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Reflection on mentorship
Reflection on mentorship
Reflection on mentorship
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Within the life of every education, the expectation is that they are growing personally within their own lives and professions of which will assist them in reaching the lives of their student/learners effectively for the purposes of academic achievement. This growth is received through that activity on the part of the education within professional development. Within this assignment, this writer will conduct an assignment of which calls for the summary of four valuable resources in which he had studied concerning professional development. The writer will then discuss how the writings constitute in his own personal growth and create a development plan for the promotion of a school-wide reflection initiative.
Summary of Writings
Hudson, P. (2013). Mentoring as professional development: Growth for both mentor and mentee. Professional Development in Education, 39(5), 771-783. doi:10.1080/19415257.2012.749415
The premise of this journal article discussed and attempts to validate mentoring as professional development option of which promotes development educationally for both the mentor and the mentee. The article explains a dilemma in sharing teacher’s essential need for professional development; however, the cost for this developmental necessity within the lives of educators can serve as an expensive task to facilitate. The article offers up an additional strategy of which satisfies the need for educators, professional development simultaneously keeping the financial price low, the strategy offered is the option of mentoring as a source of professional development. In supporting the option of mentoring as professional development, the article shares the data that is conducted from a qualitative study in which a survey of me...
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...essional standard for Dutch teacher educators. European Journal of Teacher Education, 24(3), 343-354.
Koster, B., & Dengernik, J. J. (2008). Professional standards for teacher educators: How to deal with complexity, ownership, and function: European experiences from the netherlands. Journal of Teacher Education, 31(2), 135-149.
Rippon, J. H., & Martin, M. (2006). What makes a good supporter? Teaching & Teacher Education: an International Journal of Research and Studies, 22(1), 84-99.
Tang, S. Y. F. & Choi, P. L. (2005). Connecting theory and practice in mentor preparation: Mentoring for the improvement of teaching and learning. Mentoring & Tutoring: Partnership in Learning, 13(3), 383-401.
Tellez, K. (2011). A case study of a career in education that began with “teach for america”. Teaching Education, 22(1), 15-38. doi:10.1080/10476210.2010.541238.
middle of paper ... ... Australian Journal of Teacher Education, 25 (1), 45-51. Retrieved from http://ro.ecu.edu.au/ajte/vol25/iss1/5. Western Australian Department of Education. a.
There is little scientific knowledge when it comes to mentoring effects on future outcomes; in addition posing confusion as to how these programs continue to emerge. A major component in regards to program effectiveness is in measurement or evaluation of its structure (Deutsch, N., & Spencer, R., 2009). This is done by conducting surveys, focus groups, and interviews (Deutsch, N., & Spencer, R. (2009); Karcher, M., & Nakkula, M. (2010); Diehl, D. C., Howse, R. B., & Trivette, C. M. (2011); Osgood, 2012; Williams, 2011). Studies gives the researcher insight into knowledge that otherwise wouldn’t be known, in order to understand mentoring reactions and relationship styles better (Karcher, M., & Nakkula, M. (2010); Christens, B. D., & Peterson, N. A. (2012); Diehl et al., 2011; Leyton‐Armakan, J., Lawrence, E., Deutsch, N., Lee Williams, J., & Henneberger, A. (2012); Meyer, K. C., & Bouchey, H. A. (2010).
Taking the time to reflect on one’s career can increase self-awareness and enhance professional development. A career development plan is a confidential and integral document created by an individual which outlines the activities undertaken during their life journey. Therefore, a professional development plan documents one's goals and skills required to accomplish dreams and is influenced by internal and external factors. Hence, a professional development plan is reminiscent of ones’ past experiences and a glance at the future. Having a professional development plan in place is critical for graduate students in nursing because it enables one to keep track of their progression. My primary purpose in writing this developmental
In addition, for some mentors, mentoring was a burden or workload issue that often went unnoticed by others. Mentees, too, were concerned by a lack of mentor interest and training and a host of problematic mentor attributes and behaviors (e.g. critical or defensive behaviors). Professional or personal incompatibility or incompatibility based on other factors such as race or gender was also seen by both mentors and mentees as impediments to the success of the relationship. Organizations, too, were confronted with difficulties arising from mentoring programs. Lack of commitment from the organization, lack of partnership and funding problems were reported in some studies, while in others, cultural or gender biases meant that some mentees’ experiences were not
Their faith in me allows me to push forward, and drive me to stay on track , so I can reach my goals. In addition, without my passion to want to help others none of my goals I want to achieve would be possible.
In this essay, the advantages and disadvantages of two core theoretical models of coaching (GROW and Skilled helper model) and one of mentoring (5 C’s mentoring model) will be critically appraised.
