The Cambridge LMS (CLMS) is an online platform where you can ˜ nd content that is part of your Cambridge course. 3. Mentoring Minds Product Support This makes it more likely that they will have job satisfaction, as well as being ready for career-development opportunities when they arise. getting started with mentoring. Likewise, mentors are able to offer mentees exposure to aspects of school life that they would not otherwise gain experience of. Find event and ticket information. Although a mentor may be older than the mentee, this does not have to be the case. When you join a class on the CLMS, your teacher will be able to … • be maintained over time; and 2. This means that over time, mentees become more empowered in making their own decisions and solving their own problems. Listen to these educators discussing what mentoring means for them. It also shows that you are open to new perspectives and eager to progress and develop professionally. (iii) Options: What could you do? • What are the timetabling requirements of the mentoring programme? The mentee becomes more self-directed in developing their skills, but also needs frequent feedback. • Someone who has effective listening and questioning skills. We trust them because they have been there before. Mentoring enables each of us to grow, learn, transform, and accomplish goals in education, clinical practice, or research. The Standard for Teachers’ Professional Development. This review leads to learning and an action plan for future activities, which can then be tried out. It could include the following: Mentors also need to have excellent social skills so that they can build effective relationships with their mentees. %PDF-1.7 %���� 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. Establish the aims and outcomes of mentoring in your school or institution Organisational outcomes Only in the last couple of years have I started to take seriously the instructions found in Titus 2:3-4: 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. ‘Only mentees benefit from mentoring’ 0000013701 00000 n Here are some practical things you can do to begin the process of setting up a mentoring programme in your school. Mentoring gives the mentors recognition as an expert The aim is to create a variety of possible alternatives which have not previously been considered. Prime. The mentoring relationship allows the mentee to reflect on what is going well and the ways in which they are moving towards their goals. How will you raise staff awareness about mentoring? Mentoring develops the mentor’s leadership skills. Mentoring may be old hat to most of the corporate world, but it's relatively new to warehouses and distribution centers. 2. The mentee explores where they currently are in relation to their goal, including the positive things that can help them to move towards it and any potential barriers. 2. Programme processes There are a number of things to consider here: Getting Started. The role of mentor is also a position of responsibility which develops leadership skills. Functions of mentoring ... as getting to know each other will help to build the relationship. Since mentoring promotes self-reflection and problem-solving in the mentee, it is an excellent form of professional development. Reviewing the previous meeting and action taken These interactive resources introduce and develop key areas of teaching and learning practice. 0000038545 00000 n 2 What is the Cambridge LMS ? 113 0 obj <> endobj xref 0000004077 00000 n What protocols and procedures will need to be put in place to support the mentoring programme? There are different aspects of a mentoring programme which can be monitored and evaluated. 0000031374 00000 n The mentoring relationship can only be successful if understanding and trust are built between the mentor and mentee. Find out from the mentor co-ordinator what their expectations are for the mentoring relationship. Having a mentor shows that you are willing to learn. Here are five ways that mentors can build rapport with their mentees and ensure they get the most out of meetings: 1. The mentor provides this function through the different ways that they offer advice and guidance. The main access to the College is from Barton Road and the car park is situated at that entrance. ISBN: 9781845284732 • Starr, J (2014) The mentoring manual: your step by step guide to becoming a better mentor. They lead us along the journey of our lives. • What level of challenge is the mentee comfortable with? • be prioritised by school leadership. Benefits for the school or institution 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. 0000001599 00000 n • Hypothetical questions temporarily remove barriers to success to find new ways forward. evidence and linked to the mentee’s strengths. The mentor also acts as a role model and source of inspiration for the mentee. The ‘GROW’ Model 5. 3. 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. Regular mentor meetings are the foundation of the mentoring relationship. Write down the aims that you have for your mentoring programme in terms of what you want it to achieve. Mentors are valued by the mentee and by the school as a whole for the knowledge, skills and experience they possess. Brookfield suggests that the goal of the critically reflective teacher is to gain awareness of their practice from as many different viewpoints as possible − their own, their students’, their peers’ and through engagement with theoretical literature. At the end of the programme it is helpful to have a final conversation. For each for these five points, outline how your school’s mentoring programme will fulfil the standard. What criteria will you use to identify potential mentors? You don’t have to wait until you get here to start using the IT services the University provides for you. Mentors can make sure that the time they commit is manageable by setting clear boundaries around the times when they are available. It is also important to decide whether staff will be recommended for mentoring or whether they can volunteer to be mentored. What outcomes will you measure the mentoring programme against? Getting to College. Harlow: Pearson Education. Meetings could take place every one or two weeks, and last for 30 minutes or an hour. 