Mentoring Teachers in the Primary School helps mentors of trainee and newly qualified primary school teachers to both develop their own mentoring skills and provide the essential guidance their beginning teachers need as they navigate the roller-coaster of the first years in the classroom. Offering tried and tested strategies based on the best research, it covers the knowledge, skills and understanding every mentor needs.
Together with tools for self-evaluation, this book is a vital source of support and inspiration for all those involved in developing the next generation of outstanding teachers. Key topics for primary mentors include:
the role of the mentor,
mentoring in specialist areas,
Filled with guidance to support mentors’ own development, as well as the development of beginning primary teachers, Mentoring Teachers in the Primary School is a vital guide for mentors of primary school teachers, both trainee and newly qualified, with ready-to-use strategies that support and inspire mentors.
Table of Contents
Introduction: Mentoring Trainee and Newly Qualified Primary School Teachers
SECTION 1 THE ROLE OF THE MENTOR
1 Models of mentoring
Gill Golder, Alison Keyworth and Clare Shaw
Definitions of mentoring; The context in which you are working, which underpins your mentoring practice; Effective mentoring models
2 Becoming a mentor
Why mentor; Qualities of a good mentor; Beginning teachers’ experiences; The multi-dimensional mentoring role; Benefits of mentoring others; Tensions in mentoring; Developing your mentoring skills
3 Successful mentoring in action
The mentor; Trust; Establishing shared values; Expectations; Challenging relationships
4 Managing your role as a mentor
Your role as a mentor; Mentoring as relationship; Questioning current approaches to mentor
SECTION 2 MENTORING RELATIONSHIPS
5 The importance of working with beginning teachers
Why mentor beginning teachers?; Beginning teachers’ perspectives; Ethics; Mentor obligations; Roles and responsibilities; Models of mentoring; Mentoring conversations
6 Working with a beginning teacher to negotiate the setting
School culture; Additional roles of the mentor; Negotiating workload and prioritising; Building your reputation
7 Developing a relationship with mentees
Gill Rowland and Penny Webb
Effective mentoring; Times of transition; Collaboration; Deconstructing practice; Being reflective; Belonging
8 Learning conversations
Sarah St. John
Mentoring and coaching; Being reflective; Beginning teachers’ experiences; Learning conversations
9 Making accurate assessments
Summative assessment; Formative assessment; Constructive dialogue; Self-evaluation; Quality questioning
10 Supporting the wellbeing and additional needs of your mentees
Wendy E. Cobb, Bea Stevenson, Lindsay Joyce and Cornelia Lucey
Defining wellbeing; Individual and organisational wellbeing; Your own wellbeing; Socratic questioning;
11 Supporting Resilience in Practice: Mentoring to enable others to ‘thrive’ in teaching.
What is resilience; Why do we need resilience; Process of being resilient; Reflective practice for strengthening personal control; Engaging with reflective writing; The language of critical reflection; Bridging reflection and resilience
SECTION 3 MENTORING IN SPECIALIST AREAS
12 Mentoring for art and design
Essential elements of good practice; What do beginning teachers need? Assessment; Safe and engaging learning environment
13 Mentoring for mathematics
Hazel King, Gina Donaldson and Sonia Tomlinson
Good teaching and learning; Issues with mentoring and mathematics; Supporting development; Mathematics specific feedback
14 Mentoring for physical education
Essential elements of good practice; What do beginning teachers need? Effective teaching; Mentoring support.
15 Mentoring for reading
Defining reading; Good teaching and learning; Supporting a beginning teacher; Developing your mentee’s understanding
16 Mentoring for science, technology, engineering and mathematics (STEM)
What is STEM? Why STEM? The leaking pipeline; Curriculum emphasis; The where of STEM; Professional institutions
SECTION 4 MENTOR DEVELOPMENT
17 The role of research in mentoring
Why mentors should engage with research; Using research to inform the mentor and mentee relationship; Frameworks for mentoring; Promoting learning conversations; Engaging with research
18 Developing a community of mentoring and coaching in a school
The role of the lead mentor; The importance of the lead mentor; Monitoring the quality of mentoring; Creating a successful community of mentoring and coaching; Coaching and mentoring
19 The secrets of partnership working for mentors
Penny Webb, Hazel King and Sarah Goodwin
What is partnership? Philosophical approaches to successful partnership; The secrets of successful partnership
Kristy Howells is a Reader in Physical Education and Sport Pedagogy at Canterbury Christ Church University.
Julia Lawrence was until recently a Senior Lecturer in Education at the University of Hull.
Judith Roden recently retired from her role as Principal Lecturer in Primary Education at Canterbury Christ Church University.