Educating mentors Estonian example Katrin PoomValickis Associated Professor

Educating mentors – Estonian example Katrin Poom-Valickis Associated Professor School of Educational Sciences

Topics - What is the role of the mentor - Mentor education program

Mentoring process in Estonia Mentoring in school level – one to one mentoring. Mentor sessions according to the needs of mentee; usually once a week. Mentor is visiting the lessons of mentee and vice versa (depending of the school, once a week or atleast 2 times per semester). Mentor session’s focus on the problematic situations and challenges of the mentee. Some topics might be raised by the mentor as question for example after visiting NQT-s lesson. Group mentoring in the university Induction Centre during school holidays (4 times a year)- approx 12 NQT-s from different schools/kindergartens in one group which is leaded by an experienced teacher-educator. Contents of sessions are depending of NQT-s needs and questions. Learning from each other experiences is important in the group sessions.

Mentor’s tasks in induction programme - Developing a professional relationship Helping to set goals for professional development Planning Observing Giving feedback Supporting reflection and self analysis

Qualities of good mentors - Commitment to the profession Teaching competence Willingness to support professional development Positive thinking Openess and empathy Good communication skills

Good mentors are made, not born - Basic training lasts 8 days (160 h – 6 ECTS) - Funded by Estonian Ministry of Education and Research - Learning methods - discussions, case studies, role plays, self analysis, video training Content: Ø Ø Ø Ø The purpose of induction programme Mentoring and mentor’s role Beginning teacher as adult learner Beginning teacher’s needs and concerns Communication skills, active listening Classroom observation and feedback Reflection, self analysis and development of professional goals

The role of the mentor? The mentor is like. . (please find a metaphor)

Mentor roles - Model – of learning, of commitment, of professionalism, as well as of practice - Acculturator- show “how it`s done here” - Contact maker - introduce to people - Supporter - be there, an ear, a shoulder - Facilitator – provide appropriate interventions to support professional learning - etc. . .

Caterpillar and butterfly

Good mentoring. . . - Helps to become a member of the teachers’ community - supports and inspires the novice teacher to develop professional competences - helps the new teacher to become a reflective practitioner

Lessons learnt - Needs for mentor preparation - Mentoring as a tool for school development - Mentoring is working well only in schools which have the characteristics of a learning organisation, because these schools are oriented towards the idea of teachers’ professional learning.

I went to mentoring and took/had - M - E - N - T - O - R - I - N - G

Thank you! katrinpv@tlu. ee