Debut 2

Mentoring after supervision a privilege for beginner teachers
Ulla Lindgren Umea University Sweden
Definition
Mentoring is characterised by a free, independent relationship
where two persons, a mentor and a mentee, meet for mutual

exchange according to the needs of the mentee.
ulla.lindgren@educ.umu.se
Usually the mentee is a less experienced

person, who gets support for personal and
professional development through analysing

talks with the mentor.
Supervision
Subject concentrated Instructions and directions Influence Compensation, salary Judging Dependence
Mentoring
Personal or professional development Increased self-confidence Listener and adviser Honorary task No judging Independence
The difference between metoring and supervision
Supervision always involves dependence
Mentoring is fri from dependence
Supervison is under education

Mentoring is after the exam
Mentoring is built on
free will mutual respect trust openness Confidentiality
The tools are

discussions
exchange of experience
A mentor is not a
problem solver consultant coach therapist curator
A mentor`s task is to
challenge the mentee`s questions contribute to imbalance for reflection make questions and problems clear be a part of the problem solving
Success factors
regular meetings openness clearness
prepared questions or subjects

trustworthiness
constructive feedback
Results from a Swedish studie

Seven novice teachers, who were assigned mentors, were interviewed during their first year and one year later, when they had been working for two years and their mentoring period was ended one year ago.
Criteria
to be a recently graduated teacher
have as little experience of teaching as possible

be working with children in the ages 7-16 years has gotten a mentor
Expectations
We will meet and talk without any expectations of result. There are no demands of something concrete or something that I will have to show like look this is what I have learnt. You are just allowed to talk, nothing else. (Mentee1)
My colleagues can be so busy and they will not have time to answer my questions. If you have been in conflicts or if you feel ignored, it is so important to have somebody that can support you. (Mentee 2)
I think I will get an outsider, who can give me a hint about how I could have done, if I could have done it in a different way. /../ and of course a lot of good practical advise. (Mentee 4)
None of the teachers seemed to have

a future perspective
goals with the mentoring professional development in mind
Content of the mentoring talks
problems with pupils or colleagues

pupils with special needs parent cooperation conflicts handling
Experiences of the talks

He normally thinks I complicated things. It has often been based on his experiences and not on my ideas. (Mentee 3)
We discussed quite frequently small practical details and I got some advice.
(Mentee 5)
He gives me advice and asks questions if I have brought up a problem. (Mentee 7)
Taken together
Teaching questions seemed not to be focused. Nothing indicated professional guidance for deeper understanding of teaching.
After the first year

The mentees experienced increased: sense of safety in the teacher`s role capacity to ask for help when situations seem to be too difficult to handle flexibility in teaching capacity to name the things a teacher has to do.
Does these feelings depend on
one year`s experience of teaching?

the mentoring support? a combination?
One year after the mentoring was ended

It is such a good idea to get a mentor, to have somebody to ask, to get feedback, as being a teacher can be quite a lonely work. It is an advantage to have a person to ask as much as you want and need. (Mentee 6)
Kind of support
Professional support (two mentees) Emotional and professional support
mentees) (three
Emotional support (1 mentee)
One mentee could not see any support at all due to mentoring as the mentor had not been engaged.
Positive with the mentoring

The discussions with an experienced teacher That there was time just for discussions To get concrete advise There was a person to ask and to receive understanding and empathy from
It was facilitating and contributed to become familiar with teachers` work

Effects of the mentoring

Increased self-confidence
reflection
security in the teacher`s role
Lack of professional goals

Nothing in the mentees`statements indicated professional guidance for deeper understanding of teaching.
Although the mentees were satisfied with the mentoring, the mentors seemed to have act more as supervisors than as mentors
Mentoring can be more successfull if it

has clarified goal
the mentor discussions are prepared in advance the mentors are trained for analysing talks and get support during the mentoring period
Successfull mentoring can contribute to
trust to the own ability work happiness pride over the choice to become a teacher belief in the future
Professional goals
Long-range perspective: - How will I be as a teacher in five years? Short-range perspective: - What will I reach now? - What can I start with? - What do I have to stop with? - What can I improve in my daily work?
The professional goals ought to be
Specific Measurable Attractive Realistic Time decided

