The AASE Tasmania Chapter and Faculty of Education University of Tasmania (UTAS) mentoring partnership programChristopher Rayner & Jenny Buckingham
The AASE Tasmania Chapter and Faculty of Education University of Tasmania (UTAS) mentoring partnership programChristopher Rayner & Jenny Buckingham
Outline
1. Context: The scene in Tasmania
2. Aims: Why we developed the program
3. Recruitment: How we bring people together
4. Support and recognition: The ways we facilitate the partnership and celebrate achievements
5. Experiences: Opportunities for participants
6. Benefits: What people gained
7. Challenges: Which aspects have presented difficulties
8. Future: Where we see the partnership heading
Context
�Challenge of ‘theory/practice’ nexus in teacher education
�Network of experienced inclusive educators within AASE/Department of Education
�Call for partnerships to develop capacity and specialist expertise
Context
“…courses need to provide an increased exposure to a range of
educational settings (e.g., regular classrooms and support classes) so that preservice teachers are better
prepared for an inclusive classroom.”(Hemmings & Woodcock, 2011, pp.
112113)
Context
Recognition that: “The school community’s
knowledge and understanding of inclusive educational practice is
the critical factor in leading change”
Aims
�UTAS: Complement coursework on inclusion through practical experiences in addition to practicum
�AASE: Aligns with 2 of the key goals�Promoting Professional Standards of a High Order�Enhance access by students, with special education
needs, to quality educational programs
•Shared: Promote and extend teachers’ capacity to cater for studentdiversity and exceptionality
Recruitment
Mentors:
�Eligibility:
Experience
Role/s
Age group
Mentees:
�Eligibility
�Applications
�Selection criteria
Recruitment
Mentees’ top reasons for participating:
“To learn practical skills in teaching students with special
educational needs” and “creating an inclusive learning
environment”
Recruitment
Mentors’ top reason for participating:
“To contribute to the development of a preservice
teacher.”
Support and recognition
�Orientation ‘welcome’ event
�AASE Executive oversees and supports mentors
�UTAS Lecturer in Inclusive Education oversees and supports mentees
�Midprogram progress event
�Conference attendance (one pair)
�End of year gathering/feedback
Experiences
�AASE membership & publications
�Observe effective strategies
�Participate in planning and IEP meetings
�Engage in professional learning
�Join in collaborative opportunities to share knowledge and experiences
�Develop a supportive mentoring relationship
Experiences
“Absolutely the publications and PD have been invaluable to my teaching I use them every day! I like to think that my classroom is far more inclusive as a result!”
(Mentee)
Benefits
�Flexibility and voluntary nature
�Assessmentfree environment to practice skills
�Supportive relationships
�Ongoing networks
�Enhanced employability
Benefits
“It gave me insights into the class that I did not receive in my
practicums, mostly because there is not enough low stakes
observation time to help inform practice.” (Mentee)
Benefits
“Thankyou for the opportunity to participate. It has greatly
contributed to the initiation of my teaching career both in the classroom and as a specialised support teacher.” (Mentee)
Benefits
“Especially coupled with Chris's Inclusive Education unit I'm studying
this semester…I can feel the knowledge seeping into my bones in
a way it never would have without my experience with (Mentor). So,
thank you. This mentorship program is truly the best thing. I will be
forever grateful..” (Mentee, 2016)
Challenges
�Geographical spread of mentees, mentors, and events
�Some mentors’ availability and awareness
�Some mentees’ mobility and initiative
Challenges
“My mentor and I both felt a little uncertain of what was expected
of our partnership.” (Mentee)
Future
�Collect and analyse evaluation research data
�Recruitment connected with coursework
�Clearer guidelines for mentoring
�Conference attendance the year after
�Embedding structures to ensure sustainability
�Other organisations?
References
� Hemmings, B., & Woodcock, S. (2011). Preservice teachers’
views of inclusive education: A content analysis. Australasian
Journal of Special Education, 35, 103–116.
doi:10.1375/ajse.35.2.103
� Ministerial Taskforce on Education for Students with
Disability. (2015). Improved support for students with
disability: Ministerial Taskforce Report. Retrieved from
https://www.education.tas.gov.au/documentcentre/Docume
nts/ImprovedSupportforStudentswithDisability
MinisterialTaskforceReport.pdf