The document provides guidance on completing a self-evaluation and development plan for a mentoring relationship. It instructs the user to describe their current mentoring practice, goals for development, and specific steps to achieve the desired practice. The user describes their current collaborative practice and goal of achieving a high level of collaboration through regularly meeting with their mentee. They identify steps like making time to discuss activities and providing a friendly environment. The user's goal is building high trust through open communication and being open to learning from their mentee. They will work towards this by keeping an open classroom and being available to discuss both school and personal topics.

1. Elena Pezzi - Module 2 Self-Evaluation & Development Plan
How to use this document
This document is there to help you consolidate your reflections and sharing of ideas during the module and turn them
into concrete, actionable steps to improve your practice as a mentor. The document will also be part of your final
submission of work on the course in Module 4.
1. Your first step in filling-in this document will be to briefly describe your current practice, something you have
probably already done as part of the module. Feel free to copy your contributions from the Padlets, Triciders,
etc.
2. The second step is to think about what your goals are as a mentor, what development would you like to see in
your own mentoring practice. As part of this, consider the views expressed during the course by other
participants and as part of the course content.
3. As a third step identify a set of concrete steps and actions that you can do to come closer to the goal
expressed previously.
Current Practice Desired Practice Steps to achieve Desired
Practice
Describe in 1-3 sentences how collaborative your
current mentoring relationship is. Think about
the definition of collaboration used by Rachel in
section 2.1 and if possible briefly describe an
example/situation that illustrates a collaborative
practice. If you are not yet in a mentoring
relationship identify the focus and nature of
collaborative work you plan to do with your
mentee.
Beginning from the ideas that Rachel says
in her video ("Let's give each other space to
think, put in practice, review, then come
back"), I've asked (and thought together
with my mentee) about the idea of having a
common way of teaching a foreign
language.
We both agree that PBL methodology is
one of the best way to develop real
learning and interaction in our classrooms.
That is why we have decided to dedicate
some time - during our mentor/mentee
relationship - to investigate on how to
implement it in our teaching and to put it
in practice through step-by-step activities.
One of the most important aspects - that
Rachel underlines - is the
word TOGETHER that regularly appears in
the video itself and in other colleagues'
posts. It can be associated to other words:
solidarity, collaborative conversation, trust,
feeling not to be judged, etc.
Describe in 1-3 sentences what level
of collaboration you would like to
achieve with your mentee. Think
about what level of collaboration is
realistic, taking into account time
constraints, different interests, etc..
Try to identify the level of
collaboration that you would be
comfortable with.
Luckily I have a very good
relationship with my mentee and
it does not bother me to spend
time collaborating with her.
We often meet in teachers’
room, but even more often we
go out for a coffee and there we
discuss together about activities,
methodologies, problems, hopes
and experiences.
I could not think about a
mentor/mentee relationship
without a strong level of trust
and collaboration. To tell the
truth I have been very lucky so
far because I have always met
great mentees!
Describe in a bulleted list what you
need to do in order to achieve any
desired changes/developments
identified in the previous column. Try
to identify small concrete steps that
will allow you to realistically progress
towards your desired practice.
 Always give space and
time to talk together with
your mentee
 Stimulate a friendly
relationship: have a
coffee, have lunch
together if you have to
stay at school in the
afternoon ...
 Feel free to talk about
issues, problems but also
positive aspects.
 Avoid any “authoritative
position”: you have got to
learn a lot from your
mentee

