Webinar presentation by Dave Darwent, Richard Pountney and Alison Grasmeder on Wednesday 15th February, 2017 for Week 5 Mentors, Mentees and Professional Development of the Enhance your Mentoring Skills open online course (SHOOC) at Sheffield Institute of Education, Sheffield Hallam University.

1. Week 5 Webinar
Dave Darwent, Alison Grasmeder and Richard Pountney
Webinar: Wednesday 15th February 2017
1

2. Richard Pountney
SHOOC Course Leader, Lead for Curriculum Development
and Technology Enhanced Learning in Teacher Education
Dave Darwent
SHOOC Week 5 Leader, Senior Lecturer: E-Learning
Technologist & Education in the Sheffield Institute of
Education, working closely with mentors and senior mentor
coordinators in schools.
Alison Grasmeder
Specialist Leader of Education and Quality Lead and Secondary
Lead Practitioner for ITT for Learners First, Senior Mentor Co-
ordinator since 2007. Head of Psychology and Secondary Lead
Practitioner for ITT, NQT and induction of new staff at
Dinnington High School.
Team for this webinar
2

3. Getting interactive
Emoticons: use
while people are
talking and to
give feedback
Poll 1: If things can go
wrong will they? (choose
yes/no)
Poll 2: What is Dave’s
Twitter name?
a: @ddarwent
b: @PoptasticDave
C: @hairytutor
Raise Hand: to ask
a question (needs
a microphone –
run audio wizard)
Polls: respond to
a poll (can be
yes/no or
options (A to E)
3

4. Curriculum
• Week 1 Introduction and induction:
• Week 2 Modelling & Developing Professional
Relationships: Mentor standard 1 – Personal Qualities
• Week 3 Developing Mentees’ Professionalism: Mentor
standard 3 - Professionalism
• Week 4 Supporting & Guiding Mentees: Mentor
standard 2 – Teaching
• Week 5 Mentors, Mentees and Professional
Development: Mentor standard 4 - Self-development
and working in partnership
4

5. Course objectives
Having completed the course you will be able to:
• Identify the mentor standards and understand their
relevance and application to mentoring practice.
• Understand the set of knowledge and skills that
constitute competence in mentoring and how
these can be developed.
• Reflect critically on your own mentoring practice
and understand how to identify gaps and
weaknesses in your current practice and that of
others and to use this knowledge to improve
mentoring practice.
• Participate effectively in professional communities
of mentors in order to share individual professional
practice and to draw from the practice of others.
5
How this is met in Week 5
Examine Mentor Standard 4
Explore best practice for
supporting mentees’ career
plans (Workbook and
webinar) and discuss
maintaining shared
standards (webinar,
conversation and tweetchat)
Reflection Points (workbook)
Contribute to conversation
(Atlas), Top Tips (Padlet) and
ideas (Answer Garden)

6. E-tivities
To achieve the week Badge complete:
Webinar task: What is Dave’s Twitter name?
Discussion Forum: Quality Assurance - as a mentor, how do you,
or can you, assure consistency of experience for
mentees?
Top Tips: supporting mentees with CPD and Career Progression
Answer Garden: What are the benefits of standardisation
amongst mentors?
Tweet Chat (optional): #mentorshooc5 Thursday 7-8pm
Reflective Task: Self-evaluation of development since the start of
the SHOOC
6

7. The role of mentors in mentees’ career
progression and CPD
Mentor Standard 4: Self-development and working in partnership
• ensuring consistency by working with other mentors and partners to
moderate judgements;
• continuing to develop your own mentoring practice and subject and
pedagogical expertise by accessing appropriate professional development
and engaging with robust research
7
Principles or imperatives?
1. Teaching is a profession
2. Teaching is a craft that can be learnt
3. Teaching is a vocation
4. Learning to teach is progressive
5. Good mentors are good teachers
6. Good senior mentors are good
mentors
7. All teachers should mentor
8. All mentors should senior mentor
http://alifeinteaching.com/

8. The anatomy of a case study of practice
8
1. The mentor's perspective on a professional
career
• Starting out in a career
• How a career progresses
• The role of mentoring in a career progression
• What a mentor can do to help a career
• How CPD can contribute to career progression
3. The senior mentor's perspective on learning to
mentor mentors
• The role of the senior mentor
• Becoming a senior mentor
• Influences on the role
• Dealing with critical incidents
• Professional development for senior mentors
2. The mentor's perspective on learning to
mentor
• Becoming a mentor
• Learning on the job
• Finding out what the job entails
• Things to think about in learning to mentor
NOVICE
EXPERT

9. Top Tips for supporting mentees with their
CPD & career development.
• Find out if the mentee has career aspirations or not;
• Help the mentee to carry out a ‘reality check’;
• Model good practice with your own CPD / career
planning;
• Remember that the mentee almost certainly
doesn’t know what they don’t know.
What is your top tip?
9

10. Supporting career planning
10
Interactive polls
Have you received mentor support with your own CPD at any time in your
career (Y/N)
At which career phase is mentoring valuable? (choose one of A to E)?
A. Training / pre-service
B. Newly qualified / first employment
C. Early career with no career progression planned
D. Only when applying for a new role
E. All of the above

11. Providing a consistent and equitable
professional learning environment for mentees
11
PROCESS AIM ACTION OUTCOMES
CONNECT and
CONVERSE
To engage in professional
conversations
1. QA meetings by HEIs and SD lead to educational settings
2. Mentor training by HEIs and SD providers
3. Create network opportunities e.g. SHOOC, webinars and
tweet chats to share good practice within and beyond
educational settings#
Outcome A - Consistency of
experience for the mentees.
Outcome B - Enhance and
development of CPD either:
a)On an individual level OR
b)With a network of other
mentors
This can then lead to the further
development of HEI and school
based programmes.
Outcome C – Continual
improvement at all levels with
all stakeholders
RAISE
AWARENESS
To develop consistency
between mentors to
enable mentees to have
a consistent experience
1. Engagement with the newly published mentor standards
2. 1:1 conversations between placement A and placement B
mentors to ensure smoother and more effective
transitions between placements
3. Providing a set of non-negotiables or expectations of
mentoring meetings
DESIGN and
DELIVER
To enhance and develop
mentor knowledge,
understanding and skills
1. Mentor training by HEIs and SD providers
2. School based mentor training
3. Auditing the newly published ITT mentor standards
4. Create network opportunities e.g. SHOOC, webinars and
tweet chats
MODERATE
and ASSESS
To moderate grading
judgements for ITTs or
the evidence for NQTs
1. Joint observations between mentors, SMCs, host teachers,
SLT, academic tutors, HEI ULTs, SD quality leads to
moderate judgements
2. Discussions by the above stakeholders to examine other
evidence such as teacher files, etc
MODERATE
and
FEEDBACK
To moderate feedback
judgements to ensure
high quality
1. Observe and comment on the feedback provided by the
mentor and identify ways of improving this
2. Ensure reflection is facilitated and has impact
3. Peer to peer reflection following observation and
discussion
4. Mentee voice (see video clip – case study week 4 SHOOC)
MEASURE
and EVIDENCE
To produce evidence as a
basis for further training
and development
1. QA documents from HEIs and SD providers
2. Examining trainee evidence
3. Mentors producing pen portraits to highlight strengths
possibly linked to mentor standards

12. Mentor Standards Self-Evaluation: where
are you now?
12

13. What next?
• Evaluating the SHOOC experience
• If and when you are ready to submit week 1,
2, 3, 4 & 5 workbooks see guidance and/or
email mentorshooc@shu.ac.uk
• Workbook submission deadline
• The option to progress to Masters level study
• Any questions?
13