting the wellbeing and additional needs of your mentees
- Definitions of wellbeing
- The connection between individual and organisational wellbeing
- 'Put on your own oxygen mask first': Looking after your own wellbeing
- Practical approaches to supporting beginning teachers' wellbeing
- Socratic questioning method and emotional health
- How relationships between mentors and mentees can be built on a foundation of emotional health through the Family Links four constructs
- 11 Supporting resilience in practice: Mentoring to enable others to 'thrive' in teaching
- What is resilience?
- Why do we need resilience?
- The process of being resilient
- Reflective practice for strengthening personal control
- Engaging with reflective writing
- The language of critical reflection
- Bridging reflection and resilience
- Finding your resilient voice
- Section 3 Mentoring in specialist areas
- 12 Mentoring for art and design
- What are the essential elements of good practice in primary art and design?
- What do beginning teachers need to help them optimise learning in art and design?
- What help do beginning teachers need to teach art and design more effectively?
- Access to the art and design curriculum
- Assessment within the art and design lesson
- Safe and engaging learning environment
- How can mentors best support beginning teachers in their teaching of art and design?
- 13 Mentoring for mathematics
- Introduction.
- Objectives
- What is good teaching and learning of primary mathematics?
- What are the issues with mentoring and mathematics?
- Supporting beginning teachers' development in mathematics
- Mathematics-specific feedback
- 14 Mentoring for physical education
- What are the essential elements of good practice in primary physical education?
- Pace
- Structure
- Transferable skills
- Competition
- What do beginning teachers need to help them to optimise learning in physical education?
- What help do beginning teachers need to teach physical education more effectively?
- How can mentors best support mentees in their teaching of physical education?
- 15 Mentoring for reading
- The definition of reading used in this chapter
- Mentoring for good teaching and learning of reading
- Supporting a beginning teacher to teach reading
- Developing your mentee's understanding of teaching reading
- 16 Mentoring for science, technology, engineering and mathematics (STEM)
- What is STEM?
- Why STEM?
- The leaky pipeline
- Curriculum emphasis
- The where of STEM
- Regular input in addition to curriculum time
- Ask a STEM Ambassador to lunch or to work alongside your beginning teacher
- A day in my life
- One off event
- The collapsed curriculum
- Projects
- Professional institutions
- Section 4 Mentor development
- 17 The role of research in mentoring
- Why mentors should engage with research and why educational research is important
- Using research to inform the mentor-mentee relationship
- Frameworks for mentoring: Case studies
- Promoting learning conversations.
- How mentors can engage with and make the best use of research
- Individual reading of user reviews to support research
- Collaboration with universities
- With what kinds of research should mentors engage?
- 18 Developing a community of mentoring and coaching in a school
- The role of the lead mentor
- Mentors are assigned carefully
- Mentors are prepared and supported appropriately
- Lead mentors see the 'big picture', ensuring consistency and high-quality mentor support
- Why is the role of the lead mentor important?
- Ongoing actions throughout the year
- The role of the lead mentor in addressing potential challenges
- Identifying the issue(s)
- Planning the intervention
- Implementing and reviewing the intervention
- Monitoring the quality of mentoring
- Strategies to monitor the quality of mentoring
- Creating a successful community of mentoring and coaching
- Coaching and mentoring
- Questions to consider in developing whole-school mentoring and coaching
- Who is the mentoring and coaching for?
- How flexible is your mentoring and coaching provision?
- How will mentors and coaches be allocated in your school?
- How confidential are mentoring and coaching conversations?
- 19 The secrets of partnership working for mentors
- What is partnership?
- Philosophical approaches to successful partnership
- The secrets of successful partnerships
- References
- Index.
- Notes:
- Description based on print version record.
- ISBN:
- 0-429-75426-4
- 0-429-42419-1
- 0-429-75427-2
- 9780429424199
- OCLC:
- 1192305391
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