Elena Pezzi

Module 1 Self-Evaluation & Development Plan

How to use this document This document is there to help you consolidate your reflections and sharing of ideas during the module and turn them into concrete, actionable steps to improve your practice as a mentor. The document will also be part of your final submission of work on the course in Module 4.

1. Your first step in filling-in this document will be to briefly describe your current practice, something you have probably already done as part of the module. Feel free to copy your contributions from the Padlets, Triciders, etc.

2. The second step is to think about what your goals are as a mentor, what development would you like to see in your own mentoring practice. As part of this, consider the views expressed during the course by other participants and as part of the course content.

3. As a third step identify a set of concrete steps and actions that you can do to come closer to the goal expressed previously.

Current Practice Desired Practice Steps to achieve Desired

Practice Describe in 1-3 sentences how you see your role as a mentor. Focus on the type of mentoring that you currently provide (or plan to provide) your mentee. In this context think about the different types of mentors identified by Professor Feiman-Nemser in section 1.1. of the course I've been mentoring some colleagues in the last ten years and I've been also teacher trainer at the University, for student teachers. Moreover, I have been eTwinning Ambassador since 2009 and I think that mentoring and eTwinning can work together very well ... Helping newly appointed eTwinners or new teachers at school allows me to deeply understand my own way of teaching and doing things and I feel much more engaged in my teaching process than I was before. In my mentoring activity I always try to do what my two first colleagues did with me: they never "taught" me, they shared, suggested, led ... In a word: they showed me the way, they were my “educational companions”. I also try to be an agent of change, by creating collaborative school environment where mentee can feel safe and supported across the school.

Describe in 1-3 sentences how you would like to develop as a mentor in general. Are you satisfied with your own work as a mentor? What general changes would you want to see in your current practice? Although I feel quite satisfied with my role as a mentor, I always think that I can improve my practice and do something better. For instance, I would like to pay more attention to my mentees’ needs in terms of methodology and school organization. Of course, I also would like to involve more my other “senior” colleagues in order to share a common mentoring attitude in our school.

Describe in a bulleted list what you need to do in order to achieve any desired changes/developments identified in the previous column. Try to identify small concrete steps that will allow you to realistically progress towards your desired practice.

● more detailed first “interview/talk” with the mentee

● regular meetings with senior colleagues in order to share common goals in mentoring

● use of common tools and practice to observe/follow mentees

Describe in 1-3 sentences how you usually start (or plan to start) a mentoring relationship. What do you do with your mentee in your first session? What do you do in preparation for your first session? When I first meet a mentee, I try to find a good place at school (or even outside) when we can be relaxed and take the time to get to know each other. I try to welcome him/her with some coffee/tea/pastries and show my interest not only for his/her professional experience but also for his/her whole personality. Of course, we don't have to become best friends, but we have to spend time together with mutual trust. I do not use any formal observation tool during the first session, because what I need the most is to set up a good personal relationship. All formal steps will come later.

Describe in 1-3 sentences how you would envision an ideal beginning to a mentoring relationship. What needs to be in place in order to develop a trusting and positive relationship right from the start?

As I have said in the previous column, my ideal setting for the first meeting is a friendly environment where we can “feel” a positive attitude. It should be an informal conversation rather than a structured interview. It should outline the positive aspects of being in that school (negative/critical aspects will appear later…)

Describe in a bulleted list what you need to do in order to achieve any desired changes/developments identified in the previous column. Try to identify small concrete steps that will allow you to realistically progress towards your desired practice.

● look for a good place to meet

the mentee ● start talking in an informal way ● underline positive aspects of

your school ● take the time to show way of

teaching and working together with other fellow colleagues

Describe in 1-3 sentences how you help your mentee in finding their place at the school. What specific advice do you provide? Do you introduce your mentee to relevant colleagues, administrators, etc.? Do you rehearse certain out-of-class situations with your mentee? Depending on the classes/groups where the mentee will work, I always introduce him/her to the colleagues, above all the class coordinator/tutor. What I find particularly positive in my school (and reassuring for a new teacher) is the overall attitude of the majority of the colleagues: they are friendly, open-minded and willing to help newcomers. Depending of the nature of possible needs and problems for the mentee, I try to give him specific advice and tell him who could help in any case (a sort of “in case of” … list). Of course I tell him that he can come to me in any moment (by mail, phone, wsapp and so on). Feeling immediately involved in the educational community is what I experienced when I started teaching and it is something that I strongly try to do now.

Describe in 1-3 sentences how you would like to support your mentee to become more comfortable at whole-school level and to make effective use of school processes, colleagues, partners, etc.

The overall suggestion is to create a friendly environment and to let the mentee know all relevant colleagues at school. Depending on the different topics it could be interesting to have regular meetings (or at least the opportunity to have them) with people responsible or aware of them

escribe in a bulleted list what you need to do in order to achieve any desired changes/developments identified in the previous column. Try to identify small concrete steps that will allow you to realistically progress towards your desired practice.

I will put here some tips that I have just read in: http://inservice.ascd.org/ten-tips-on-how-to-effectively-mentor-new-teachers/ ● Make every effort to make the

new teacher feel welcomed and a part of the school family.

● Provide opportunities for the new teacher to learn the ins and outs of the classroom from the start of the school year.

● Give the new teacher a myriad of opportunities to plan and collaborate as well as learn “best practices” from job embedded professional development.

● Expose the new teacher to authentic teaching

experiences and allow opportunities for rich reflection on a daily basis.

● Support the new teacher as much as possible.

Optional Peer Feedback Activity If you would like to submit this document for peer feedback you can do so in section 1.XX. This is optional in Module 1. Please provide the following details for the person providing you feedback. It will help them to give you adequate feedback.

Years of Mentoring Experience Since 2006

School-based or External Mentor?

Both (School, University, eTwinning community)

Email (optional) elenapezzi@gmail.com Link to your Learning Diary (optional)

https://tackk.com/mentoring