PGCert Handbook - Staff and Departmental Development Unit

Postgraduate Certificate in Learning and Teaching in Higher Education Handbook Route 1: 2005-200610. MentoringThis section focuses upon the role and expectations of the mentor in connection with the assignments that you have tocomplete and the teaching portfolio that you are recommended to develop, but it also offers some general suggestions onworking with participants on the programme.Mentoring, in the form described in this section, is a new approach for working with new staff in the University. Indeed, itis relatively new to courses for university staff in any university. Towards the end of the academic session we will beinviting you to offer your comments on the role and tasks of mentors and upon the guidance offered.The Role of the MentorThe focus of the mentor’s work is to help a participant on the programme to develop his or her approach to teaching,learning and assessment: to act as a trusted adviser and critical friend. In so doing, the mentor may also be indirectlyassisting the participant to develop approaches to administration and research.The primary responsibilities of a mentor are to:• provide guidance and feedback on teaching sessions, approaches to other forms of teaching, assessment and studentlearning• explore and discuss the participant's self assessment of their own preparation and teaching• provide opportunities for the participant to observe the mentor's teaching and that of other colleagues as examplesof good practice• help the participant to develop skills in teaching and related activities• provide personal support where necessary, and increase the participant's confidence• review progress with the participant• act as a resource to the participant in terms of institutional and departmental policies, procedures and routines asthey affect teaching and learning• help the participant to develop a reflective approach to her/his work with students, whereby monitoring andevaluation, for improvement purposes, becomes an on-going process• assist the participant to develop his/her teaching portfolio• jointly assess, with the participant, the practical teaching sessions of assignment one.Competencies of a MentorColleagues who have been asked to carry out the role of mentoring are perceived to have the range of skills and qualities -competencies - necessary for the task. These include the ability to:• agree and review objectives for a participant in the mentoring process• establish an open and honest relationship with the participant• make time available to support a participant - as a reflection of their own organisational and time-management skills• contribute to building a participant's self-confidence• encourage a participant to take responsibility for his/her professional development• listen attentively and non-judgementally• maintain confidentiality• encourage a participant to clarify his/her view and philosophy of teaching and learning• refer a participant to other sources of support where necessary and/or appropriate, and provide constructive andgermane feedback as appropriate• encourage a participant to monitor and reflect on the outcomes of their teaching and management of learning for thepurposes of development and enhancement• monitor and develop their own performance in mentoring.Staff and Departmental Development Unit Page 12 University of Leeds