TITLE: A Mentoring Framework for Teachers/ Trainers in the Work Based Sector

Transcription

1 TITLE: A Mentoring Framework for Teachers/ Trainers in the Work Based Sector KEYWORDS Mentoring Work Based Learning Mentoring Protocols Teacher Qualifications Mentor Job Description SUMMARY This project is unique in its approach to collaboration by pooling all the expertise of work based training providers in the Herefordshire and Worcestershire of the Herefordshire, Worcestershire and Shropshire Training Providers Association (HWSTPA). Through collaborative working, it has produced an innovative solution to support a contextualised Diploma in Teaching in the Lifelong Learning Sector (DTLLS) programme offered in conjunction with the West Midlands Centre for Excellence in Teacher Training (WMCETT) by fielding standard protocols and trained mentors for candidates undertaking the DTLLS programme. The project set out to develop a framework for mentoring new and developing teachers/trainers in the work based learning sector. The role of the mentors is to support individuals engaging in teacher training and professional development primarily, but not exclusively, through the Diploma in Teaching in the Lifelong Learning Sector (DTLLS) qualification. The objective was to increase retention and success rates in a contextualised work based DTLLS through a structured mentor support. Research was carried out to establish existing practice in mentoring and then set out to standardise an approach for the mentoring of work based staff studying initial teacher training qualifications. Following the research, the standard approach to mentoring was compiled into two manuals: the first, outlining the procedures for a mentoring scheme; and the second outlining the theory of mentoring. This latter manual was supported by a training course for twelve prospective mentors. The long term aim of this project is to build a sustainable network and bank of mentors that could support those Work Based Learning Staff wishing to follow the DTLLS programme. This Bank would then be maintained in Herefordshire and Worcestershire by the Herefordshire, Worcestershire and Shropshire Training Providers Association (HWSTPA) Mentor Coordinator.

2 Main strategies To investigate the scale of teacher training required within the sector through a survey to be carried out amongst the Training Provider network. To research the existing mentor training available across the sector by contacting providers and collecting information on existing practice. To identify the protocols for effective mentoring of work based staff embarking on the DTLLS programme through a working group set up in the existing Work Based Learning Peer Review Group. This will help to establish the training needs and technical support required to become an effective mentor. To produce draft and final specifications for a mentor that will be agreed by the Peer Review Group. Main outcomes CONTEXT A Mentoring Procedure Handbook for Mentors and Mentees completing Initial Teacher Training Qualifications within the Work Based Learning. This Manual includes a Framework for a Work Based Mentoring Scheme incorporating operational procedures; Person specifications and job description; Mentor/ Mentee Agreements; and templates to be used for on-going mentor evaluations, reviews and support. A Skills Handbook for Mentors and Mentees completing Initial Teacher Training Qualifications within Work Based Learning. This Manual contains supporting theory on: the benefits and principles of mentoring; mentoring role; and mentoring relationship. This is a practical guide for anyone wishing to mentor a colleague and is designed to be delivered alongside a formal training event to prepare mentors. A Benchmarking Survey was carried out across the Herefordshire, Worcestershire and Shropshire Training Providers Association to identify the current situation regarding existing staff qualifications and future training needs for Initial Teacher Training Qualifications. Herefordshire, Worcestershire and Shropshire Training Providers Association (HWSTPA) is a group training organisation with a membership of 38 independent work based/ vocational training institutions including colleges, voluntary sector, public and private sector training providers. In total, HWSTPA represents in excess of 400 teachers/ trainers across the geographical region with a responsibility to source, support and develop excellence in the profession through individual and organisational Continued Professional Development (CPD). In the Work Based Training Sector, trainers are amongst the least supported in terms of engaging in professional development including teaching qualification progression required within the sector. As the drive for qualification recognition takes pace, there is a distinct lack of formal mentor support to assist staff embarking on formal teaching qualifications. In the HWSTPA, it was agreed at a steering group meeting to concentrate on those Training Providers who were purely work based training. As many of these are non-

