Mentoring the mentors

Jill Shimi; Lauren Boath

Mentoring the mentors

Research output: Contribution to conference › Paper › peer-review

Abstract

This paper explores the use of a model of mentoring and coteaching as a means of support for student-inductees within a new route into secondary teaching in the STEM subjects, the Postgraduate Certificate in Education with supported induction route (PGCE(S) with SIR) launched by the University of Dundee in January 2018.

The PGCE(S) with SIR, unique within Scottish teacher education, integrates the initial teacher education phase and the Teacher Induction Scheme, into a single programme, throughout which student-inductees are financially supported. Running for 52 weeks, including a total of 37 weeks on school placement, split into two modules of 18 and 19 weeks respectively, the course presents challenges and opportunities for qualified teachers acting as mentors in the school setting.

The mentor, who we call school-based supporters, are required to engage with a University Masters-level module (30 credits) in mentoring and coaching, funded by Scottish Government, aligning with the aspirations of ‘Teaching Scotland’s Future’ (2010):

“(to) allow real and sustained engagement on tasks which will lead to identifiable impact on learning… (the) culture should include greater encouragement for teachers to gain advanced qualifications… advanced study is part of the enhanced professionalism which runs through the Review’s recommendations, and that the quality and demands of CPD should reflect these expectations” (p. 10).

Student-inductees have the benefit of a school-based supporter in their subject specialism. Together, they implement a coteaching framework (Murphy, 2016) developing the mentoring relationship within the classroom space. This presentation considers the drivers, the challenges, the delivery and the benefits of mentoring the mentors within a coteaching model, as part of initial teacher education.

References

Connor, M. And Pokora, J. (2012) Mentoring and Coaching at Work: Developing Effective Practice. Berkshire, England: Open University Press.

Murphy, C. (2016) Coteaching in teacher education: Innovative pedagogy for excellence (1st. ed., Critical guides for teacher educators).

Scottish Government (2010) Teaching Scotland’s Future. http://www.gov.scot/Publications/2011/01/13092132/0 (Accessed 17/1/18)

Original language	English
Publication status	Published - 17 May 2018
Event	Teacher Education Policy in Europe Network (2018) - University of Minho, Braga, Portugal Duration: 17 May 2018 → 19 May 2018 https://www.tepe2018.com/

Conference

Conference	Teacher Education Policy in Europe Network (2018)
Abbreviated title	TEPE 2018
Country/Territory	Portugal
City	Braga
Period	17/05/18 → 19/05/18
Internet address	https://www.tepe2018.com/

Keywords

Teacher education
professional learning
STEM
Mentoring

Cite this

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title = "Mentoring the mentors",

abstract = "This paper explores the use of a model of mentoring and coteaching as a means of support for student-inductees within a new route into secondary teaching in the STEM subjects, the Postgraduate Certificate in Education with supported induction route (PGCE(S) with SIR) launched by the University of Dundee in January 2018.The PGCE(S) with SIR, unique within Scottish teacher education, integrates the initial teacher education phase and the Teacher Induction Scheme, into a single programme, throughout which student-inductees are financially supported. Running for 52 weeks, including a total of 37 weeks on school placement, split into two modules of 18 and 19 weeks respectively, the course presents challenges and opportunities for qualified teachers acting as mentors in the school setting.The mentor, who we call school-based supporters, are required to engage with a University Masters-level module (30 credits) in mentoring and coaching, funded by Scottish Government, aligning with the aspirations of {\textquoteleft}Teaching Scotland{\textquoteright}s Future{\textquoteright} (2010):“(to) allow real and sustained engagement on tasks which will lead to identifiable impact on learning… (the) culture should include greater encouragement for teachers to gain advanced qualifications… advanced study is part of the enhanced professionalism which runs through the Review{\textquoteright}s recommendations, and that the quality and demands of CPD should reflect these expectations” (p. 10).Student-inductees have the benefit of a school-based supporter in their subject specialism. Together, they implement a coteaching framework (Murphy, 2016) developing the mentoring relationship within the classroom space. This presentation considers the drivers, the challenges, the delivery and the benefits of mentoring the mentors within a coteaching model, as part of initial teacher education.ReferencesConnor, M. And Pokora, J. (2012) Mentoring and Coaching at Work: Developing Effective Practice. Berkshire, England: Open University Press.Murphy, C. (2016) Coteaching in teacher education: Innovative pedagogy for excellence (1st. ed., Critical guides for teacher educators). Scottish Government (2010) Teaching Scotland{\textquoteright}s Future. http://www.gov.scot/Publications/2011/01/13092132/0 (Accessed 17/1/18)",

