THE WEBDELTA
Mentoring
The rationale for the Mentoring System is that the WebDELTA candidate has an experienced teacher on hand to provide face-to-face support, advice and immediate feedback when doubts arise and a human touch is needed. The experienced teacher mentor is intended to be an informal, helpful, sounding board and advisor assisting the candidate to meet the course requirements and develop as a reflective and eclectic practitioner.
In a Mentoring relationship, it is important
that:
1. Open and honest communications between mentor and candidate exist with the
mentor giving honest praise and criticism.
2. Confidentiality, integrity and trust are integral aspects of the relationship.
3. A mentor provides opportunities for growth and development of the candidate
beyond existing skills.
4. A mentor is accessible.
5. The responsibilities of the mentor and the candidate are clearly defined.
The role of the Mentor:
Support the candidate
by discussing structured reading articles and talking through any tasks
Encourage the candidate to contribute regularly and in depth to discussion boards
Provide the candidate with opportunities to observe other classes
Advise on the candidate on good organisational and time-keeping practices
Encourage the candidate to maintain their reflective journal with regular entries
Be open-minded
Clarify essential issues
Maintain confidentiality
Act as an advisor when needed - be accessible
Encourage the candidate to participate in locally available PD activities and
conferences
Give encouragement
Give emotional support
The role of the Candidate:
Do all the required readings and tasks
Be open-minded
Maintain confidentiality
Be flexible
Be a good listener
Accept constructive criticism
Accept responsibility
The relationship between mentor and candidate should be maintained over the year providing continued guidance and open lines of communication. Mentors should aim to continue to be supportive professionally by clarifying issues, suggesting strategies for achieving course objectives, questioning, listening and problem-solving. On a more personal level, mentors should continue to provide encouragement, show concern and boost confidence whenever possible.
Suggested initial strategies:
Discuss the readings and tasks assigned
Work at drawing up a typical local student profile
Review the resources available locally
Work out a weekly timeline of study for the candidate
Fix a time for a weekly meeting between mentor and candidate
Adapted from documents provided at the 'Academy for Leadership Training and Development' - The Chair Academy - Maricopa Community Colleges