By C. Rhodes

ISBN-10: 0415317789

ISBN-13: 9780415317788

Written for employees in colleges and faculties, this publication deals the problem and aid essential to comprehend, research and undertake training, mentoring and peer-networking mechanisms as a necessary a part of the advance studying inside of an business enterprise. Drawing at the new nationwide approach for pro improvement, it emphasises the significance of studying with and from different colleagues, supporting your organisation to develop into a certified studying neighborhood and aiding the force to elevate criteria and attainment. Organised into 9 special yet interrelated chapters, this can be a useful sourcebook of sensible details for in-service education. It encompasses a diversity of stimulating actions which interact the reader and encourages mirrored image on: * the character and value improvement in colleges and schools* the capability merits and problems linked to training, mentoring and peer-networking* elements necessary to the profitable institution and administration of training and mentoring programmes* staff management and management training* the position of the trainer, mentor and networker with appreciate to the production 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

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Does the organisation have a policy to guide their work? 1 Coaching and mentoring in your own organisation • • • • Establish if coaching and/or mentoring already takes place within your organisation. Define a role for coaches and/or mentors within your organisation. Define the management of coaches and/or mentors within your organisation. Define a policy for coaching and/or mentoring within your organisation. A checklist Which staff? Whatever the method for selection, it should be clearly stated and all the staff in the organisation should be aware of the criteria for selection.

Try and identify individuals within the organisation whom you may be called upon to coach. Would your style be more ‘hands-on’ or ‘hands-off’ with each of the individuals whom you have identified? • • • Why do you think you may need to vary your style? What elements of your style would be common to all individuals? What elements might you choose to vary? Finally, monitoring and evaluation to assess the success of the personal development plan is essential. Has learning taken place as required, was it cost-effective, what went right, what went wrong?

Changing practice and raising standards 25 The engagement of peer-networking, coaching and mentoring relationships appears to offer potential benefits helping to serve the individual, the organisation and national priorities such as raising standards and attainment. Drawing on the possible organisational constraints outlined in the text above, namely: • • • • • • collaboration; information and training; selection of individuals; engagement of staff commitment; needs analysis; time constraints, make a rank order of these constraints with respect to your own organisation or team.

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A Practical Guide to Mentoring, Coaching and Peer-networking: Teacher Professional Development in Schools and Colleges by C. Rhodes

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