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getting started with mentoring cambridge

Once the mentoring relationship is established, the typical agenda for a mentor meeting is based on the mentee’s goals. It is also important to decide whether staff will be recommended for mentoring or whether they can volunteer to be mentored. Mentoring shows a school’s commitment to staff development. Stages of mentoring It could include the following: • Is the mentor available between sessions? It is important that feedback is balanced and constructive. Will time be provided for meetings during the working day or will they be expected to take place outside working hours? 0000003400 00000 n trailer <<12848142352D4CD2A09D773E8C929987>]/Prev 250127>> startxref 0 %%EOF 141 0 obj <>stream Mentoring helps a school to create a positive working environment. By mentally ‘switching hats’, a mentee can gain new perspective. 0000050031 00000 n Take a look at the resources and Support available to you. • Are the mentor and the mentee expected to take notes? To learn how to create your first assessment, click here. 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..? ‘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. What outcomes will you measure the mentoring programme against? They will provide ongoing advice, helping you achieve the best results at a rate that suits you. 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. We trust them because they have been there before. Getting Started with Cambridge IGCSE (R) and O Level Economics by Susan Grant, 9781108440431, available at Book Depository with free delivery worldwide. Donald Jacobson and Shelley Safian. Aims are the overall intentions for the mentoring programme and outcomes are what will happen as a result of it. Benefits for the mentor 0000039110 00000 n Functions of mentoring Establish the aims and outcomes of mentoring in your school or institution Mentoring gives the mentee the opportunity to reflect and learn from the advice and experience of others. 0000019583 00000 n 4. Through their skills in listening and questioning, mentors can also help mentees to find their own answers. There is detailed information about how to get to Cambridge by bus, train, car and plane on the college's Find Us page. 0000056060 00000 n Mentor Memos. Exercism is 100% free forever. Mentoring develops the mentor’s communication and interpersonal skills. Each different-coloured hat represents a different viewpoint about the situation. The Cambridge LMS (CLMS) is an online platform where you can ˜ nd content that is part of your Cambridge course. Exchange details with your mentee and find out what they want to achieve from mentoring They link what the research says with what happens in the classroom, and provide new ideas to help you get started. (i) Goal: What do you want? It is important to leave enough time between meetings for the mentee to be able to carry out their action plan. Getting Started with Mentoring . For each for these five points, outline how your school’s mentoring programme will fulfil the standard. 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. Before the mentoring process begins, it is important that the details of the meetings are organised. mentoring definition: 1. the act or process of helping and giving advice to a younger or less experienced person…. The mentor provides a sounding board for discussion. 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. The mentor also acts as a role model and source of inspiration for the mentee. The Standard for Teachers’ Professional Development also provides a useful framework to measure the outcomes of a mentoring programme. • Someone who is genuinely interested in developing themselves and others. How will you raise staff awareness about mentoring? Kolb’s Theory of Experiential Learning is useful when mentees encounter a new experience. 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. This is a process which helps them to reflect on their own successes as they share them. 0000037899 00000 n When will meetings take place? Mentors become skilled in rapport building and active listening, which allows them to ask valuable questions and offer feedback. ‘Effective mentors need to have all of the answers’ 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. The ability to develop others so that they can reach their potential is an important skill in leadership as well as in mentoring. Setting boundaries also relates to the confidential nature of the relationship and any arrangements necessary to establish this. evidence and linked to the mentee’s strengths. 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. This is important so that the mentee feels that they can be open and share concerns or difficulties with you that they may feel less comfortable sharing with other people or their managers. Stage 3: The mentee and mentor depend on each other Feedback is most effective when it follows active listening. The mentee becomes more reflective and relies less on the mentor. 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. Confirming the agenda In this case, it might be appropriate to have meetings less often or reduce the time each meeting lasts. Mentoring is a great way to invest a small amount of time and achieve great results. • improve and evaluate student outcomes; Mentoring helps a school to keep staff and identify new talent. What criteria will you use to identify potential mentors? 0000058709 00000 n 0000044531 00000 n For example, ‘What are you hoping to gain from this?’ The Standard for Teachers’ Professional Development. Mentoring gives the mentee encouragement to become more confident in their abilities and more involved in school life. Make sure you share information about yourself with your mentee, as getting to know each other will help to build the relationship. 