Mentoring Teachers for School Leadership

Online mentoring by experienced educators is the perfect opportunity to explore possibilities and reflect on areas of strength and weakness. It allows the teacher to consider which positions of leadership they would like or which would suit them, while gaining an understanding about which ones would not suit them at all.

Description

Mentoring Teachers for School Leadership

We teach well when: 

We are confident.

 We are enthusiastic.

 We are supported.

 

Confidence comes from knowing our subject matter.

  Enthusiasm is born of our desire to see all students flourish.

 Support comes in the form of encouragement, coaching and mentoring by experienced teachers.

Teachers are great at planning, they plan lessons, units of work, excursions with all the related safety and duty of care checks and they constantly plan valuable learning experiences for their students.

What they have not usually planned well is their own career in education. The Australian Performance and Development Framework offers teachers a way of planning their career more intentionally. Through the goal setting and reflection process teachers are encouraged to think ahead, keep record of their learning and the kind of evidence that assists when applying for leadership positions.

Online mentoring by experienced educators is the perfect opportunity to explore possibilities and reflect on areas of strength and weakness. It allows the teacher to consider which positions of leadership they would like or which would suit them, while gaining an understanding about which ones would not suit them at all.

The Mentoring for Leadership sessions have some flexibility around the number of sessions and the timing of them. We were teachers and know what the school year is like.

We Teach Well understands that teachers are not one dimensional. Professional goal setting and reflection can only be effective if formed in the context of the whole person.

Confidentiality

Effective coaching and mentoring rely on a relationship of trust. Teachers in the program need to know that their mentoring sessions are confidential, within the parameters of the Australian Professional Standards for Teachers.

Schools will have the opportunity of submitting requests for particular issues to be addressed however, they will not have access to the content of the sessions.


 

Nationally and internationally, there is unequivocal evidence that the quality of teaching is the most significant in-school factor affecting student outcomes. There is also strong evidence that better appraisal and feedback leading to targeted development can improve teacher performance.

Australian Teacher Performance and Development Framework.

 

Include a We Teach Well Mentoring and Coaching program as part of a high quality, successful professional development strategy.

The Purpose

Facilitating improvement in teaching and learning is the objective of any effective mentoring relationship in education. Like effective teaching, effective mentoring is explicit (not incidental), evidence-based (not anecdotal) and collaborative (not isolated). 

The Mentoring for Leadership program is designed to assist teachers in mapping out their long term goals. Too often teachers are so caught up in the day to day that they don’t get clear focus on anything much. 

We are still nutting out the details of this one but the plan is to release it in time to help teachers who are submitting applications for leadership positions. 

I had a HOD once who was a wizard at this. She knew exactly how to write to the criteria and what evidence to show to support her application. Not many of us are that well prepared. 

We promise to deliver a program that will help you put your best self forward.

Goals and Objectives

The needs of teachers are diverse and dependent on context. A teacher’s personal disposition and skill level can vary, as can their concerns about teaching and their career aspirations. Added to this are the particular challenges that each school, student cohort or class can pose. 

However, the primary goals in any mentoring program for teachers needs to be around teaching and learning. Improved engagement and outcomes for students is at the heart of teaching. Activities to achieve this can include:

  1. Increase professional growth through planning and goal setting.
  2. Increase problem solving capacity through discussion and sharing pedagogy.
  3. Increase confidence in professional conversations through understanding subject specific pedagogy.
  4. Connect with current research in the field of education.
  5. Articulate a sound understanding of pedagogy and practice.

Program Format

These sessions are tailored to the needs of the mentee. We are still trying to figure out whether one on one or groups will be best. Or a combination. If you join the waiting list you will be the first to find out when we have it all sorted. 

Office Hours:  Teachers who are undertaking any program with us will have access to our fortnightly office hours via Zoom/Skype. They are invited to ask questions and engage in discussions.

 

Include a We Teach Well Mentoring and Coaching program as part of a high quality, successful professional development strategy.

Understandings

This program is created to support and promote both the Australian Teacher Performance and Development Framework and the Australian Professional Standards for Teachers.

We Teach Well endorses wholeheartedly the idea that supporting a teacher’s professional growth is the best way to ensure that all students become successful learners, confident and creative individuals and active, informed citizens. *

As previously mentioned, the mentor will model and support the standards of professional knowledge, professional practice, and professional engagement as set out by the Australian Professional Standards for Teachers. (APST) However, mentoring and coaching sessions are confidential. 

*Australian Teacher Performance and Development Framework. p.3

School Responsibility

While it is understood that schools and their teachers are under a great deal of time pressure and that you can never quite predict how any day will go, it is important that someone from the school be appointed as a supervisor to whom the mentee teacher will report. 

The Framework requires that teacher performance and development processes and goals should reflect the overall approach to teaching and learning within a school and should be consistent with the school plans. Alignment to school plans and school-wide approaches to professional learning are particularly important. 

The Framework aims to promote genuine professional conversations that improve teaching and minimise the risk that administrative and bureaucratic requirements will become the focus. 

Schools will be provided with the opportunity to indicate areas in the mentee teacher’s development which they see as being particularly helpful. They will be able to communicate with the mentor  by email during the mentoring period.

Evaluation

Schools and mentee teachers will both have the opportunity to offer an evaluation of the program.

The core criteria are taken from the Australian Charter for the Professional Learning of Teachers and School Leaders

Has the professional learning:

  • Informed practice and pedagogy.
  • Been relevant, collaborative and future focused. 
  • Assisted the teacher to modify practice in response to student needs.
  • Clarified for the teacher the importance of professional learning networks and communities of practice.
  • Demonstrated that evidence of practice can and should be collected from a variety of sources.
  • Built the confidence of the teachers as valued professionals.

Mentoring Teachers for School Leadership

Mentoring Teachers for School Leadership

Online mentoring by experienced educators is the perfect opportunity to explore possibilities and reflect on areas of strength and weakness. It allows the teacher to consider which positions of leadership they would like or which would suit them, while gaining an understanding about which ones would not suit them at all.