3 college based and relatively small in size, the ability to share a pool of mentors would prove very useful and a beneficial service that could be monitored by the HWSTPA. This would also allow mentors to be matched to mentees by specific occupational sectors and work based learning areas of expertise. AIMS AND OBJECTIVES Aim To assist Work Based Training Providers in meeting the mentoring requirements embedded in the new teacher training programmes by developing a mentoring framework. Objectives Identify existing teacher training mentoring provision across the sector Identify barriers, issues and gaps in this provision Establish the needs and requirements of mentoring in the work based sector Develop protocols for mentors engaging with mentees their line managers and employers Produce criteria required to succeed in the role of mentor, including a personal specification, appropriate qualifications and experience. Establish the training needs and technical support required to become an effective mentor. Set up and maintain a bank of trained mentors to support work based staff embarking on the DTLLS qualification. STRATEGIES A Steering Group was established to develop mentor materials and monitor progress against the Action Plan to ensure that the project was co-ordinated, communicated, and that the resources, activities and scheduling was appropriate. Also, the Steering Group undertook to ensure that quality assurance was an integral part of the project. The Steering Group consisted of the HWSTPA Executive Officer, HWSTPA Administration Officer, five representatives from Training Providers including Private, voluntary and charitable providers covering a range of occupational areas and geographical coverage across Herefordshire and Worcestershire. The Steering Group met throughout the project and were responsible for any amendments to the development plan and monitoring and evaluation. The Group was already meeting as a Peer Review and Development Group and so had established channels for meeting and developing quality initiatives through joint collaboration. Working relationships were already well established with protocols in place for communication and reporting of activities within the Group. The Steering Group were used through out the project to gather feedback on the Draft Manuals produced and providing feedback on the requirements for a Mentor Training package.

4 To establish the existing situation in each of the providers in the HWSTPA, a survey was carried out in April This was conducted by the HWSTPA. The survey was circulated to 19 Work Based Training Providers and set out to benchmark providers in terms of their current situation regarding qualifications in the Lifelong Learning Sector and establish their future need. Having identified the need, the next stage was to research existing practice. This was carried out by the HWSTPA Administration Officer through various contacts and examining what was currently being provided as mentoring handbooks for Teacher Training in the West Midlands area. An internet search was also carried out. The Steering Group debated what was required in the work based sector for the Mentor and produced detailed Job Description and Person Specifications. From this emerged more detailed requirements for a work based mentoring programme that would support a contextualised DTLLS offered by WMCETT (Warwick University). Throughout the whole of this process, the Steering Group ensured that anything produced had direct relevance to those staff in the work based training sector. This was particularly important when looking at the entry requirements for a mentor bearing in mind that many staff have more technical experience and qualifications than teaching qualifications. The Steering group met throughout the project and agreed the final content of the Handbooks. These were then printed formally and circulated to members prior to the development of a training course to support volunteer mentors. OUTCOMES AND IMPACT This is a very innovative approach to providing support to providers across the two counties of Herefordshire and Worcestershire. There is strong collaboration between providers through an active Training Provider Association and the inclusion of a work based Peer Review Group. Originally, the project sought to produce a handbook that would contain all the protocols for would be mentors and some guidance on the role of the mentor. In essence, these are two separate products from the project and so were placed into two separate manuals: Mentoring Procedure Handbook for Mentors and Mentees; and Skills Handbook for Mentors and Mentees. The former was very much about how the scheme would operate for the HWSTPA Mentors and the latter was more generic about the skills of a mentor. The Handbooks were used as part of the Mentor Award Training delivered as a workshop over two days with further on-going review and feedback with the tutor. The programme is validated by the University of Warwick and carries 10 Credits at NCF 4 or university level one (this is at the level of first year undergraduates and would also fulfil the minimum of 30 hours CPD requirement for The Institute of Learning) As part of the research into this project, a survey was carried out amongst Work Based Learning Providers to ascertain the current picture of those requiring Teacher Training Qualifications and those practising mentors within providers. This gave a benchmark to the supply and demand for DTLLS and mentors.