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. How will the effects of the mentoring scheme be monitored and evaluated? Kolb’s Theory of Experiential Learning is useful when mentees encounter a new experience. Mentoring Getting Started • Ensure mentoring for assistant and associate professors. The process of setting and achieving goals is empowering and builds confidence, which can transform the whole working environment. Getting started with the Cambridge LMS Student guide. 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. Mentoring is a great way to invest a small amount of time and achieve great results. 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. Here, the mentor switches off both internal and external distractions to allow them to focus more carefully on what the mentee is saying. 7. • Is the mentor available between sessions? Benefits for the mentee Am I trustworthy and can I respect confidentiality boundaries? Getting started with the Cambridge LMS Student guide CLMSstudentguide (M).indd 1 29/08/2018 10:46. Getting started with Mentoring. Here are some practical things you can do if you are going to begin mentoring. 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. Once goals are clearly defined, mentors can help mentees to break down their goals into manageable steps so that they can be achieved. • What training and ongoing support will mentors need and how will this be provided? Do I have the time and space to meet regularly with my mentee? 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. However, in order to make these moments more likely to happen, it is important that mentor relationships and meetings are successful. MENTOR National and Affiliates will use the information you provide to better inform future publications and keep you up to date with advancements in the mentoring … The mentor encourages the mentee and builds trust and confidence. 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. 0000044531 00000 n For example, ‘If there were no limits to resources, what would you do?’, Reflective questions draw on knowledge a mentee already has. Mentoring gives the mentee support to allow them to identify and achieve their goals. Categories: Cambridge Assessment International Education, Evaluating impact. By mentally ‘switching hats’, a mentee can gain new perspective. 1. • include working with others and expert challenge; Other popular problem-solving techniques include: SWOT analysis, fishbone analysis, force field analysis and simple brainstorming or lists of pros and cons. 3. • Someone who is credible in their role and able to act as a role model. A successful mentoring relationship depends on strong communication and interpersonal skills, which are transferable to every aspect of life. Colleagues at every stage of the learning process can benefit from mentoring and in many workplaces, mentoring will involve multiple relationships that span a mentee’s whole career. • Who will be responsible for managing and co-ordinating the mentoring scheme, and developing the protocols and procedures in your school or institution? 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..? 1. 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. The GROW model is a useful coaching model which can be used to structure mentoring meetings, in order to make them effective and purposeful. For example, ‘Knowing what you know now, how could you have done things differently?’. • Wisdom-accessing questions establish motivation. The mentee becomes more reflective and relies less on the mentor. 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. Will the information you collect relate to the quality or the amount of mentoring provided, or a mixture of both? Open questions are powerful tools for mentors. The model is based on a four-stage cycle. Academic units at Carolina vary greatly, as do their approaches to mentoring. Cambridge International Education ... Mentoring is the process by which an experienced and trusted colleague offers support, advice and guidance to another colleague. The circle continues in this way, with learning from a previous activity informing the next activity. 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. Your Cambridge Consultant will work out the weight loss programme that best suits you and your lifestyle. Questioning 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. 2 What is the Cambridge LMS ? Home » getting started with mentoring. 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. 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. Do I have evidence of having strong social and listening skills? We will discuss the benefits of mentoring, look at some research that supports mentoring and consider ways that it can work in practice. 0000002668 00000 n It is also important that you are able to keep the content of the discussions you have with your mentee confidential. The ability to develop others so that they can reach their potential is an important skill in leadership as well as in mentoring. Mentors draw on their own experience to give advice to mentees. Getting Started Mentoring is an important component of developing and sustaining a satisfying professional career. It is also an important time to establish ‘ground rules’ for future meetings. 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. 