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Team You: A Person centred approach to Mentoring

Team You: A Person centred approach to Mentoring Doug Keast Assistant Principal Helen Tindle Partnership Lead Crown Hills Community College, Joseph Whitaker School, Mansfield Leicester. Workshop Outcomes: Outline the Team You Mentoring Process

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Team You: A Person centred approach to Mentoring

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  1. Team You: A Person centred approach to Mentoring Doug Keast Assistant Principal Helen Tindle Partnership Lead Crown Hills Community College, Joseph Whitaker School, Mansfield Leicester

  2. Workshop Outcomes: • Outline the Team You Mentoring Process • Identify where Team You fits in & adds value to whole school academic mentoring • Exploration of 2 different Team You Approaches • Review of the quality of mentoring within your own school, and where and how Team You could result in greater impact/improved outcomes for your students • Create a quick action plan

  3. Mentoring: The theory The Education Endowment Fund Tool kit • The impact of mentoring is variable • Evidence that pupils from disadvantaged backgrounds are likely to benefit more (double impact) • Positive benefits reported in attitude to school, attendance and behaviour • Often low direct effect on academic outcome • Risk associated with unsuccessful pairing – can lead to detrimental effect • School based mentoring programmes on average less effective than community based – possibly because school based mentoring can result in fewer opportunities to develop lasting and trusting relationships. “Programmes with clear structure & expectations, which provide training and support for mentors, are associated with more successful outcomes”

  4. Mentoring: The theory Hattie (2009 & 2012) 3 fundamental feedback questions that support effective learning 1. Where am I going? What are my goals? 2. How am I going? What progress is being made towards those goals? 3. Where to next? What do I need to do to make better progress?

  5. Mentoring: The theory • Visible Learning (Hattie 2009) • The following have impact on learning • (>0.4 is significant. 0.4 = 1 yr investment = 1 yr improvement) • Student Expectations 1.44 • Teacher/Student Relationship 0.72 • Self verbalisation/self questionning 0.64 • Peer Tutoring 0.58 • Student centred teaching 0.54 • Peer Influence 0.53 • Self concept 0.47 • Early intervention 0.47

  6. Team You Mentoring http://youtu.be/R4KDH-_5BDs

  7. Team You: The rationale • Person centred approach • Takes into account all aspects of the mentees life – in and out of school, and the important people around them • Makes process a meaningful interaction – not just data driven • Raises the profile of the student • Personalises the interaction • Removes the silent majority • Improves the dialogue outside of the mentoring process • Can be led by older students • Can remove barriers to success • Gives a structure for less confident mentors to follow

  8. Team You: How it works 4 2 2 1 3 2 2 2 2

  9. Team You in action: 2 approaches

  10. Team You at Crown Hills • Crown Hills CC is a new Pfi BSF school (Nov 2013) • 11-16 school in Leicester City • 57 % A*-Cs including English and Maths • Ofsted rating of Good (May 2012) • Last 3 Ofsteds have been good • Audited current practice in pastoral system • SLT and linked teachers facilitate the current process • Piloted with a small group • Will use the current KS system through tutors and attached staff • Curriculum time dedicated for 2014/15 launch

  11. Joseph Whitaker School Mansfield, Nottingham 1218 students Y7-Y13 Mixed socio-economic catchment • : 73% A*-C inc English & Maths Academy specialising in Sport & the Performing Arts Strong student leadership ethos

  12. JWS: Team You - The build up • Head of House recruited for a pilot project with Y7 & 8 • 20 Y12 students volunteered to become trained mentors • Thursday morning registration designated Team You Mentoring time • 1st 6 weeks mentors received training • Head of House identified 40 Y7 & 8 students. “Random” selection with the rationale that all students deserve the opportunity to be mentored • Mentors given brief information about their mentee, and the right to refuse. • Mentees were met with as a collective, introduced to the process and given an information sheet to take home

