2 What is the Cambridge LMS ? 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. What protocols and procedures will need to be put in place to support the mentoring programme? 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. Mentoring gives the mentee the opportunity to reflect and learn from the advice and experience of others. • How will this person check that mentors and mentees are compatible in terms of styles and personalities? 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. 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. 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. Learn more. How do their ideas about mentoring compare with yours? 1. Here, two main areas need to be considered: the mentoring process, and mentoring tools and strategies. 5. Home » getting started with mentoring. • What is the system for reviewing the meetings? Watching someone grow in confidence, independence ... Getting started in a new role Learning a new skill or acquiring knowledge A specific challenge or Mentors can make sure that the time they commit is manageable by setting clear boundaries around the times when they are available. Mentors feel a greater %PDF-1.7 %���� Qualities of a good mentor that you may want to consider include the following: Mentoring helps a school to transform its teaching and learning. 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. Establish your school’s or institution’s ability for mentoring 0000003400 00000 n Daloz’s Theory of Adult Learning demonstrates that the level of support and challenge provided by a mentor is critical. It is also a valuable way of highlighting the effectiveness of the mentoring relationship and anything that can be improved as the relationship progresses. 3. Mentoring Getting Started • Ensure mentoring for assistant and associate professors. The Cambridge LMS (CLMS) is an online platform where you can ˜ nd content that is part of your Cambridge course. 7. Exercism is 100% free forever. 0000004931 00000 n At what point (or points) in the programme will you ask for feedback? There are two main functions of the mentoring relationship. 0000004077 00000 n Before the mentoring process begins, it is important that the details of the meetings are organised. The ability to develop others so that they can reach their potential is an important skill in leadership as well as in mentoring. Do I have evidence of having strong social and listening skills? Mentors are role models, but the most effective mentors are those who understand and demonstrate that we are all still learning. Are there suitable places to meet? There are a number of things to consider here: The mentoring relationship allows the mentee to reflect on what is going well and the ways in which they are moving towards their goals. Getting Started Guide Training + Implementation Support View Our Catalogs Request a Quote or Product Sample CARES Act Funding and ThinkUp! 0000064649 00000 n Will the feedback be provided at the end of the programme, during the programme or a mixture of both? They will provide ongoing advice, helping you achieve the best results at a rate that suits you. 2. How will the effects of the mentoring scheme be monitored and evaluated? 0000050031 00000 n 0000003256 00000 n Mentoring challenges and how to deal with them 16 The GROW technique17 ... Relations, Cambridge Inter-Faith programmes. ‘Only mentees benefit from mentoring’ Listen to these educators discussing what mentoring means for them. The mentor provides a sounding board for discussion. 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. It is also likely that the mentor’s self-confidence will improve as they reflect on the experience they have to share. • be prioritised by school leadership. 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. 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. • Wisdom-accessing questions establish motivation. 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. For example, ‘How do you know this is right for you?’, ‘How will you look back on this?’ Your Cambridge Consultant will work out the weight loss programme that best suits you and your lifestyle. 5. The Standard for Teachers’ Professional Development. For example, a neutral setting may be best, with the furniture laid out so that the mentor and mentee can sit together rather than on opposite sides of a desk. For example, ‘What are you hoping to gain from this?’ The Cambridge LMS (CLMS) is an online platform where you can ˜ nd content that is part of your Cambridge course. Through their skills in listening and questioning, mentors can also help mentees to find their own answers. 113 0 obj <> endobj xref There are two main types of questions − open and closed. 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. We will discuss the benefits of mentoring, look at some research that supports mentoring and consider ways that it can work in practice. 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. Categories: Cambridge Assessment International Education, Evaluating impact. • improve and evaluate student outcomes; Meetings could take place every one or two weeks, and last for 30 minutes or an hour. Make sure you share information about yourself with your mentee, as getting to know each other will help to build the relationship. Want to know more? (iv) Will: What will you do? There are different aspects of a mentoring programme which can be monitored and evaluated. Beginning with evidence makes the feedback more believable and linking the evidence to strengths builds a mentee’s confidence. Getting Started with Itematica. 