5 Out of the 36 providers in the TPA network, 19 Work Based Training Providers were issued with the questionnaire as part of the survey of which 14 providers responded, resulting in a 74% participation rate. (See Appendix for data) From the results, it was identified that whilst 76 employees held PTLLS or equivalent qualifications, 20 held CTLLS and 35 held DTLLS there was still a demand for further employees to achieve the qualifications: 27 requiring PTLLS; 35 CTLLS; and 44 DTLLS. 13 of the 14 providers were aware of the mentoring requirements and had between them, 15 mentors in place with a further 26 identified as potential mentors. However, there was confusion about the roles and responsibilities of a mentor and the requirements for someone to be a suitable mentor. All providers were keen to establish a pool of mentors and 11 were happy to release their own mentors into the pool, all identified that strict protocols would need to be established and financial support made available for wage subsidy. This demonstrates the innovative approach of this project. It was suggested that HWSTPA would manage the pool as an impartial organisation.

6 The following suggestions were identified:- Clear job description/person specification for a mentor Roles and Responsibilities of a mentor identified Mentor qualification/further training workshops Structured CPD for mentors Standardisation meetings for mentors List of equivalent qualifications for PTLLS, CTLLS & DTLLS A pool of Mentors for providers to use for specific occupational mentoring Evidence from the research into existing practices suggested that there was variable practice and confusion about definitions and methodology for mentoring. The feedback from the questionnaire was used to compile Handbooks including: A Mentoring Procedure Handbook for Mentors and Mentees completing Initial Teacher Training Qualifications within the Work Based Learning. This Manual includes a Framework for a Work Based Mentoring Scheme incorporating operational procedures; Person specifications and job description; Mentor/ Mentee Agreements; and templates to be used for on-going mentor evaluations, reviews and support. A Skills Handbook for Mentors and Mentees completing Initial Teacher Training Qualifications within Work Based Learning. This Manual contains supporting theory on: the benefits and principles of mentoring; mentoring role; and mentoring relationship. This is a practical guide for anyone wishing to mentor a colleague and is designed to be delivered alongside a formal training event to prepare mentors. LEARNING POINTS The following learning points were made: 1. It was important at the early stage to establish exactly what was defined as mentoring. There was some misinterpretation between coaching and counselling. Although a full definition of mentoring was not offered, the scope of the mentor was clearly defined in the job role. It was commonly agreed that the role of the mentor is an organic and individual process that may involve some aspects of coaching and some of counselling within clearly defined boundaries. 2. It is commonly accepted that in many organisations mentoring is practised informally with staff such as new members of staff shadowing colleagues or gaining advice about practices from work mates. This project set out to clearly define the expectations of a mentor and mentee to create a standard package that was directly applied to the DTLLS Initial Teacher Training Programme. 3. It was felt that the role of the mentor should not be judgemental and not attached to the formal assessment process of the Teacher Training. By creating this critical friend approach, the conflicts between assessment and guidance would be avoided. This would strengthen the personal relationship and confidentiality. By virtue, it was also recognised that, where possible, the mentor should avoid being the line manager of the mentee.

