A Practical Guide to Mentoring, Coaching and by C. Rhodes

By C. Rhodes

Written for employees in faculties and schools, this publication deals the problem and help essential to comprehend, study and undertake training, mentoring and peer-networking mechanisms as an important a part of the advance studying inside an supplier. Drawing at the new nationwide procedure for pro improvement, it emphasises the significance of studying with and from different colleagues, assisting your organisation to turn into a qualified studying neighborhood and aiding the force to elevate criteria and attainment. Organised into 9 designated yet interrelated chapters, this can be a useful sourcebook of functional details for in-service education. It includes a diversity of stimulating actions which interact the reader and encourages mirrored image on: * the character and value improvement in faculties and schools* the capability merits and problems linked to training, mentoring and peer-networking* elements necessary to the winning institution and administration of training and mentoring programmes* crew management and management training* the function of the trainer, mentor and networker with recognize to the production studying groups.  

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Additional info for A Practical Guide to Mentoring, Coaching and Peer-networking: Teacher Professional Development in Schools and Colleges

Sample text

In Area B list those qualities and experiences that you know you have gained over your lifetime but may not be obvious. Share this information with a colleague – any surprises?

Mentoring may be used to support individuals through a combination of coaching and counselling from induction through to extended professional relationships. While coaching is an enabling and helping process, mentoring is essentially a supportive process. The mentor requires many of the same skills as a coach. Typical mentoring activities are outlined below as a series of steps. Contribute to the development of self-awareness in the learner A mentor can contribute at any stage in the preparation of a personal development plan.

Objective 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Objective 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Objective 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Objective 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Step 5 Finally, prepare an action plan to ensure that objectives you have identified in Step 4 are taken through to achievement.

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