PROGRAM OSPOSOBLJAVANJA MENTORA
ŠTO JE PROGRAM OSPOSOBLJAVANJA MENTORA
LOOP Program osposobljavanja mentora ima za cilj pružiti učiteljima priliku da diverzificiraju svoje uloge služeći kao mentori svojim kolegama i podržavajući njihovo uvođenje u posao. Osposobljavanje mentora ključni je čimbenik u osiguravanju uspješne provedbe programa uvođenja u posao.
KOMU JE NAMIJENJEN?
Ovaj je program osmišljen za skupinu iskusnih i predanih učitelja koje njihovi kolege prepoznaju kao kompetentne i odgovorne stručnjake.
KAKO JE STRUKTURIRAN?
LOOP Program osposobljavanja mentora uključuje 12 modula podijeljenih u 3 bloka (kliknite na svaku poveznicu za odlazak na grupu modula):
KAKO JE ISPORUČEN?
- Fokusirani, dobro definirani ciljevi, ali dovoljno fleksibilni da se prilagode nacionalnom kontekstu i specifičnim potrebama.
- Prilagodljiv različitostima u nacionalnim kontekstima i skupini mentora tijekom provedbe programa.
- Inkluzivan, jer omogućuje dodavanje i izmjenu aktivnosti kako bi se zadovoljile specifične potrebe prilagodbe.
- Pouzdan, jer je rezultat zajedničkog rada različitih subjekata s različitim stručnim znanjima i radnim skupinama.
- Pozitivan, jer prepoznaje da se kompetencije mogu poboljšati i da svi sudionici imaju potencijal za promjenu i rast.
01. JA KAO UČITELJ POČETNIK: PRISJEĆANJE SVOG PUTA
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- Samorefleksija značajnih osobnih iskustava kao učitelj mentor
- Razmjena i rasprava o idejama povezanim s tim iskustvima
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- To enunciate the strengths of the future teacher mentor, both personally and professionally, as a way to promote the successive improvement of his/her performance
- To understand the specific needs and challenges of the teacher mentee
- To identify mentoring strategies as references for effective implementation
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Relevantni pdf možete preuzeti ovdje:
02. JA KAO UČITELJ MENTOR: NESPORAZUMIJEVANJE I UPRAVLJANJE OČEKIVANJIMA
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- Očekivanja prema sebi (i za) sebe
- Očekivanja prema mojoj okolini
- Očekivanja prema mom učitelju štićeniku
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- To develop a realistic understanding of teachers mentors’ roles
- To start to explore effective approaches to mentoring
- To develop an effective expectations management strategy
- To identify and resolve misunderstandings more easily within the teacher mentor – teacher mentee relationship
- To easily create common goals and set boundaries
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Relevantni pdf možete preuzeti ovdje:
03. SAMOREFLEKSIJA U SRŽI PROFESIONALNOG RAZVOJA
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- Razine samorefleksije: površinska samorefleksija, dubinska samorefleksija.
- Batesonov model neuroloških razina
- Osobna filozofija profesionalnog djelovanja
- Metode refleksije (refleksija iskustava – najširi okvir, refleksija kritičnih događaja, sokratska pitanja)
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- To be aware of the quality and frequency of self-reflective practice in their daily professional lives,
- To deep teachers mentors’ understanding of the role of critical self-reflection and self-evaluation in personal and professional development
- To promote learning about, role-play, and evaluate some models that guide self-reflective thinking in the face of concrete professional challenges and dilemmas
- To contribute to deciding about how to encourage their teacher mentee to engage in systematic self-reflection.
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Relevantni pdf možete preuzeti ovdje:
04. POUČAVANJE MENTALITETA ZA RAST I RAZVOJ
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- Što je mentalitet za rast i razvoj?
- Jezik razmišljanja o mentalitetu za rast i razvoj
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- To understand the influence of a growth mindset on the person and the environment
- To know the language of a growth mindset
- To understand how to develop a growth mindset in education through simple interventions
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Relevantni pdf možete preuzeti ovdje:
05. KOMUNIKACIJSKE I INTERPERSONALNE VJEŠTINE
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- Učinkovite tehnike slušanja i ispitivanja primijenjene na mentorski odnos.
- Savjeti i strategije za pružanje i primanje povratnih informacija.