Development of the mentoring

Standards for teaching can increase the awareness about teachers` work and contribute to
clarifying of the goals with the mentoring a common professional talking

Standards origins from the US

are based on curriculum and express teachers`
knowlegde ability preparations attitudes

Example of standards
Teachers
- know how to manage a classroom. - know how to teach. - know the subjects they are teaching. - are able to plan different kinds of lessons. - know how to test for student progress. - are able to evaluate themselves
Example of questions
What`s your opinion about this? What will you improve?
How can you do that?

What will you try before we meet next time?
Following up questions
What worked well? Why? Was something failing? Why? What is your new strategi?
As a result
The trial and error- method will be decreased The goal orientation will be increased The learning process will be supported by increased analysing an reflection The professional development will be supported
Mentoring can contribute to

trust to the own ability work happiness pride over the choice to become a teacher belief in the future
Results for Wiconsin and Swedish participants

Working with standards as a base in the mentoring discussions Wisconsin Sweden Importance 4.49 4,56 Their ease 3.68 3.47 Their preparation 4.27 4.03
5=important; 1=not important. 5=easy; 1=difficult 5=well prepared ; 1 not prepared
The Swedish teachers`mean that

Novice teachers have subject knowledge but they feel uncertain when it come to:
how to teach communicate with pupils, parents and colleagues handle the classroom awareness of pupils with special needs and the impact of different learning styles
Questions arising from those opinions:

Is teacher education focusing on the wrong things? or Is teaching and the teachers role so complicated that it is impossible to be prepared in advance?
As long as we do not have the answers:

Novice teachers need support during their first time at work from professional teachers, who are trained for their important task as mentors.
Lifelong learning
Also the mentors will developed professionally by using standards as a base for their teaching and for their mentoring talks
A professional language
will increase teachers` awareness of their important work with fostering the next generation
Commission of the European Communities, 2007:

Success factors for individuals in the knowledge society are the abilities to: carry on learning in different ways throughout life. adapt rapidly and effectively to changing situations. be competent and motivated to take responsibility for their own learning.
Teachers are the guides

who shall support the learning process. To make this happen, besides their subject knowlege, teachers need a professional language, clarified goals and a pride in being teachers.

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Mentoring after supervision a privilege for beginner teachers

Ulla Lindgren Umea University Sweden

where two persons, a mentor and a mentee, meet for mutual

Usually the mentee is a less experienced

professional development through analysing

The difference between metoring and supervision

Supervision always involves dependence

Mentoring is fri from dependence

Supervison is under education

The tools are

prepared questions or subjects

Results from a Swedish studie

have as little experience of teaching as possible

None of the teachers seemed to have

Content of the mentoring talks

problems with pupils or colleagues

Experiences of the talks

He gives me advice and asks questions if I have brought up a problem. (Mentee 7)

After the first year

Does these feelings depend on

one year`s experience of teaching?

One year after the mentoring was ended

Emotional support (1 mentee)

Positive with the mentoring

It was facilitating and contributed to become familiar with teachers` work

Effects of the mentoring

Lack of professional goals

Mentoring can be more successfull if it

Successfull mentoring can contribute to

The professional goals ought to be

Specific Measurable Attractive Realistic Time decided

Development of the mentoring

clarifying of the goals with the mentoring a common professional talking

Standards origins from the US

knowlegde ability preparations attitudes

How can you do that?

Mentoring can contribute to

Results for Wiconsin and Swedish participants

The Swedish teachers`mean that

Questions arising from those opinions:

As long as we do not have the answers:

Commission of the European Communities, 2007:

Teachers are the guides

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