2. Describe in 1-3 sentences the level of trust that
exists from both sides in your mentoring
relationship What do you do to build such trust?
What did you or the mentee do to destroy
trust? If you are not yet in a mentoring
relationship describe the level of trust that
existed in a similar type of relationship you have
experienced in the past (when you were a
mentee yourself or with a more senior
colleague) as well as how trust/distrust
developed.
Everything began when I started teaching
...
I have to give a million of thanks to my two
dear and unforgettable mentors!
They immediately showed me that they
trusted in me, sharing with me little but
important details of their way of teaching.
We soon formed a good team and they
helped me to raise the necessary self-
confidence in my teaching skills...
Afterwards, when I became a mentor, I
tried to do the same with my mentees and I
have to say that it works as well with
them...
I think that trust can be destroyed by envy
and false behaviours. Be sincere and
“open” as much as you can and you will
enjoy your relationship (as any relationship
in life....)
Describe in 1-3 sentences the level
of trust you would like to achieve
with your mentee. Think about to
what extent you are comfortable to
open up and tell your mentee about
your weaknesses, fears, etc. and
how comfortable are you for the
mentee to open up for example
about personal issues that might
play into their wellbeing at school.
I would like to keep my doors
open which an attitude of innate
trust, a disposition of being
changed by the other.
Changes are always positive,
above all in our job, we are
"neverending changing teachers"
and we can do that only if we
keep our doors open: those of
our mind, heart, convictions,
behaviours...
Just a little example: I always
keep my classrom's door open,
so that colleagues can enter and
interact - if they want to - with
me and my students, to make
our lesson richer.
On a metaphorical point of view,
I try to keep the door of my eyes
wide open when my mentee is
asking me how to deal with a
specific topic or a personal issue.
Describe in a bulleted list what you
need to do in order to achieve any
desired changes/developments
identified in the previous column. Try
to identify small concrete steps that
will allow you to realistically progress
towards your desired practice.
I try to:
 always keep the doors
of my classroom open
 let my mentee (as well
as my colleagues) enter
my classroom to
collaborate or share
ideas with me
 be friendly and honest
with him/her
 invite him/her for a
coffee to talk about
school and/or personal
topics
 involve him/her in our
school environment
(meeting colleagues,
participating in
activities, etc.)
Describe in 1-3 sentences what you do to
stimulate and scaffold your discussions with your
mentee. Refer to the Conversation Map
introduced in section 2.3 for this and think
about your process of listening. What specific
strategies/phrases do you use to stimulate
reflection and forward thinking? How well do
they work? If you are not yet in a mentoring
relationship describe how you proceed in similar
relationships, possibly with students in class or
when marking work.
My process of listening and scaffolding is
the following:
I try to go step by step.
I always say something like: Tell me if I
understand well…; Would you like to share
Describe in 1-3 sentences how you
would ideally stimulate and scaffold
reflection and discussion with your
mentee. Which approaches
explored in section 2.3 would you
want to implement?
I definitely will implement the
following approach:
Elegant paraphrase
Explore options
Describe in a bulleted list what you
need to do in order to achieve any
desired changes/developments
identified in the previous column. Try
to identify small concrete steps that
will allow you to realistically progress
towards your desired practice.
 Let's go step by step...
 Always say: Tell me if I
understand well…; Would
you like to share your
thoughts with me?
 Congratulate for his/her

3. your thoughts with me?
I know that a good idea is to congratulate
the mentee for his/her ideas and add
something more with a positive attitude
I often try to have an "external eye » in
order to learn one from each other (mentor
and mentee).
This attitude helps also to raise mentee’s
self confidence in him/her competences or
skills
The main aim of the whole process is to
make feel the mentee more at ease in his
attempts, not to feel him alone in his
struggle and give him effective help
without any "you have to..." attitude.
Plan next steps
Self evaluation
as explained in my learning diary
and in the forum
ideas and add something
more with a positive
attitude
 Try to have an "external
eye » in order to learn one
from each other
 Try to raise him/her self
confidence
 Think about setting up
things together
 Make feel the mentee
more at ease in his
attempts,
 Not to feel him alone
 Give him effective help
without any "you have
to..." attitude
Optional Peer Feedback Activity
If you would like to submit this document for peer feedback you can do so in section 2.XX. This is optional in Module
2. Please provide the following details for the person providing you feedback. It will help them to give you adequate
feedback.
Years of Mentoring Experience Since 2006
School-based or External
Mentor?
Both (School, University, eTwinning community)
Email (optional) elenapezzi@gmail.com
Link to your Learning Diary
(optional)
https://tackk.com/mentoring