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AU - Boath, Lauren

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N2 - This paper explores the use of a model of mentoring and coteaching as a means of support for student-inductees within a new route into secondary teaching in the STEM subjects, the Postgraduate Certificate in Education with supported induction route (PGCE(S) with SIR) launched by the University of Dundee in January 2018.The PGCE(S) with SIR, unique within Scottish teacher education, integrates the initial teacher education phase and the Teacher Induction Scheme, into a single programme, throughout which student-inductees are financially supported. Running for 52 weeks, including a total of 37 weeks on school placement, split into two modules of 18 and 19 weeks respectively, the course presents challenges and opportunities for qualified teachers acting as mentors in the school setting.The mentor, who we call school-based supporters, are required to engage with a University Masters-level module (30 credits) in mentoring and coaching, funded by Scottish Government, aligning with the aspirations of ‘Teaching Scotland’s Future’ (2010):“(to) allow real and sustained engagement on tasks which will lead to identifiable impact on learning… (the) culture should include greater encouragement for teachers to gain advanced qualifications… advanced study is part of the enhanced professionalism which runs through the Review’s recommendations, and that the quality and demands of CPD should reflect these expectations” (p. 10).Student-inductees have the benefit of a school-based supporter in their subject specialism. Together, they implement a coteaching framework (Murphy, 2016) developing the mentoring relationship within the classroom space. This presentation considers the drivers, the challenges, the delivery and the benefits of mentoring the mentors within a coteaching model, as part of initial teacher education.ReferencesConnor, M. And Pokora, J. (2012) Mentoring and Coaching at Work: Developing Effective Practice. Berkshire, England: Open University Press.Murphy, C. (2016) Coteaching in teacher education: Innovative pedagogy for excellence (1st. ed., Critical guides for teacher educators). Scottish Government (2010) Teaching Scotland’s Future. http://www.gov.scot/Publications/2011/01/13092132/0 (Accessed 17/1/18)

AB - This paper explores the use of a model of mentoring and coteaching as a means of support for student-inductees within a new route into secondary teaching in the STEM subjects, the Postgraduate Certificate in Education with supported induction route (PGCE(S) with SIR) launched by the University of Dundee in January 2018.The PGCE(S) with SIR, unique within Scottish teacher education, integrates the initial teacher education phase and the Teacher Induction Scheme, into a single programme, throughout which student-inductees are financially supported. Running for 52 weeks, including a total of 37 weeks on school placement, split into two modules of 18 and 19 weeks respectively, the course presents challenges and opportunities for qualified teachers acting as mentors in the school setting.The mentor, who we call school-based supporters, are required to engage with a University Masters-level module (30 credits) in mentoring and coaching, funded by Scottish Government, aligning with the aspirations of ‘Teaching Scotland’s Future’ (2010):“(to) allow real and sustained engagement on tasks which will lead to identifiable impact on learning… (the) culture should include greater encouragement for teachers to gain advanced qualifications… advanced study is part of the enhanced professionalism which runs through the Review’s recommendations, and that the quality and demands of CPD should reflect these expectations” (p. 10).Student-inductees have the benefit of a school-based supporter in their subject specialism. Together, they implement a coteaching framework (Murphy, 2016) developing the mentoring relationship within the classroom space. This presentation considers the drivers, the challenges, the delivery and the benefits of mentoring the mentors within a coteaching model, as part of initial teacher education.ReferencesConnor, M. And Pokora, J. (2012) Mentoring and Coaching at Work: Developing Effective Practice. Berkshire, England: Open University Press.Murphy, C. (2016) Coteaching in teacher education: Innovative pedagogy for excellence (1st. ed., Critical guides for teacher educators). Scottish Government (2010) Teaching Scotland’s Future. http://www.gov.scot/Publications/2011/01/13092132/0 (Accessed 17/1/18)

KW - Teacher education

KW - professional learning

KW - STEM

KW - Mentoring

M3 - Paper

T2 - Teacher Education Policy in Europe Network (2018)

Y2 - 17 May 2018 through 19 May 2018

ER -

Mentoring the mentors

Abstract

Conference

Keywords

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Cite this