3. Getting started with the Cambridge LMS Student guide CLMSstudentguide (M).indd 1 29/08/2018 10:46. Published on August 23, 2018 December 21, 2019 by Sara Brunsvold 3 Comments. A number of adult learning theories contribute to a framework for mentoring in education. • Someone who is genuinely interested in developing themselves and others. Cambridge International Education ... Mentoring is the process by which an experienced and trusted colleague offers support, advice and guidance to another colleague. Talk to the mentor co-ordinator Getting started with Mentoring. Problem solving techniques The mentor also acts as a role model and source of inspiration for the mentee. It is important to decide how mentoring will meet staff needs and so who mentoring will be offered to in the first year. 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. For each part of the programme this should include aims and objectives, actions, dates, support and resources needed, success criteria and the person responsible. Mentoring is the process by which an experienced and trusted colleague offers support, advice and guidance to another colleague. 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 Reviewing the previous meeting and action taken Mentoring allows the mentor to reflect on and develop their own practice. • include working with others and expert challenge; Stage 1: The mentee is more dependent What arrangements need to be made to allow lesson observations to take place? 1. How to Prepare and Get Started as a Mentor Make sure you fully understand the specific mentoring job you are undertaking. Listen to these educators giving their views on the benefits of mentoring. It also shows that you are open to new perspectives and eager to progress and develop professionally. ‘Any experienced colleague can be a mentor’ Mentoring develops the mentor’s leadership skills. Also, establish the principles of how you will work together and your expectations of each other. The circle continues in this way, with learning from a previous activity informing the next activity. How will I make sure that the mentoring scheme is supported by school leadership and the organisation as a whole? 2. 1. 5. Effective questioning is a very important part of mentoring. 0000004303 00000 n Mentoring gives the mentee encouragement to become more confident in their abilities and more involved in school life. Mentoring enables each of us to grow, learn, transform, and accomplish goals in education, clinical practice, or research. 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. 0000025499 00000 n The main access to the College is from Barton Road and the car park is situated at that entrance. 4. 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. This is a process which helps them to reflect on their own successes as they share them. In the rest of the unit, we will look at the basics of mentoring in more detail. 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. Getting Started with Mentoring . 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. Exchange details with your mentee and find out what they want to achieve from mentoring The mentoring process is goal-oriented and solution-focused. 0000044531 00000 n 0000000876 00000 n Getting Started with Cambridge IGCSE® and O Level Economics: Grant, Susan: Amazon.sg: Books. Aims are the overall intentions for the mentoring programme and outcomes are what will happen as a result of it. • be maintained over time; and 0000068538 00000 n It is a great opportunity for both people to reflect and gain fresh perspectives. Active listening takes lots of practice, but it is very rewarding. • Hypothetical questions temporarily remove barriers to success to find new ways forward. Here are some practical things you can do to begin the process of setting up a mentoring programme in your school. One example of this is de Bono’s Six Thinking Hats. Will this include a statement about confidentiality? Follow these four steps below to get your UIS Password and email account so that you'll receive any pre-arrival messages your College or Department may send. 5. In effective mentor meetings, listening goes beyond simple conversational listening to active listening. 2 What is the Cambridge LMS ? Establish the aims and outcomes of mentoring in your school or institution January 1, 2006. Mentoring Guides for Students. Benefits for the mentee 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. 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. The end of the programme 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. • Is the mentor available between sessions? 113 29 How will you raise staff awareness about mentoring? For example, ‘Knowing what you know now, how could you have done things differently?’. 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. 2. Mentoring is a great way to invest a small amount of time and achieve great results. • Are the mentor and the mentee expected to take notes? 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. 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. Mentoring shows a school’s commitment to staff development. 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. This will provide a record of the progress the mentee has made towards achieving their goals and draw out key learning from their experiences. The mentoring relationship can only be successful if understanding and trust are built between the mentor and mentee. 