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Mentorship at a Glance:

ICT in Education Program

International Institute for Education for Development


(IIED) and the Advanced Teachers College

The Mentorship Commitment


Clearly there is no single road to learning. The teaching profession "paves the way" for
students to discover the joy that a great education can bring. And mentors guide mentees
so that they may demonstrate teaching excellence. Students pursuing the ICT in
Education program require attention.
Here is the commitment we need from mentors:

Support: to ensure academic progress in the ICT in Education program

Time: at least 3.5 hours per week of contact with the mentee

Attention: in periodic reviews of e-Portfolios and personalized learning continuum

Participation: in meetings at IOL and with IIED professors

Advocacy: for students and honest reporting to IOL and IIED of progress

Guidance: for student lesson planning

Remediation: for students struggling with subject-matter mastery (of the


subjects the student intends to teach) and pedagogy

Observation and feedback: of student practice teaching, as well as formal


lessons in Surinamese classrooms and possible participation in the
determination of whether a student has met the IOL requirement of 9 formal
lessons

There are THREE central contributions mentors can make:

Subject Knowledge and Pedagogy

An understanding of the knowledge, concepts, and skills of specialist


subjects and where they fit in the school curriculum;
An ability to plan and teach so that students reach regional and
national targets;
The ability to produce coherent lesson plans which take into
consideration the goals and that meet the age-level and stage of development
of ones students
The knowledge of when to use and leave behind the textbook in
order to ensure that learning fits with the skills and next years expectations
(scaffolding)
The presentation of subject content using appropriate, effective, and
efficient pedagogies (ICTs or not)

Class Management

Always a major concern of new teachers, along with the question: Will I
have a life?

The use of classroom climate, rules, whole-class instruction, groups, pairs


that meet learning needs

Personalizing instruction so that it does not alienate children, but challenges


them to do more, participate, enjoy their studies, and stick with it.

The appropriate and judicious (wise) use of rewards and sanctions in order
to ensure safety, good will, and democracy in the classroom

Assessment

Identify where students are. and where they need to go, in the learning process

Judge how students can demonstrate that they understand the material

Understand how to maximize effectiveness and efficiency in student assessment


Students need teachers. So do teachers. Your mentor is someone who tells you the truth
and is able to keep a secret. If you are a new teacher, you should be looking for someone
you can trust and admit mistakes to, but who can also be very candid with you and tell
you the hard truths (or guide you to seeing the truth) when you make mistakes.
In Mentoring New Teachers, Hal Portner argues that trust is crucial to the mentormentee relationship. New teachers must feel confident in expressing doubt or admitting
mistakes to experienced teachers, without fearing embarrassment or repercussions. In
this respect, mentors serve as confidants, not evaluators, concerned only with helping
mentees -- and, in turn, students -- succeed in the classroom.
Its delicate. Good mentors have to know the right time and place for making a
comment. Mentors are not just cheerleaders. They know how to make you better at
what you do. Thats a place where peers cant reach. Portner writes: "Having a peer
evaluate you does have a lot of positives, and does work, but I really don't want to call it
mentoring."

The e-Portfolio Requirement


What is a Professional e-Portfolio?
Your professional portfolio shall show evidence that you are an active agent in
promoting the capacity of each student to succeed. In short, the e-Portfolio demonstrates
(1) subject-matter competency (2) differentiated instruction to meet the needs of ones
students (3) the capacity to demonstrate student learning along a continuum of growth
and national standards (4) the capacity to work with parents, and (5) an active
engagement in a learning community to ensure ongoing professional development. In
short, we view the e-portfolio as a key graduation requirement and an essential
component of 21st century learning.
We also view the e-Portfolio as an iterative process, rather than a fixed one. E-Portfolios
show ones ongoing professional development as an ongoing process of inquiry,
experimentation, and reflection.

E-portfolios do not include everything one has accomplished, but rather samples or
artifacts that show clear evidence, in your own way, that you are actively engaged in the
journey ahead.
What are the Components of a Professional Portfolio? How is it to be Evaluated?
Professional e-Portfolios come in all shapes and sizes, but most share similar
characteristics, including a personal teaching statement, evidence of student and teacher
growth, and demonstrated capacity to demonstrate and share ones skills.
The e-Portfolio will be in the form of a public blog/website that serves as a continually
updated platform for ones professional practice. In greater detail, the criteria for
evaluation is based upon an assessment of the following:

A clear demonstration of deep understanding and engagement with course material. We


can "hear" the student wrestling and playing with ideas, posing questions, etc.,
in assignments and discussions. In short, the teacher has applied her
understanding into classroom practice and developed on-going activities
influenced by new course material

The extent to which one connects and supports a wider web of colleagues by respecting
the ideas of others, providing effective feedback when assignments ask for
feedback, and accepting and incorporating feedback into ones work. We will
look for a clear demonstration of hospitality, thoughtfulness, gratitude,
collaboration and cooperation in actions and words

Creativity and willingness to take risks. Here, the teacher stretches her/himself as
a learner and as a teacher and is not stuck in non-productive habits and
patterns of thinking and action

Professionalism in one's classroom and with the local community namely speech
and action that honors oneself, others, and the teaching profession

Student performance. The teacher provides evidence of student accomplishments,


even how the teacher and student address challenges. Teachers must
demonstrate the use of both formal and non-formal assessment practices and
show how student success was correlated to teaching practices

Inclusive, well-managed classrooms. Classroom management must be distinct


from discipline. We shall look for the degree to which the teacher demonstrates
clarity, monitors student behavior, models consistency and values, and followthrough so that ones classroom is: a) clean b) vibrant and inviting c) accessible
to all students - including the disabled. Similarly, we will look for student

involvement and leadership so that we see evidence of a productive classroom


atmosphere also managed by the students themselves.

Active, critical thinking, both independently and in groups. Students are able to
both absorb information and apply it to solve problems. This requires the
ability for teachers to demonstrate that students are thinking critically, rather
than mimicking particular lessons. In this way, just as we ask for a teacher
portfolio, so, too, shall we expect to see examples of student work

The e-Portfolio will be evaluated by (a) ICT in Education professors and (b)
Feedback from the mentor, supervisors, and inspectors.