By C. Rhodes
Written for workers in colleges and schools, this booklet bargains the problem and help essential to comprehend, study and undertake training, mentoring and peer-networking mechanisms as a vital a part of the advance studying inside an supplier. Drawing at the new nationwide process for pro improvement, it emphasises the significance of studying with and from different colleagues, aiding your organisation to develop into a certified studying neighborhood and assisting the force to elevate criteria and attainment. Organised into 9 targeted yet interrelated chapters, this is often a useful sourcebook of functional info for in-service education. It incorporates a diversity of stimulating actions which have interaction the reader and encourages mirrored image on: * the character and significance improvement in faculties and faculties* the aptitude advantages and problems linked to training, mentoring and peer-networking* elements necessary to the profitable institution and administration of training and mentoring programmes* staff management and management training* the position of the trainer, mentor and networker with recognize to the production studying groups.
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Additional resources for A Practical Guide to Mentoring, Coaching and Peer-networking: Teacher Professional Development in Schools and Colleges
The standards are based on the assumption that those who teach in the sector already possess specialised subject knowledge, skills and experience. The standards, therefore, address the professional development of teachers and teaching teams rather than the development of their subject expertise. The standards ﬂow from the key purpose of the teacher which FENTO deﬁnes as: 28 Changing practice and raising standards The key purpose of the FE teacher and those directly involved in supporting learning is to provide high-quality teaching, to create effective opportunities for learning and to enable all learners to achieve to the best of their ability.
Some mentors may consider that this form of feedback is inappropriate, as the receiver only listens to the ﬁrst item of praise and ignores the criticism. They would advocate a more coaching form of feedback in which learners would identify their ‘weakness’, which would be conﬁrmed and clearly described in discussion with the learner. The learner would then draw up a picture of what should have been done, with the guidance of the mentor. Mentors are likely to show empathy by offering examples from their own experiences of similar actions, or by offering stories from other people’s experiences.
How might you go about engaging all the pupils? I hope that you will continue with the good work that you did but please don’t let them all run to the front in future. Strengths Weaknesses Step 2 Agree with a colleague to observe a lesson or watch, with other colleagues if possible, a videotape of a lesson. Prepare for a ten-minute feedback for your colleague or to share with your group based on the observations made. Please use the following headings to guide comments you will make. Be sure to provide feedback which is effective and will contain learning points for the recipient.