3. Active Listening Getting started with research - Volume 8 Issue 2 - Heidi Probst, Rachel Harris Skip to main content We use cookies to distinguish you from other users and to … • 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. Through their skills in listening and questioning, mentors can also help mentees to find their own answers. Level up your programming skills with 1,879 exercises across 38 languages, and insightful discussion with our dedicated team of welcoming mentors. Mentoring is the process by which an experienced and trusted colleague offers support, advice and guidance to another colleague. One example of this is de Bono’s Six Thinking Hats. The first meeting 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. 1. 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. Mentoring gives the mentee tools and strategies to become a more independent, innovative and responsible learner. Daloz’s Theory of Adult Learning demonstrates that the level of support and challenge provided by a mentor is critical. 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. Will this include a statement about confidentiality? (iv) Will: What will you do? The first meeting is an opportunity for the mentor and the mentee to get to know each other better and build a relationship. ‘Effective mentors need to have all of the answers’ 0000039110 00000 n Brookfield’s Four Lenses model gives mentees the opportunity to explore different viewpoints and perspectives. 0000003363 00000 n • Someone who is able to offer encouragement as well as provide useful feedback in a non-judgemental way. Skip to main content.sg. This involves making sure the whole leadership team has a shared understanding about what mentoring is and a commitment to developing mentoring. Throughout the unit, we will encourage you to reflect on mentoring and think about how you can use it in your own school. Mentoring gives the mentee encouragement to become more confident in their abilities and more involved in school life. No Comments. Beginning with evidence makes the feedback more believable and linking the evidence to strengths builds a mentee’s confidence. 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. 1. Exchange details with your mentee and find out what they want to achieve from mentoring Donald Jacobson and Shelley Safian. 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. Try. 0000058709 00000 n 0000037899 00000 n Getting Started Guide Training + Implementation Support View Our Catalogs Request a Quote or Product Sample CARES Act Funding and ThinkUp! This will provide a record of the progress the mentee has made towards achieving their goals and draw out key learning from their experiences. What arrangements need to be made to allow lesson observations to take place? The mentor also gains personal and leadership skills which are valuable for their own career development, and they can gain a real sense of achievement in knowing they have made a difference to the mentee’s professional development. Do I have a high level of knowledge and experience in my role? Building the relationship Will the feedback be provided at the end of the programme, during the programme or a mixture of both? Are there suitable places to meet? Getting Started With Metacognition for Primary Teachers £ 150.00. 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. • What is the system for reviewing the meetings? Most fellowship applications will require a personal statement, transcript, resume, and a minimum of two recommendation letters. • What are the expectations relating to the mentee completing follow-up tasks after a meeting? 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. 3. Stage 3: The mentee and mentor depend on each other The mentee is able to find solutions, make decisions and solve problems. Strong social skills are essential in order to be an effective mentor. 5. It is important to begin by establishing mentoring within the leadership team of the school or institution. 0000056060 00000 n With Cambridge Weight Plan you won’t be getting your support from a faceless person on the other end of the phone or buying your products online. How will I promote the mentoring scheme and attract teachers who have the potential to be mentors? 0000004931 00000 n 0000025499 00000 n 4. 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. 0000003256 00000 n For some mentoring pairs, the mentor may feel comfortable inviting the mentee to contact them at any time. The leadership team can then make sure that the mentoring programme is in line with the school’s strategic vision. 0000037343 00000 n (ii) Reality: What is happening? Learn more. Why wait longer when you can be on your way to enjoying life without chaos! Mentors feel a greater Code Practice and Mentorship for Everyone. From this point, they reflect on and review the experience of the lesson. 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. Mentoring is a valuable way of sharing best practice. • Someone who is open and willing to share their experiences, both good and bad. 0000004303 00000 n 5. In the rest of the unit, we will look at the basics of mentoring in more detail. 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. Coaching and mentoring can widen your portfolio when working with others and help you to … Mentors may also develop new strategies as a result of helping a mentee to solve a problem that they are having. Also, establish the principles of how you will work together and your expectations of each other. Contact between meetings Qualities of a good mentor that you may want to consider include the following: Talk to the mentor co-ordinator Each different-coloured hat represents a different viewpoint about the situation. • Someone who will respect the boundaries of confidentiality in the mentoring relationship. Setting boundaries also relates to the confidential nature of the relationship and any arrangements necessary to establish this.
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