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- To understand the value of active listening and use techniques to strengthen this ability
- To be able to use the questioning technique to guide, have a conversation and empower teachers mentees
- To understand and be able of receiving and transmitting feedback
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Relevantni pdf možete preuzeti ovdje:
06. EMPATIJSKO SLUŠANJE U KONTEKSTU NENASILNE KOMUNIKACIJE
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- Teorija nenasilne komunikacije: promatranje, osjećaji, potrebe i zahtjevi
- Empatijsko slušanje
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- To deep knowledge of the theory of nonviolent communication (M. R. Rosenberg, 2003)
- To raise awareness of teacher mentor’ communication style, strengths and weaknesses according to criteria/principles of nonviolent communication
- To train the use of principles of nonviolent communication in mentoring process with the accent on empathic listening
- To think about nonviolent communication in the teacher mentor-teacher mentee relationship:
- how to support the teacher mentee in self-reflection on his/her communication in the classroom
- how to direct teachers mentees’ attention to supporting students in developing nonviolent communication skills
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Relevantni pdf možete preuzeti ovdje:
07. UPRAVLJANJE STRESNIM SITUACIJAMA
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- Razvoj i simptomi stresa
- Sustavno prepoznavanje strategija i putova suočavanja (kotač ravnoteže)
- Rasprava o mogućim problemima i njihovom rješenju korištenjem piramide logičkih razina (R. Dilts)
- Samorefleksija eksplanatornog stila (M. Seligman)
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- To present common stressors that teachers face in their work
- To sensitize for the recognition of stress symptoms
- To learn constructive coping strategies to deal with stress at different stages of its duration
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Relevantni pdf možete preuzeti ovdje:
08. ULOGA UČITELJA MENTORA
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- Uloga učitelja mentora
- Odgovornost u mentorskom odnosu
- Etika i mentorstvo: blizak odnos
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- To define the guidelines for action, give security to the teacher mentor and ensure the conditions for a good mentoring relationship
- To empower the teachers mentors with knowledge and techniques to help them fully accomplish their responsibilities, within the framework of their rights and duties
- To guarantee the existence of a transversal action pattern based on the anticipation of solutions for specific issues, thus ensuring a good working environment and the satisfaction of those involved
- To value and dignify professionals and organisations by creating reference standards that contribute to strengthening their professional and organisational identity
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Relevantni pdf možete preuzeti ovdje:
09. RAZLIČITE VRSTE MENTORSTVA I KAKO IH KORISTITI
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- Priprema i prezentacija simulacija koje prikazuju različite vrste mentorstva
- Zajednička analiza i rasprava o prednostima i nedostacima svake vrste mentorstva u obrazovanju.
- Rasprava u velikoj grupi o tome kako učitelji mentori mogu imati koristi od različite vrste mentorstva u programu uvođenja u posao
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- To know and identify the different types of mentoring
- To recognise the characteristics, benefits and disadvantages of the different types of mentoring
- To select and adopt the adequate type of mentoring by the context and objectives of the mentoring relationship
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Relevantni pdf možete preuzeti ovdje:
10. FAZE MENTORSKOG ODNOSA
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- Četiri faze učiteljeva mentorskog odnosa
- Strategije, popisi za provjeru i savjeti koji će pomoći u vođenju napretka učitelja mentora u svakoj fazi mentorskog odnosa.
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- To identify the different stages of a mentoring relationship and the specific steps that lead to mentoring excellence
- To promote strategies to get to know the teacher mentee(s) and establish a professional relationship
- To challenge the teacher mentor to think in new ways
- To get to know strategies to come to a closure of the mentoring relationship
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Relevantni pdf možete preuzeti ovdje:
11. USPOSTAVLJANJE PROFESIONALNE MREŽE
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- Koraci uključeni u stvaranje profesionalnih mreža
- Ključna područja rasprave i promišljanja u razmjeni praksi i iskustava među učiteljima mentorima
- Zajedničko vodstvo: definicija, izazovi i prilike
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- To identify and understand the key stages involved in the creation of a professional network
- To make teachers mentors competent professionals in the organization of networks though the development of a dedicated action plan
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Relevantni pdf možete preuzeti ovdje:
12. ŠTO JE PROGRAM UVOĐENJA UČITELJA I KAKO GA KORISTITI
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Predstavljanje programa
- Povijest iza programa (i malo budućnosti)
- Glavni koncepti programa
- Struktura programa
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- To Present the LOOP project as a whole, the origins of the programme and the upcoming steps
- To present the teachers’ induction programme and familiarise teacher mentor with it to ensure that they would later feel comfortable using it
- Ensure that the teacher mentor understands the TIP as a modular, non-binding and adaptable toolbox, with materials that must be adapted to themselves and their teachers mentees
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Relevantni pdf možete preuzeti ovdje:
Project LOOP- Empowering teachers personal, professional and social continuous development through innovative peer-induction programmes (626148-EPP-1- 2020-2- PT-EPPKA3-PI-POLICY)
This project has been funded with support from the European Commission. This website reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
This work is licensed under CC BY-NC-SA 4.0
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