7 4. It is interesting to discuss whether a mentor should be an internal colleague or externally sourced. Internal mentors will have a greater understanding of organisational practices while an external mentor will be completely impartial and focus directly on the mentee and the qualification. From this project s point of view, there will need to be a balance of availability of mentors and geographical issues across Herefordshire and Worcestershire. 5. On several occasions, the issue of whether a mentor should have the same occupational competence as the mentee was highlighted. Certainly from a teaching practice point of view, it is advantageous for the mentor to have a sound understanding of the occupational context that the teaching is taking place in. But also, from a pure teaching point of view, knowledge of teaching strategies and their application to a vocational context may be as strong a requirement. 6. In work based training, it is unusual to get a vocationally competent mentor with a full teaching qualification like a Certificate in Education. In the early stages of this project, it is expected that there will be a mixture of professionals with competence backgrounds and some with educational backgrounds. As the project becomes self sustaining, the bank of mentors will be selected from those having competed the work based DTLLS and possess vocational competence. 7. It was felt that is was very important to standardise the expectations of both the mentor and the mentee. This could only be done by writing clear guidelines and boundaries around the provision of: time allocated to mentoring; amount of face to face contact; clear roles and responsibilities; and protocols around the arbitration of disputes. Prior to any mentoring taking place, it would be important for mentor, mentee and employer to enter into a mentoring contract, not in a formal sense but as an agreement of services. 8. It has become clear that as the bank of mentors grows, there is a need to coordinate the resourcing of mentees with the available group of mentors. This will be overseen by the Herefordshire, Worcestershire and Shropshire Training Providers Association. NEXT STEPS - WHERE TO NOW! Following the training, it is expected that mentors and mentees will disseminate the work being carried out as a consequence of this project. As many of the 14 organisations who responded to the survey are participating in qualifications in the lifelong learning sector, it is expected that the role will be spread across the HWSTPA network. A full presentation of the project will be disseminated to all 36 members of the Provider Association at their July meeting. Further dissemination activities will be carried out at Training Provider Association Meetings and PDP Showcases. The Procedural Framework and Skills Handbooks will be shared with organisations via the Excellence Gateway as a model template for Work Based Learning. The next step is to train a bank of mentors in how to use the manuals; once the mentors have completed their training and development, they will be encouraged to become mentoring champions; cascading their skills throughout partner organisations. Qualified DTLLS trainers will be encouraged to become mentors following their successful completion of the course. This will create a sustainable bank of mentors for future DTLLS candidates.

8 HWSTPA worked closely with West Midlands Centre for Excellence in Teacher Training (WMCETT) as a pilot project for a contextualised work based DTLLS was being developed with a requirement for mentors. WMCETT joined the Steering Group to agree protocols and look towards delivering a mentor training course based upon the research carried out. As a mentor training programme, the delivery will be reviewed to ensure that it meets the specific needs of those that have gone through the training and amending its content and delivery appropriately. As registered mentors with the TPA Bank of Mentors, it may be that professional updating will be carried out to ensure mentors remain afresh of current practices. The Protocols and Codes of Practice will be reviewed on an annual basis by the HWSTPA and its steering group. CONTACT DETAILS For further details of this project, please contact: Mike Smith Executive Officer Herefordshire, Worcestershire and Shropshire Training Providers Association Sunnyside Road Worcester Worcestershire WR1 1RL mike@hwstpa.co.uk Philip Broomhead Director of Learning and Quality Riverside Training 4-6 St Martins Street Hereford HR2 7RE philip@riverside-training.co.uk

9 SUPPORTING DOCUMENTS Appendix 1 Teacher Training Workforce Reforms Questionnaire The information asked for on this form is used to measure the position smaller WBL providers are in and assist us to address the workforce development reform agenda across the WBL Sector. Are you aware of the Teacher Trainer reforms that affect work based learning organisations Yes/No Do your staff hold PTLLS (Preparation to teach in Life long learning sector) or equivalent? (E.g. C&G 730 Stage 1) If so, how many Please circle appropriate Equivalent Qualifications and Levels held Does your organisation require PTLLS? If so, how many Please circle appropriate Do your staff hold CTLLS qualifications (certificate to teach in life long learning sector) or equivalent? If so, how many? Please circle appropriate Equivalent Qualifications and Levels held Does your organisation require CTLLS qualifications? If so, how many Please circle appropriate Do your staff hold DTLLS (diploma to teach in lifelong learning sector) or equivalent? (E.g. Cert Ed.) If so, how many? Please circle appropriate Equivalent Qualifications and Levels held

