Framework for Mentoring

Learning etc : education, training, consultancy

Framework for Mentoring

The aims of the course: to cover the main aspects of the Framework sufficiently for participants tbe able to promote its implementation in the college to agree what we mean by mentoring to introduce The Framework for Mentoring to overview some methods for mentors and the range of application to consider methods for mentoring individuals and groups, peer-mentoring to help mentors to evaluate and improve their own performance to consider ways of implementing the Framework and training mentors in the college
Programme	-- Maximum Group Size : 14 --
9.30 Registration and coffee 10.00 Introductions and Aims 10.15 Mentoring supporting learning as well as supporting teaching a working definition - the mentor as learning coach discussion 10.45 The Framework for Mentoring the role and responsibilities: of the mentor of the student as a learner the main concepts of self-organised learning - becoming learning-focussed rather than task-focussed the learning conversation and the Personal Learning Plan clarifying purposes, methods, expected outcomes, outcome measures (dimensions along which the actual outcomes can be evaluated) and review paired learning exercise - acting as learner and mentor 11.15 Coffee 11.30 Methods for the mentor Finding out where to begin with a particular learner (paired exercise - using the role-map) Breaking purposes down intd-able steps Three methods for making the learner less dependent and more proactive Deciding what type of conversation is appropriate (about skills, about learning or about 'life') Application tlearning, behaviour and social needs Using the Timeline Completing a Personal Learning Plan (paired exercise based on the role map) Training learners tbecome their own learning-coach 1.00 Lunch	2.0 Methods for mentoring individuals and groups, peer-mentoring Using a 'mega' timeline to keep track of a number of individual learners Training learners to become mentors Moving up a level to monitor process of peer-mentoring (using Timeline and Tracker documents and the group's PLPs to facilitate the monitoring) 2.30 Helping mentors to evaluate and improve their own performance PLPs and Timelines for mentors Mentors acting as learning coaches to each other 3.0 Implementing the Framework for Mentoring in the college - practical considerations Why the Framework needs to be supported by senior management to be effective Maintaining and enhancing the culture of learning within the college Links with student support facilities Front loading the Framework Identifying and training mentors across the college Obtaining baseline measures of retention and attainment Monitoring and evaluating the effects of the Framework on retention and attainment 3.30 Next steps, summary and close 3.45 Tea and depart

Reasons to attend. There are increasing pressures on colleges to improve results. The Framework for Mentoring offers a way of enhancing mentoring in colleges by improving and using the ability of students to be proactive, independent learners. This in turn offers a way of improving retention rates and attainment significantly while, at the same time, reducing the teaching load on staff and the associated stress that they may feel. The Framework can operate over the whole college from the start if there are sufficient mentors, or can be implemented in phases as mentors become trained. It can be used to help with learning for the whole range of student intake as well as for behaviour and social skills needs. The course is suitable only for senior members of staff who have the authority to implement and support the Framework for Mentoring.

Cost and Reservation This course is offered on an in-house basis

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