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. 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. This review leads to learning and an action plan for future activities, which can then be tried out. The aim is to create a variety of possible alternatives which have not previously been considered. Agreeing the details of the next meeting. Mentors are valued by the mentee and by the school as a whole for the knowledge, skills and experience they possess. Feedback and discussion Mentoring supports mentees in developing their classroom practice. ... as getting to know each other will help to build the relationship. h�b```b``~������� �� @16�� ���%�F18��0G��1 2e1�2u1��^��q3�Ш�L��|5����W. However, in order to make these moments more likely to happen, it is important that mentor relationships and meetings are successful. The mentor helps the mentee to achieve specific tasks related to their goals and they model skills, share strategies and provide feedback on observations. The process of setting and achieving goals is empowering and builds confidence, which can transform the whole working environment. It is also a good opportunity to establish the future contact the mentor and mentee will have. The first meeting Brookfield’s Four Lenses model gives mentees the opportunity to explore different viewpoints and perspectives. Once the mentoring relationship is established, the typical agenda for a mentor meeting is based on the mentee’s goals. Here are some practical things you can do if you are going to begin mentoring. Participant experiences 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. It is also important that you are able to keep the content of the discussions you have with your mentee confidential. The standard states that professional development should: 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. ISBN: 9781845284732 • Starr, J (2014) The mentoring manual: your step by step guide to becoming a better mentor. Other popular problem-solving techniques include: SWOT analysis, fishbone analysis, force field analysis and simple brainstorming or lists of pros and cons. Will there be a formal application process? The mentor provides this function through the different ways that they offer advice and guidance. (i) Goal: What do you want? 3. Academic units at Carolina vary greatly, as do their approaches to mentoring. Assessments may be created from a combination of questions and resources you create yourself and those pulled from our item bank. The leadership team can then make sure that the mentoring programme is in line with the school’s strategic vision. The mentoring relationship is based around regular communication in the form of mentor meetings, as well as informal communication between meetings. Organisational outcomes Getting started with Mentoring – Enrichment Functions of mentoring For some mentoring pairs, the mentor may feel comfortable inviting the mentee to contact them at any time. No Comments. There is detailed information about how to get to Cambridge by bus, train, car and plane on the college's Find Us page. 0000019583 00000 n We trust them because they have been there before. Getting started with the Cambridge LMS Student guide. • 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. Getting Started With Language Awareness £ 150.00. They lead us along the journey of our lives. It involves transferring experience and expertise so that the less-experienced colleague can develop their skills and achieve their goals. Mentoring gives the mentee tools and strategies to become a more independent, innovative and responsible learner. 0000001469 00000 n 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. However, you do not necessarily need formal training in these skills, as the process of being a mentor helps to develop them. All Hello, Sign in. It is important to leave enough time between meetings for the mentee to be able to carry out their action plan. 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. • Who will be responsible for managing and co-ordinating the mentoring scheme, and developing the protocols and procedures in your school or institution? How will I promote the mentoring scheme and attract teachers who have the potential to be mentors? Write down the aims that you have for your mentoring programme in terms of what you want it to achieve. • be supported by strong evidence and expertise; Having a mentor shows that you are willing to learn. For each for these five points, outline how your school’s mentoring programme will fulfil the standard. Stage 3: The mentee and mentor depend on each other How often and for how long? Most fellowship applications will require a personal statement, transcript, resume, and a minimum of two recommendation letters. Collaboration and reflection are key to effective learning. 0000003363 00000 n Whether you're considering becoming a mentor or mentee, it is beneficial for both parties to gain an understanding of the key things to consider before getting started. Here are some examples of different kinds of open questions. Setting a new action plan and targets Find out from the mentor co-ordinator what their expectations are for the mentoring relationship. Mentoring is goal-focused. For example, it could be for new teachers, staff completing professional development programmes, or all staff. Throughout the unit, we will encourage you to reflect on mentoring and think about how you can use it in your own school. It is important that feedback is balanced and constructive. 