WELCOME to Edge Hill UniversityMentor Training

(Professional Development Area)

Session Objectives:

For Mentors to know:The nature and

demands of the UGPD Programmes;

The role of the Mentor;The requirements of the

setting-based modules; The partnership

relationship.  

Our UGPD Programmes BA (Hons) Children and Young People’s Learning and

Development (CYPLD) for those who are considering working with children and young people in education, but not necessarily in school-based settings

BA (Hons) Teaching, Learning and Mentoring (TLMP) for those who want to work in schools in support roles

BA (Hons) Teaching, Learning and Child Development (TLCD) for those who definitely want to become Primary School teachers via PGCE route

BA (Hons) Early Years Leadership, Management and Enterprise (EYLME) for those who want to work in private sector and possibly run their own nursery working with children 0-5

Foundation Degree in Early Years Practice for those who want to study towards BA Hons degree and work as advanced practitioners in Early Years settings working with children 0-5.

Undergraduate Professional Development (UGPD) Programmes

Early Years MentorsFoundation Degree in Early Years

Practice and LeadershipBA (Hons) Early Years Leadership,

Management and Enterprise (previously known as Professional Practice and Leadership)

UGPD Programmes

Primary Education Phase MentorsBA (Hons) Children and Young

People’s Learning and Development

BA (Hons) Teaching, Learning and Mentoring Practice

BA (Hons) Teaching, Learning and Child Development

Distinctive features of the Undergraduate Professional Development (UGPD) Programmes

◦ Face-to-face sessions alongside setting-based experience

◦ Setting-based tasks, which show how theoretical knowledge is implemented in practice

◦ Support from Edge Hill Visiting Tutors and setting-based Mentors

What are UGPD students expected to do when on placement?Appropriate activities that would allow a student to develop their practical knowledge and understanding include: Observing lessons Working with a whole class and a small group of children Tracking colleagues and children for a day Examining educational setting documentation Assisting individuals or small groups with specific tasks Planning, delivering and evaluating activities for groups of

children Evaluating these activities, including themselves and the

children’s learning Completion of various reflections and critical incidents

whilst on programme Attending setting meetings, open evenings or other whole-

setting activities, including liaising with parents Interviewing key members of staff about their role

The Mentor

It is the responsibility of the educational setting to provide a Mentor. The role of the Mentor is to provide access to learning activities and opportunities to enable students to gain the necessary practice knowledge in the placement and facilitate opportunities for students to undertake set tasks.

The Mentor has a personal responsibility for each student during their placement.

The Mentor plays a key role in supporting students on UGPD programmes and ensuring the delivery of an outstanding placement experience.

The Mentor

The role and the responsibilities of a Mentor vary to the role of a due to the requirement of the individual programmes, however, essentially:the role of the Mentor is to discuss with students

and provide appropriate support and advice in agreeing realisable and appropriate targets and action plans.

It is the responsibility of the Mentor to review student progress at the mid-point of the placement and at the end of each placement year.

In addition, the Mentor will facilitate opportunities for students to undertake set tasks, support student development and, if necessary, re-negotiate agreed targets.

Supporting Target Setting

1. Check accuracy of student’s judgement about their skills

2. Help to transfer development needs into targets in the Action Plan

3. Ensure not too many targets are chosen (3-6 targets are recommended)

4. Make sure targets are SMART (Specific, Measurable, Achievable, Relevant, Time-related)

5. Consider targets determined by the setting

Placement Evaluations To ensure that we maintain and continually

enhance the quality of our provision, Placement Review and Improvement Meetings (PRIMs) are scheduled to take place twice a year with the aim to review every placement in order to evaluate the quality of the student and mentor experiences and to improve future placement provision.

Your voice is important to us! We request that Mentors complete mid-year and end-of-year placement evaluations to enable us to enhance your future mentoring experience

Key Skills for Mentors

To be clear of the role and purpose of a Mentor To be able to support students on the UGPD

ProgrammeTo be able to work effectively with the student

and Edge Hill Visiting TutorTo be able to offer advice and feedback to

students on target setting and in professional practice.

 

What makes a good Mentor? Research findings:

Views ofMentors/s: Good listenerSupportiveAble to offer

guidanceGood knowledge

across age ranges

Good role modelApproachableCaring

Views of students:

ApproachableUnderstandingKnowledgeableGood listenerSupportiveFriendly and

caring

What makes a good student?Research findings:

Views ofMentors/s: Willing to take

adviceA willing listenerProfessionalWell organised

Views of students:

Ability to listen and learn

Acts on adviceFlexibleHardworkingEnthusiastic

What not to do when Mentoring…http://

www.youtube.com/watch?v=C1j0beTn8_U&feature=related

Giving and Accepting Constructive Feedback:

Mentor’s Perspective

Own the feedbackStart with the positiveOnly refer to behaviour that can be

changedBe specific and descriptiveOffer alternativesLeave the recipient with the choice of

changeThink about what your feedback says about

you.

Troubleshooting

Ways of Overcoming Problems:Rational analysis of problem – is it innate

to the mentee, is it to do with the relationship between you, is it to do with lack of shared understanding of role, is it about time? What will help?

Keep this professional - not personalBring in additional support – university or

setting (an independent view) Negotiate more time or as a last resort, a

change of Mentor

The Partnership

Work based tasks

Self-directed study

Analysis and reflection

Student

MentorEdge Hill Visiting Tutor

Monitor agreed targetsSupport and adviseMark assignments

Agree targets, evaluate progress, facilitate tasks, Support and advise, challenge thinking, model good practice

Reflection on tasks, achieve targets, self-review

Respect

Open Communication

Trust

RespectTrustApproachabilityOpen communicationRespond positively

Monitor ProgressResolve DifficultiesProfessional Dialogue

Thank you for engaging with our online Mentor Training Programme