10 Does your organisation require DTLLS qualifications? If so, how many Please circle appropriate Are you aware of your requirement to provide a mentor for any of your employee s under-taking a DTLLS qualification Yes/No How are you currently planning to meet this requirement? Do you have staff currently carrying out a mentoring role? If yes, how many Do you have additional staff who would make an effective mentor? Yes/No If Yes, how many? Please circle appropriate Qualifications and Levels held Would you find it beneficial if there was a pool of mentors available for Herefordshire, Worcestershire and Shropshire providers? Yes/No (any comments) Would you support the pool of mentors by freeing up your mentors, if there was an incentive? (This would enable us to best match mentors to mentees by vocational subject taught) Yes/No (any comments) Briefly describe any examples of good practice mentoring you are involved with. What more do you think could be done to promote mentoring for trainee teachers/tutors?

11 Appendix 2: Survey Results from the Questionnaire sent to 19 Providers (14 returns) Aware of Mentor req Y/N Would use Pool Y/N Organisation Hold PTTLS Require PTTLS Hold CTLLS Require CTLLS Hold DTLLS Require DTLLS Mentors in place Potential Mentors Provider Y 1 0 N N Provider Y 0 2 Y Y Provider Y 0 3 Y Y Provider Y 0 2 Y Y Provider Y 3 0 Provider Y 2 4 Y N Provider Y 0 0 Y Y Provider Y 3 1 Y Y Provider Y 0 1 Y Y Provider Y 1 5 N N Provider Y 1 0 N Y Provider Y 0 0 Y Y Provider Y 4 4 Y Y Provider N 0 2 Y Y Totals Release Mentors Y/N

12 Appendix 3: Mentoring Skills Audit Key Competences There are a range of skills that are not only significant to mentoring in training and education but also applicable to your personal development and employability. This skills audit has been designed to help you to identify your strengths, weaknesses and areas for development within various skills areas. Your Name Date Completed How to complete this audit Read the SKILLS AREA, place a tick in the column that best suits your ability and decide the priority for YOU in the development of this skill. The two far right columns will be completed once you have finished the mentor training. SKILLS AREA Self Evaluation prior to training After Mentor Training Little or no experience I am experienced at this Self Management I have strategies to help me to plan and manage my time I am able to effectively prioritise my tasks and activities I am able to work to deadlines Verbal Communication I can demonstrate active listening skills I can demonstrate open questioning techniques to explore and express thoughts and opinions I encourage colleagues/ learners own self reflection and evaluation of their performance I can negotiate short and medium term SMART targets with colleagues/ learners I can offer constructive feedback to colleagues/ learners on their performance Some experience, but I need more Development Priority for Development 1 = High Priority, 2 = Medium 3 = Low Priority I now feel confident that I can apply these skills I need further support to apply these skills

13 SKILLS AREA Self Evaluation prior to training After Mentor Training Little or no experience I am experienced at this Written Communication Skills I can offer support in the construction and presentation of essays/ reports I give written feedback on written reports and documents I am confident I can express my ideas clearly in written form I can use agreed protocols for referencing documents I am confident at using computer software to produce documents (e.g. Word, PowerPoint, Excel) I can use to communicate with colleagues/ learners I am able to access and search electronic resources (on-line databases, journals CD-ROMs) Teaching and Learning Skills I am used to observing Teaching & Learning sessions of colleagues I can encourage independent learning skills I encourage problem solving techniques in colleagues/ learners I can use coaching skills to develop practice I am aware of a range of teaching and learning styles used in the classroom Understanding our Industry I am aware of current FE legislation and policies relating to education and training. I can sign post colleagues and learners to key policy documents I have knowledge of the requirements of DTLLS course for Teacher Training I am aware of the current practices in my occupational area Some experience, but I need more Development Priority for Development 1 = High Priority, 2 = Medium 3 = Low Priority I now feel confident that I can apply these skills I need further support to apply these skills

14 Please double click on the images to read further attachments below: The Mentoring Skills handbook And The Mentoring Skills handbook

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