Mentoring became an extraordinary part of my ODP role. As a Christian mentor, mentoring was significantly more about training and directing. It was substantially more about the subjective and subjective parts of employment – managing dissatisfaction, giving helpful feedback, taking care of frustration, acting with modesty and sympathy, and so on. As a matter of fact, Lewis (1998), states that “Business people have mentored naturally for years, without putting a name to it. And in the 1970s and 1980s, corporations began to regard mentoring as a career development tool, often to further corporate diversity goals”
In this paper I will be covering and analysing personal and professional development. Four respective patches have been undertaken for this module which addressed. Professional development plans, reflective practice, mentoring and supervision and the critical reflection of learners in the learning process. The first patch is talking about the use of Personal Development Plan enabling learning and development in professional practice. The second patch is discussing and evaluating the effectiveness of reflection, by promoting learning and development in professional practice. The third patch talks about mentorship, supervision and learning styles in the workplace. Lastly, the final patch discussed about the commitment of the student in the learning process. As well, right the way through this essay, the quotes from the patches will be used in bold.
The types of professional development opportunities that he participated in have allowed him to grow as a teacher. In addition to professional development workshops, teachers can continue to improve their teaching by simply listening to and observing their students. Based on the feedback they get from students and the observations they make, they can adjust their teaching methods accordingly. Implementing this system in their classroom can benefit them and their
In the Mentoring for Success program I was able to monitor the effect of mentoring on a student’s academic progress and ability to transition to college by administering regular assessments. But perhaps the best method in determining a good mentor-mentee match was observing how they interacted with one another in program meetings and outings. It was pleasing to see mentors and their mentees work as a team to excel on the health quiz and applaud each other for hitting their target number of steps in the pedometer
Mentoring is a strong educational tool and is very useful especially within the New York City Department of Education. It is a great way for experience teachers to pass down information. The one and one interaction is more lasting than reading it from a book. This method will allow a smooth transition for new teachers. There are a lot of procedures that are confusing to beginners and mentors can uncoil those kinks. Beginning teacher will also get the opportunity to experience different teaching styles and also decide what will work for them and what will not. Mentoring is a valuable asset in guiding person’s development.
377-378). Research has demonstrated that effective professional growth and development for teachers provides opportunities for teachers to practice new skills and approaches to working in the classroom, establishes a clear link between educational theory and school-specific practices, affords teachers adequate time to discuss and reflect on knowledge received and produced and gives teachers ongoing support in implementing new knowledge and teaching practices (Jenson, 2002, p. 493; Opfer & Pedder, 2011, pp. 384-385; Robinson, Myran, Strauss, & Reed, 2014, p. 144). An analysis of the intersection between frameworks for professional learning and development and conceptions of knowledge does not possess the utility of an analysis and subsequent understanding of the necessary features of effective professional learning and development. Focusing a discussion of professional learning and development on this intersection distracts from opportunities to understand the features of effective professional learning and development, which would provide teachers with the capacity to seek out, engage in and construct effective professional growth activities, thereby providing teachers with the resources to be able to improve their professional practice, independent of the framework of professional learning and development selected (Opfer & Pedder, 2011, p.
There are several factors that can make professional development beneficial. I believe that most important thing that makes professional development successful is that it is applicable to your situation and it is ongoing. In my experience, some of the best ways to achieve this have been through instructional/literacy coaches and teacher-based teams. I am a visual learner so it always helped me to watch another teach or coach model the strategy that I was trying to implement within the context of my actual classroom. I have also benefited from having a coach observe me implementing various strategies and offering suggestions to make it more successful. I have also found it extremely beneficial to meet frequently with teacher based teams.
It provides the fundamental and advanced knowledge needed to improve the well-being of a country. Education is critical to the development of a country’s youth, as the popular saying goes, children are the future. The education received from teachers can either leave a lasting impact or have little or no effect on understanding. The Woodrow Wilson National Fellowship Foundation asserted that there is a need for “new paradigms, new practices and new people” (as cited in Holaday et al, 2007, 99). Professional development of teacher is required, as mentioned by the Woodrow Wilson National Fellowship Foundation, “to build a culture supportive of a new generation of scholar citizens” (Holaday et al, 2007, p.99). Thus, it is imperative that the teachers’ in all institutions in a country receive the best possible training and resources needed to fulfil the responsibilities set before
In recent years, the cliché image of a teacher has come under attach. Research has shown that teachers often work in an isolated setting in which they are considered experts in their specific area; however they often lack the support and equipment needed to do their jobs effectively. As a result, to the inadequate working environment new teachers often leave the profession within the first five years. These conditions often exist because the educational system fails to prepare our teachers with the proper tools and experience needed to do their job well (U.S. Department of Education, 2010).