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. 0000004191 00000 n Since mentoring promotes self-reflection and problem-solving in the mentee, it is an excellent form of professional development. 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. Try. 0000025499 00000 n Account & Lists Account Returns & Orders. Giving feedback The mentor encourages the mentee and builds trust and confidence. 0000001469 00000 n Who is in the best position to be able to give this information? ‘Having a mentor is a sign of weakness’ Mentors draw on their own experience to give advice to mentees. Mentoring is a developmental process which typically has three stages. Learn more. Why wait longer when you can be on your way to enjoying life without chaos! Mentoring gives the mentors recognition as an expert Stage 1: The mentee is more dependent Level up your programming skills with 1,879 exercises across 38 languages, and insightful discussion with our dedicated team of welcoming mentors. Do I have a high level of knowledge and experience in my role? Setting a new action plan and targets It involves transferring experience and expertise so that the less-experienced colleague can develop their skills and achieve their goals. The mentoring relationship can only be successful if understanding and trust are built between the mentor and mentee. 0000037250 00000 n 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. Reels, Reels, Reels… It seems like Instagram’s Reels feature is taking over Instagram at the moment! The GROW model is a useful coaching model which can be used to structure mentoring meetings, in order to make them effective and purposeful. Building the relationship Mentees have the opportunity to grow and develop in their practice. Here is an example of one part of an action plan for a mentoring programme. Getting Started with Itematica. Here is a printable list of interesting books, articles and websites on the topics that we have looked at. The mentor provides this function through the different ways that they offer advice and guidance. 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. They may be delivered to students online, via printable test booklets, or a combination of both. 3. 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. In effective mentor meetings, listening goes beyond simple conversational listening to active listening. 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. There are different aspects of a mentoring programme which can be monitored and evaluated. Greeting 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. 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. Effective questioning is a very important part of mentoring. For each part of the programme this should include aims and objectives, actions, dates, support and resources needed, success criteria and the person responsible. Academic units at Carolina vary greatly, as do their approaches to mentoring. • be prioritised by school leadership. The end of the programme 2 What is the Cambridge LMS ? 0000038545 00000 n • Someone who is credible in their role and able to act as a role model. • Someone who will respect the boundaries of confidentiality in the mentoring relationship. 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. 4. However, in order to make these moments more likely to happen, it is important that mentor relationships and meetings are successful. 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. %PDF-1.7 %���� 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 • Wisdom-accessing questions establish motivation. • Someone who is able to offer encouragement as well as provide useful feedback in a non-judgemental way. Depending on whether you already know your mentee, and how well, it will be useful to find out some information from them. 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’). This will provide a record of the progress the mentee has made towards achieving their goals and draw out key learning from their experiences. 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. Further reading • Kay, D and Hinds, R (2012) A practical guide to mentoring: using coaching and mentoring skills to help others achieve their goals. • Who will be responsible for creating mentoring partnerships? 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. Getting Started With Metacognition for Primary Teachers £ 150.00. • be supported by strong evidence and expertise; We will discuss the benefits of mentoring, look at some research that supports mentoring and consider ways that it can work in practice. Mentors direct mentees towards activities and practices which promote self-reflection. Prime. Also, establish the principles of how you will work together and your expectations of each other. Here are five ways that mentors can build rapport with their mentees and ensure they get the most out of meetings: 1. The mentor helps the mentee to achieve specific tasks related to their goals and they model skills, share strategies and provide feedback on observations. Take Course. Only in the last couple of years have I started to take seriously the instructions found in Titus 2:3-4: This means that over time, mentees become more empowered in making their own decisions and solving their own problems. Mentoring enables each of us to grow, learn, transform, and accomplish goals in education, clinical practice, or research. The main access to the College is from Barton Road and the car park is situated at that entrance. It also shows that you are open to new perspectives and eager to progress and develop professionally. How often and for how long? 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. 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.

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