Mentoring

The course has been designed to meet the needs of teachers involved in mentoring of preservice, early-career and colleague teachers. Each module provides accredited hours of professional learning for teachers seeking to maintain accreditation at the level of Proficient Teacher, as well as for teachers who wish to build an evidence base before applying for accreditation as a "Highly Accomplished" teacher (the second highest level of the Australian Professional Standards for Teachers).

Accreditation at the Highly Accomplished Teacher level requires that teachers assemble evidence that they can support and assist less experienced colleagues with all aspects of professional knowledge, practice and professional engagement. Compiling evidence of these skills is the central component of this course.

Each module will contribute 20 hours of QTC-registered professional development at Proficient Teacher level, comprising either 5 x two-hour workshops or 2 x five-hour workshops plus 10 hours of project time developing a portfolio and conducting a professional learning project. Workshops will be scheduled at a time that is mutually convenient to the school and the course participants.


Module 1

This module focuses on the basic skills of mentoring such as using the Australian Professional Standards for Teachers, annotating evidence, and developing relationships and protocols to use when observing colleagues. Participants will create an annotated portfolio of evidence that constitutes an audit of their own skills in mentoring as they develop throughout the module.

At the end of the module, participants will be asked to bring their draft portfolio entries to discuss and reflect on with peers during the workshop. It is expected that the entries will be completed progressively across the course. Because this is a master's-level unit of study, participants will need to use American Psychology Association (APA) referencing throughout the portfolio entries when analysing readings. The portfolio will be due two weeks after the final session of the module.

Expand the headings below for an outline of expectations.

Participants' commitment

  • Attend all face-to-face workshop sessions.
  • Establish a mentoring relationship with a preservice teacher or in-service teacher at participant's school (or at another school where an existing partnership exists as long as regular observations and debriefing sessions can be accommodated). This must be the same mentee across the mentoring period (an early-career, new scheme or experienced teacher/colleague).
  • Negotiate regular observation of classroom teaching practice, record observations using an agreed observation sheet (need a minimum of 5 x 50–60 minute lesson observations).
  • Further analyse observations, annotate against Professional Teaching Standards, engage in feedback discussion with the mentee.
  • Complete an ongoing professional portfolio (total = 3000 words) that includes the annotated observation documents, reflection about mentoring practice and links to associated readings.

Requirements of the professional portfolio of evidence

  • profile of mentee (100 words)
  • 5 x coded observation sheets (using AITSL standards)
  • 5 x critical analyses/journal entries linking the readings and the standards to practice (each one less than 450 words)
  • critical feedback for your mentee (450 words)
  • self-evaluation statement (200 words)
  • mentee response: open ended, may be completed each week or after the final observation (no word limit).


Module 2

This module extends the mentoring skills developed in Module 1 for teachers who are supporting both preservice and in-service teachers. Participants will be introduced to the principles of practitioner inquiry as a means to develop their mentoring practice. They will be supported to develop a focus for their inquiry through critical reflection on conversations for mentoring, as well as evaluation of the effectiveness of teacher professional learning activities to address students’ learning needs. As such, this module addresses the content associated with Standard 6 of the Australian Professional Standards for Teachers, "Engage in professional learning".

At various points in the module, participants will be asked to bring their drafts of components of an inquiry report to discuss and reflect on with peers during the workshops. It is expected that the entries will be completed progressively across the course leading to a final report. Because this is a master's-level unit of study, participants will need to use American Psychology Association (APA) referencing throughout the inquiry report entries when analysing readings. The inquiry report will be due about two weeks after the final session of the module.

Expand the headings below for an outline of expectations.

Participants' commitment (for 20 hours of accredited professional learning)

  • Attend all face-to-face workshop sessions.
  • Establish a mentoring relationship with a preservice teacher or in-service teacher at participant's school (or at another school where an existing partnership exists as long as regular observations and debriefing sessions can be accommodated). deally, this should be the same mentee across the mentoring period (an early-career, new scheme or experienced teacher/colleague).
  • Negotiate regular mentoring activity in line with the identified inquiry focus.
  • Further analyse mentoring conversations and observations, and annotate these against Professional Teaching Standards, then engage in feedback discussion with the mentee.
  • Complete an ongoing inquiry report (equivalent to 3000 words) that documents the mentoring inquiry process related to the identified focus.

Requirements of the inquiry report (equivalent to 3000 words)

  • Introduction
    ◦ Yourself
    ◦ Your situation
    ◦ The participants
    ◦ Your mentoring action inquiry topic and the reasons for choosing it.
  • An account of what happened in each cycle of mentoring action
  • Critical analysis/reflection on the issues encountered
  • Conclusion
    ◦ What you learned
    ◦ Your recommendations for change
    ◦ Suggestions for further mentoring action inquiry.


Presenter

Debra Talbot, Director of Professional Learning, University of Sydney


Fees and registration

Teachers may elect to redirect their professional experience mentoring payment towards the module's cost of $770 per person (including GST). Individual schools – or communities of schools – that can guarantee a minimum of 20 participants qualify for a reduced rate of $385 per person.

Upon completion of BOTH modules that make up the unit of study, participants may request to have this course assessed for credit towards a Master of Education.

CONDITIONS AND ADDITIONAL FEES APPLY.



Contact

Nina Goodwin | T: +61 2 9351 6329 | E: