Mentoring Qualification A brief overview Andre Sternitzke staff - - PowerPoint PPT Presentation

Andre Sternitzke

staff member / teacher / teacher trainer andre.sternitzke@hu-berlin.de

18.02.2019│ PSE

Mentoring Qualification – A brief overview

Table of content

1) Practical studies (internship)

• General aspects

− Chronological overview − Practice-orientated activities − Contributors

• Internships at Stellenbosch University

2) Mentoring qualification

• Qualification courses for teachers - content
• General procedure at the Humboldt-University Berlin
• tasks of a mentor

1 Hier steht z.B. der Titel der Präsentation (über Kopf- u. Fußzeile eintragen)

Table of content

3) Video example of a co-constructive talk 4) Characteristics of con-constructive talks

• Coaching moves
• Effects

5) Q & A

2 Hier steht z.B. der Titel der Präsentation (über Kopf- u. Fußzeile eintragen)

• inherent part of the Master of Education studies since 2016
• usually takes place in the third semester of the master‘s

studies

• goal:
• to bridge the gap between university and school and

make the transition easier for future teachers

Practical studies (internship)

3

• orientation internship during the bachelor‘s program
• 6 weeks
• focus: lesson observaion
• practical studies ( internship) in Berlin
• 5 months (01.09. – 31.01.) / 18 weeks (without

holidays)

• in the 3rd semester of the master‘s studies, during the

winter semester

• teacher training
• 18 months

Chronological order

4

School:

• lesson observation (sitting in on classes)
• simple tasks during the class, for example supporting

individual students

• taking part in and contributing to general school life

(extracurricuclar activities, conferences, staff meetings,… )

• preparation, execution and evaluation of 32 instructed

lessons University:

• carrying out a research project
• attending accompanying seminars

Practice-orientated activities

5

• university students
• university teachers
• mentors (school teachers)

Contributors within the practical studies

6

• Which role do practical studies play at your university?
• To which extent do your requirements differ from those in

Berlin?

• What else is of interest to you?

Internships at your faculty

7

8

• Professional School of Education (PSE)
• Dahlem School of Education (DSE)
• School of Education der TU Berlin (SETUB)
• Zentrum für künstlerische

Lehrkräftebildung (zfkl)

Mentoring qualification: a Berlin-wide project

• general information
• communication process (active listining, question

techniques, methods and strategies for overcoming problematic situations in conversations)

• techniques and methods to carry out a co-constructive

discussion before the lesson

• techniques and methods to carry out co-constructive

evaluation talk after the lesson

Qualification course for teachers - content

9

Planning, execution and reflection of lessons Focus: Support the execution of lessons The m entors

• …

provide insight into their own planning process, their teaching and in the process of evaluating lesson (and serve as role models).

• …

let students take over parts of their lessons to create learning opportunities (team teaching).

• …

support the students‘ planning, execution and reflection

• f lessons by conducting co-constructive discussions before

and after the lessons.

Tasks of a mentor

10

Please watch the video and observe the way the talk is carried

• ut.
• What do you notice in terms of the way the conversation is

carried out.

• What do you find particularly positive about the taped

coaching session?

Example of a co-constructive talk before the lesson

11

• mentor guides through the talk
• student as well as mentor contribute to the discussion (ask

questions, make suggestions)

• mutual lesson planning and development of new ideas
• mutual evaluation of the conducted lesson
• dialogic interaction (long monologues should be avoided)
• certain coaching moves should be used

Kreis & Staub, 2011; West & Staub, 2003

Co-construcive conversation – characteristics

12

• suggestion: every second lesson should be discussed co-

constructivly

• time for talks before the lesson: maximum 45 minutes
• time for talks after the lesson : 30 minutes

Co-constructive lesson talks – guidelines

13

inviting coaching m oves

• questions, requests, active listening
• e.g.: „What difficulties could the students have with the task?“

indicating coaching m oves

• Questions to point out certain aspects
• e.g.: „What is the difference between the graphic and the table?

It should be clear to us.“

coaching m oves to ensure understanding

• demands, paraphrasings, summarys, explicit wording of

arrangements

• e.g.: „Is this what you meant?“

Kreis & Staub, 2013; Staub, 2004; Staub & Kreis, 2013

Coaching moves

14

Examples of the video

15

Examples of the video

16

Examples of the video

17

−

co-constructive discussions before the lesson is hold evoke twice as many learning achievements as debriefings

−

discussion longer than one hour are no longer effective

Futter & Staub, 2008; Kreis, 2012; Kreis & Staub, 2011; Staub & Kreis, 2013

Effects of co-constructive lesson discussions

18

Thank you for your attention. Feel free to ask questions!

contact Andre Sternitzke Team Mentoringqualification Professional School of Education (PSE) Humboldt-Universität Berlin Telefon: + 49 (0)30 2093 70824 E-Mail: andre.sternitzke@hu-berlin.de