By C. Rhodes
Written for workers in faculties and faculties, this ebook deals the problem and help essential to comprehend, examine and undertake training, mentoring and peer-networking mechanisms as a necessary a part of the advance studying inside of an service provider. Drawing at the new nationwide procedure for pro improvement, it emphasises the significance of studying with and from different colleagues, supporting your organisation to develop into a qualified studying neighborhood and assisting the force to elevate criteria and attainment. Organised into 9 exact yet interrelated chapters, this is often a useful sourcebook of sensible info for in-service education. It incorporates a variety of stimulating actions which interact the reader and encourages mirrored image on: * the character and value improvement in faculties and faculties* the capability merits and problems linked to training, mentoring and peer-networking* components necessary to the profitable institution and administration of training and mentoring programmes* group management and management training* the position of the trainer, mentor and networker with admire to the construction studying groups.
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Extra info for A Practical Guide to Mentoring, Coaching and Peer-networking: Teacher Professional Development in Schools and Colleges
How will this be done? Cost-efﬁcient organisation Where might costs be reduced? How will this be managed? Others Effective professional development 21 Step 2 Using the following table, reﬂect on the beneﬁts to an organisation of coaching, mentoring and peer-networking as listed below. Consider how these are taking place currently in your organisation. Coaching Mentoring Peer-networking A member of staff is seen as an ‘expert’ The latent abilities of individuals are discovered and encouraged Helps staff feel part of an organisation Sharing of best practice There is an improvement in the performance of staff Improves communication Staff who have received coaching conform to the recognised systems within the organisation Staff are more likely to be retained Shares best practice Helps accelerate the learning curve of staff who are coached Those who have been mentored rapidly grow in conﬁdence Encourages links across departments/teams Personal growth of the mentor and the learner An increase in the mentor’s and learner’s awareness of their role in the organisation An increase in their effectiveness in the organisation Staff who have been mentored usually wish to act as mentors in the future – mentoring grows in the organisation Strong working relationships Step 3 In your group(s) consider the links between your priorities in the ﬁrst table and the beneﬁts outlined in the second table.
For example, some colleges have set out to identify and promote excellent teaching staff as ‘advanced practitioners’ and to designate them as coaches or mentors to help improve the standard of teaching. These advanced practitioners would use their own standards of teaching as models to be achieved by their colleagues. There may be a fourth standard, the Investors in People Standard, which ensures that the college as a whole is committed to developing its workforce in order to achieve its aims and objectives.
Objective 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Objective 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Objective 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Objective 5 . . . . . . . . . . . . . . . . . . . . . . . .