0000037343 00000 n The mentee establishes the specific actions they will take to put their options into practice and take the next step towards their goal. Do I have a genuine interest in developing others? 2. Decide when and where you will meet, and also how often meetings will be held and how long they will last. Here is an example of one part of an action plan for a mentoring programme. The mentor encourages the mentee and builds trust and confidence. Getting Started With Metacognition for Primary Teachers £ 150.00. ... Undergraduate Research and Fellowships Mentoring Office 321 Boucke Building University Park, PA 16802 814-863-8199 | urfm@psu.edu • Someone who is credible in their role and able to act as a role model. Confirming the agenda Depending on whether you already know your mentee, and how well, it will be useful to find out some information from them. When you join a class on the CLMS, your teacher will be able to … Greeting Benefits for the mentor 3. Here is a printable list of interesting books, articles and websites on the topics that we have looked at. mentoring definition: 1. the act or process of helping and giving advice to a younger or less experienced person…. Feedback is particularly effective when it is based on The mentee becomes more self-directed in developing their skills, but also needs frequent feedback. ‘Having a mentor is a sign of weakness’ Prime. Write an action plan for introducing mentoring in the school or institution The model is based on a four-stage cycle. Coaching and mentoring can widen your portfolio when working with others and help you to … 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. ‘Mentoring moments’, which are moments where the mentor’s input and support make a significant difference to the mentee, can happen in formal, planned moments or more informally. • Someone who has effective listening and questioning skills. It is important to begin by establishing mentoring within the leadership team of the school or institution. Contact between meetings • Someone who will respect the boundaries of confidentiality in the mentoring relationship. 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. 2. Here are five ways that mentors can build rapport with their mentees and ensure they get the most out of meetings: 1. Kolb’s Theory of Experiential Learning is useful when mentees encounter a new experience. Will time be provided for meetings during the working day or will they be expected to take place outside working hours? trailer <<12848142352D4CD2A09D773E8C929987>]/Prev 250127>> startxref 0 %%EOF 141 0 obj <>stream 0000037250 00000 n Take Course. Once goals are clearly defined, mentors can help mentees to break down their goals into manageable steps so that they can be achieved. Plain English Campaign’s Crystal Mark does not apply to the diagrams in this document. Harlow: Pearson Education. 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. 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! These include: developing, enabling and influencing others, team work, communication skills and problem solving. Mentoring helps a school to create a positive working environment. This also means that students have the opportunity to learn more effectively and achieve better outcomes. How will mentoring partnerships be established? Mentors may also develop new strategies as a result of helping a mentee to solve a problem that they are having. Mentors are guides. 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. 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. Stages of mentoring They may be delivered to students online, via printable test booklets, or a combination of both. Are there any members of staff who have previous experience of mentoring? Building the relationship Rsearcher Development support researchers in developing their coaching and mentoring knowledge, skills and understanding through providing a variety of opportunities. Donald Jacobson and Shelley Safian. • What are the expectations relating to the mentee completing follow-up tasks after a meeting? They link what the research says with what happens in the classroom, and provide new ideas to help you get started. How often will mentor meetings take place and how long will they be? 4. Mentor Memos. Mentoring. By mentally ‘switching hats’, a mentee can gain new perspective. There is two-way discussion between the mentor and mentee and they plan together. 6. It could include the following: 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. Where? Setting boundaries also relates to the confidential nature of the relationship and any arrangements necessary to establish this. The key characteristics of good leadership are all fundamental to the mentoring process. It is also important that the mentor does not have any line-management responsibilities for the mentee, as this would make it more difficult to build an atmosphere of openness and trust. Further reading • Kay, D and Hinds, R (2012) A practical guide to mentoring: using coaching and mentoring skills to help others achieve their goals. 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. Why wait longer when you can be on your way to enjoying life without chaos! Mentors direct mentees towards activities and practices which promote self-reflection.

getting started with mentoring cambridge

Quick Ball Gold Card Sword And Shield, Epiphone G-400 Exclusive Deluxe Pro Honeyburst, Yellow Bass World Record, Black And Decker 20v Battery 4ah, Who Mandated The National Strategy For Quality Improvement,