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Facilitating Learning in Professional Experience: Mentoring for Success

Facilitating Learning in Professional Experience: Mentoring for Success. Module 1 - An Introduction. an introduction. Welcome to Facilitating Learning in P rofessional Experience: Mentoring for S uccess This module contains: rationale content examples of the pedagogy for delivery

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Facilitating Learning in Professional Experience: Mentoring for Success

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  1. Facilitating Learning in Professional Experience: Mentoring for Success Module 1 - An Introduction

  2. an introduction Welcome to Facilitating Learning in Professional Experience: Mentoring for Success This module contains: rationale content examples of the pedagogy for delivery partnerships strengthen professional experience

  3. module purpose Developed for school/site based educators in schools /sites to support the mentoring process Opportunity to engage in meaningful dialogue about their respective roles in Professional Experience The notion of learning together as a community of learners is not a new one to schools/sites or the School of Education at UniSA. These modules we hope will assist all involved further in reaching this goal.

  4. the modules Module 1. Introduction - Facilitating Learning in Professional Experience: Mentoring for Success Module 2.The Role of the Mentor Teacher Module 3.The Role of the Site Coordinator Module 4.The role of university partners - The Role of the University Mentor - The Role of the Preservice Teacher Module 5.Assessing Learning in Professional Experience: Examples of authentic assessment strategies throughout the placement, working with Preservice Teachers who are ‘at risk‘ and writing the final report Module 6. Ethics and Professional Experience: Developing appropriate relationships within a code of conduct and how to sustain them for both the PreserviceTeacher and all those involved in working with them, policies and procedures that need to be observed. Handout 1 has more information on the modules

  5. using the modules The modules are approximately 2 hours duration and can be used: independently by a potential educator as staff meeting, learning team, half or whole day professional development as half day or whole day school/site professional development, or as a series of professional development, providing sessions over a period of weeks. Resources to support each module will be available to participants from the school/site-based facilitator.

  6. learning and teaching approaches The pedagogy used by The School of Education at UniSA in its Undergraduate and Post Graduate Teacher Education courses is consistent with the philosophy and process of critical reflection. This approach has been used in the development of learning activities to support these modules. Participants in the program Facilitating Learning in Professional Experience- Mentoring for Success will need to be able to commit to this approach in order to fully participate in the program.

  7. discussion in the modules - blogs, wikis and forums A blog is available for recording your comments on activities during each module. The ability to comment on another persons blog entry is not enabled. The blogs are only visible to members of your course. A private blog is also available to you for recording personal thoughts and reflection both during the module and hopefully at other times. The private blog can only be seen and read by your facilitator. The private blog is set up by you through the profile link shown on the LHS panel (Admin  My Profile Blog) A wiki is available in each module to collaboratively write together as a group using a text editor. It is only visible to members of your course. Your entries can be edited by others in the group. An audit trail of the editing is shown. A forum is available in each module for you to discuss questions and express opinions. Expect others in your group to comment on your postings and for conversations to develop.

  8. activity 1 In the following video clip, Michele Simons discusses the importance of UniSA’s partnerships with its schools/sites in ensuring the success of ‘high quality graduates.’ Task 1 Spend 2 minutes thinking about what enables you as a Mentor Teacher to have an impact on developing the ‘high quality graduates’ that Michele talks about. Share your insights with other people on the Module 1 forum (Click on the video to view)

  9. activity 1 continued... Task 2 The links that you see as a logo have been developed to represent the partnership between UniSA and schools/sites. The shared responsibility is symbolised in the strong links. How is your school/site demonstrating its role in this partnership. - What contribution do you make? - How could it be further strengthened? Share your thoughts in the Module 1 blog

  10. quality professional experience You will have noticed the term ’quality professional experience’ used in the rationale for developing this program, by Michele Simons. The reading for today’s workshop;R. Le Cornu, R. Ewing. Reconceptualising professional experiences in pre-service teacher educationalso refers to the importance of quality professional experience. What does quality professional experience means to you? What do you expect of your Preservice Teachers and yourself in the process? What do you want them to understand, do and know? Compile a comprehensive whole group/ list which represents your groups view in the Module 1 wiki.

  11. Let us now take a look at how the UniSA’s School of Education principles for Preservice Education correspond with your beliefs about quality Professional Experience

  12. principles for professional experience school of education, unisa The following principles have been developed by the School of Education at UniSA to provide framework for preservice education across the School. Develop sustainable, respectful and collaborative relationships with our learning community partners which reflect a strong commitment to preservice education Integrate site based, on campus and online learning Deliver an evidence based inquiry approach to learning and teaching Foster the ability to actively participate in professional learning communities Commit to the safety and wellbeing of all learners Value life experiences and personal learning Promote teacher identity that reflects integrity, respect and responsibility We will come back to these but first…

  13. school values Think about your school values: Choose one value and: Use the Module 1 forumto discuss ways in which this value is realised in your school’s approach to preservice teacher education. (This is not about what you do individually but what you do as a school.) Next, go to the Module 1 wikiand collaborativelywrite a statement that you all agree to which demonstrates this value in action in relation to preservice teachers (e.g. if the value is respect think about the ways in which you demonstrate respect for preservice teachers on placement in your school.)

  14. reconsider the principles of unisa Develop sustainable, respectful and collaborative relationships with our learning community partners which reflect a strong commitment to preservice education Integrate site based, on campus and online learning Deliver an evidence based inquiry approach to learning and teaching Foster the ability to actively participate in professional learning communities Commit to the safety and wellbeing of all learners Value life experiences and personal learning Promote teacher identity that reflects integrity, respect and responsibility

  15. Can you see any similarities or links between the statements you have just written using your school values and the principles of UniSA? If so what are they? Use the Module 1 blogto record your comments. How can they be supported and developed? What can your school/site do as a whole? reconsider the principles of unisa continued ...

  16. video In the following video clip, Associate Professor Rosie Le Cornu talks about some of the current challenges facing those involved with PreserviceTeacher Education. Rosie talks about ‘the changing landscape’ of PreserviceTeacher Education. What resonates for you in this description of your work and what are some of the issues you see as relevant for schools? Discuss this with others in your course in the Module 1 forum. (Click to begin video) (Click on the video to view)

  17. conclusion From the information provided in this module and your professional dialogue with colleagues: What has re-affirmed your commitment to mentoring or maybe made you think about it as an option for the future? What do you think about the notion of ‘quality professional experience’ and it being the responsibility of all schools/sites? What might be the biggest challenges for you personally and professionally? What might be the biggest challenges for your school or site? Please share in the Module 1 blog.

  18. next session In order for you to participate in the next module (Module 2 - The Role of the Mentor Teacher), it is recommended that you complete a Mentoring Profile Inventory (MPI) and bring your results to the next workshop. This online tool will give you direct feedback about your role as a Mentor Teacher and will aid in your professional development in this area. You can download the MPI from the following website: www.mentoringprofile.com or access it from the link from the Other Resources chapter of this module.

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