  13. JWS: Team You Mentoring in Action The Logistics: • Central meeting place Thurs morning (Head of House Office) • Mentoring staff sort out registration of mentors • Mentors collect their Mentoring file and spend 5 mins reviewing & planning • Mentors ensure their room is set up appropriately then collect their mentee • 4 rooms are used – so 5 mentors in each room • Mentoring staff check all rooms whilst mentoring is taking place • Students return files to office and check in….any issues etc

  14. JWS: Team You Mentoring in Action Photos

  15. JWS: Team You Mentoring in Action

  16. JWS: Team You Mentoring in Action

  17. JWS: Team You Review 1: Impact Quantitative Evidence? Honest answer – not yet. Mentors finishing their 3rd cycle. Qualitative Evidence SLT “When can we increase the numbers and use it with KS4?” “This is what we want OFSTED to see”

  18. JWS: Team You Review 1: Impact Tutors “Brandon’s buzzing about the mentoring – he’s really excited about it and talking about it every day” “ Rhys came to speak to me about an issue in music…explaining he was struggling but he didn’t think Mr …… liked him so didn’t think he could ask for help because he wouldn’t believe him. Rhys hasn’t spoken to me willingly before about any lessons or issues before” “After the 1st session of mentoring I got to know Lauren wanted to be a Paediatrician – and then after the 3rd session she told me that she didn’t think she was clever enough. I didn’t realise that she lacked confidence – her grades are really good – she’s a 6A in science, she’s on target and her ATL is excellent. She was near the bottom of my list of tutees to target”

  19. JWS: Team You Review 1: Impact Head of House: “Honestly?....to tick boxes, to put something that looked good on my appraisal. But hopefully it will have some really positive impact on the Y7 & 8s who don’t get that much mentoring/support compared to Y9s upwards. Even if they only made a friend from the 6th form – that itself will be a positive. If it has an impact on their grades or behaviour and attitude – bonus” Head of 6th Form “Hopefully the mentoring will improve the confidence of the younger students in the school – but also the have impact on the confidence and communication skills of the 6th form mentors, give them great employability skills & help them with their UCAS applications. It also adds value to our 6th form enrichment programme as its not just an extra opportunity but extra training and support for the students themselves”

  20. JWS: Team You Review 1: Impact Mentees “Its good but it makes me think – and makes me talk” “I was having some issues with my friends and Paige let me spend lunchtime with her for a couple of days up in French. It was good to have somewhere to go to relax and have Paige to talk to – to look out for me” “I wanted to do Spanish but I’m in a French group. Scott does Spanish so spoke to the Spanish teacher and they’ve set up a beginners Spanish club at lunchtime”

  21. Mentors Why did you volunteer? “It sounded interesting” “I’m using it for one of my Health & Social Care projects” “It’ll help me for UCAS” “I like the idea of helping the little ones” “You asked me” What have you enjoyed? “It’s great when you feel like you’ve helped them” “It’s been different – which mixes things up a bit” “It’s forced me to be more confident and take a leading role – I have to be on it” What would you change? “More time to plan the questions you are going to ask” “You think you have to give them all the answers – and I don’t know about being a vet. It’s hard sometimes to ask the right questions rather than trying to give the answers. More training please!” “More examples of targets I could set and more examples of completed record sheets – the sheets are a bit confusing”

  22. Our Top Tips • Ensure you are fully confident with the process and have run through it a few times before introducing it to others • Identify a pilot project that is controllable – you will need these trained staff to support others when/if it goes bigger • Ensure the mentors receive adequate training and are confident in the process

  23. Our Top Tips • Ensure the mentors understand and have bought into the rationale behind Team You • Team You mentor the new mentors – the picture/ recording sheet can be confusing • Allocate a specific time for the mentoring to take place • Assign review time for mentors to keep the focus and keep the quality

  24. Questions?

  25. Individual Planning How could Team You work in your school? Who need to be in your Team You?

  26. TO: ________________________ SCHOOL: ________________________ ________________________ ________________________ ________________________

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