Person Specification For A Mentor Teacher

Person specification for a mentor teacher (induction supporter) from Rippon and Martin (2003, p. 224) Induction supporter

Essential attributes

Desirable attributes

Inclination

Willing to work with *Provisionally Registered Teachers

Expresses a desire to work with Provisionally Registered Teachers and demonstrates a keen interest and knowledge of issues associated with them

Time

Use time available to deal with Makes time to spend with Provisionally Registered Teachers to support, Provisionally Registered Teachers guide and discuss issues with them as they arise ' concerns

Listening

Willing to spend time listening to Demonstrate the desire to listen actively to Provisionally Registered Provisionally Registered Teachers Teachers, taking account of their views and concerns in practice ' views and concerns

Empathy

Have an appreciation of the Show understanding in areas of concern to Provisionally Registered apprehension felt by most Teachers and ability to find out about personal and professional concerns Provisionally Registered Teachers of individuals. Willing to advocate for Provisionally Registered Teachers .

Partnership

Have the skills to work with Have a genuine interest in collaborating with Provisionally Registered Provisionally Registered Teachers Teachers in an equal partnership, to consolidate and challenge personal and as professional colleagues professional practice.

Approachability

Teaching credibility Teaching competence

Be a positive role model in your relationships with children and young people*, in the delivery of the curriculum and in terms of organisation of Be a positive teaching role model your own teaching programme. Be able to share and explain your teaching practices with others.

Teaching reputation

Be well regarded by children, and Have a proven track record of high achievement as a teacher, staff member young people, colleagues, and mentor. managers and parents

Professional Knowledge and Authority Educational knowledge

Possess an up-to-date educational To possess up-to-date educational knowledge, be able and willing to share knowledge and skills it and the underpinning philosophies and/or principles with others.

School[or centre*] knowledge

Be aware of wider workplace* issues and procedures

Be able and willing to explain workplace policy and procedures to Provisionally Registered Teachers, and guide them to relevant sources of information or personnel.

Observation

Have an awareness of key professional teaching skills

Able to identify and evaluate professional abilities and personal qualities.

Feedback

Able to give sound advice and direction to Provisionally Registered Teachers

Able to establish a genuine, honest dialogue about performance, balancing courage with consideration for the Provisionally Registered Teacher.

Enthusiasm

Able to demonstrate a love of teaching

Able to collaborate with others, generating an enthusiastic and confident approach to teaching.

Motivational skills

Other Be honest Be fair Have a personal identity as well as a professional identity Have a sense of humour Respect others and their feelings

*Terminology changed to reflect New Zealand context

Teachers in the Teachers of Promise study (Cameron et al., 2006) also emphasised the value of mentor knowledge, and willingness to respond to requests for technical assistance in their early days as teachers: She was the teacher in charge of the year one and two teachers and she was one of those fantastic women that you could trip up in a corridor and she would give you immediate advice, how to rectify a behaviour problem or how to, you know, get that done in the most efficient way, and she was great, like she was always available. (Secondary teacher, quoted in Cameron et al., p. 38) Other researchers have identified lists of attributes that mentors should ideally possess. Bartell (2005, p. 76) quotes a list of mentor characteristics originally provided by Odell and Huling, 2000. Mentors should: • • • • • • • •

be committed to studying and developing their own practice. be able to model the standards-based teaching that the programme is attempting to foster. be able to work with adults from diverse backgrounds. be sensitive to the viewpoints of others. be informed about mentor responsibilities and willing to make the necessary commitment to carry out these responsibilities, including a substantial time commitment. be committed to ethical practice. be committed to providing both professional and emotional support and challenge. have completed the previously agreed-upon required number of years of teaching.

Fletcher and Barrett (2003, pp 4—5) have identified further skills for effective mentoring: • • • • •

ability to direct support toward improving student achievement ability to use formative assessment to guide support ability to assist with documenting professional growth over time ability to model and encourage on-going self-assessment and reflection, and ability to foster collaboration and leadership among teachers.

http://www.teacherscouncil.govt.nz/communication/publications/research0009.stm