{"id":206,"date":"2017-01-31T20:05:20","date_gmt":"2017-01-31T20:05:20","guid":{"rendered":"http:\/\/blogs.shu.ac.uk\/mentorshooc\/?p=206"},"modified":"2019-04-10T15:47:11","modified_gmt":"2019-04-10T15:47:11","slug":"how-do-we-support-mentees-and-mentors-to-manage-the-workload-tweetchat-3","status":"publish","type":"post","link":"https:\/\/blogs.shu.ac.uk\/mentorshooc\/2017\/01\/31\/how-do-we-support-mentees-and-mentors-to-manage-the-workload-tweetchat-3\/","title":{"rendered":"How do we help mentees (and mentors) to manage the workload?"},"content":{"rendered":"<p><a href=\"https:\/\/blogs.shu.ac.uk\/mentorshooc\/files\/2016\/11\/adrian-Fearn.png\"><img loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-157 alignleft\" src=\"https:\/\/blogs.shu.ac.uk\/mentorshooc\/files\/2016\/11\/adrian-Fearn.png\" alt=\"adrian Fearn\" width=\"200\" height=\"200\" srcset=\"https:\/\/blogs.shu.ac.uk\/mentorshooc\/files\/2016\/11\/adrian-Fearn.png 200w, https:\/\/blogs.shu.ac.uk\/mentorshooc\/files\/2016\/11\/adrian-Fearn-150x150.png 150w, https:\/\/blogs.shu.ac.uk\/mentorshooc\/files\/2016\/11\/adrian-Fearn-144x144.png 144w\" sizes=\"auto, (max-width: 200px) 100vw, 200px\" \/><\/a>Adrian Fearn is the University link tutor in the Sheffield Institute of Education. He works in partnership with schools in the region to support trainees professional development whilst on school placements. This blogpost aims to develop a conversation around the the key ideas of professionalism and self-reliance.<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<hr \/>\n<h3><strong><span style=\"color: #0000ff\">How do we help mentees (and mentors) to manage the workload?<\/span><\/strong><\/h3>\n<p>One important aspect of the <a href=\"https:\/\/www.google.co.uk\/url?sa=t&amp;rct=j&amp;q=&amp;esrc=s&amp;source=web&amp;cd=1&amp;ved=0ahUKEwi0qKuFt5vQAhXpIcAKHUWcA7EQFggdMAA&amp;url=https%3A%2F%2Fwww.gov.uk%2Fgovernment%2Fuploads%2Fsystem%2Fuploads%2Fattachment_data%2Ffile%2F536891%2FMentor_standards_report_Final.pdf&amp;usg=AFQjCNEIomPx33n1KkEBYr9hDaRtYE04-A&amp;sig2=w-A6JeqzEynScQqj1NQq0g&amp;cad=rjt\" target=\"_blank\" rel=\"noopener\">Mentor Standards<\/a> is standard 3: Professionalism. This standard deals with inducting the mentee into professional norms and values, helping them to understand the importance of the role and responsibilities of teachers in society. Managing time effectively is one of the five sub-standards and is a huge challenge for most mentees. Some already have inherent strategies to assist them in prioritising their workload, but for others the need is for the workload to be broken down into manageable sections.<\/p>\n<p>There are some useful discussions to be had around \u2018qualitative workload\u2019 and \u2018quantitative workload\u2019. Sometimes it is the difficulty of the workload that mentees find hard to deal with, such as writing a Masters Level assignment or having a challenging face to face conversation with a parent; sometimes it may just be the volume of book marking that is using up considerable amounts of time. In\u00a0 response to teacher workload the Government established three working groups that reported back in March 2016 :<\/p>\n<ul>\n<li><a href=\"https:\/\/www.gov.uk\/government\/groups\/teacher-workload-marking-policy-review-group\" target=\"_blank\" rel=\"noopener\">Marking Policy Review Group<\/a> &#8211; to look at marking practices in schools that are raising standards successfully while reducing marking workload<\/li>\n<li><a href=\"https:\/\/www.gov.uk\/government\/groups\/teacher-workload-planning-and-resources-review-group\" target=\"_blank\" rel=\"noopener\">Planning and Resources Review Group<\/a> &#8211; to consider the effect of lesson planning and use of resources in schools<\/li>\n<li><a href=\"https:\/\/www.gov.uk\/government\/groups\/teacher-workload-data-management-review-group\">Data Management Review Group<\/a> &#8211; to develop principles for good data management in schools, including how to monitor pupil progress<\/li>\n<\/ul>\n<p>The Planning and Resource group review (2016) specifically states that &#8216; Burnt-out teachers are not best for pupils. &#8216; (p.6).\u00a0 When being inspected by OfSTED, any ITE institution will need to show how they have responded to these in order to support the next generation of teachers.\u00a0 A recently published report comment on aspects of this:<\/p>\n<p><em>&#8216;Although it is early in the revised training for 2016\/2017, trainees talk positively about how this is helping them to develop useful skills to manage a range of difficult situations, including stress, workload and colleague relationships.&#8217;<\/em> (Wildern Partnership SCITT OfSTED report, 2016).<\/p>\n<p>It is therefore heartening to see that the reviews are being noted by the teaching profession and that this is being supported by the OfSTED inspection framework. It is also at this point worth reminding ourselves of the wider OfSTED mythbusters.\u00a0 Sean Harford&#8217;s, OfSTED National Director of Edcation&#8217;s <a href=\"https:\/\/educationinspection.blog.gov.uk\/2016\/11\/28\/marking-and-other-myths\/\">blog<\/a> is a useful primary source of this.<\/p>\n<p><strong><span style=\"color: #0000ff\"><a href=\"https:\/\/blogs.shu.ac.uk\/mentorshooc\/files\/2017\/01\/professionalism6.jpeg\"><img loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-215 alignright\" src=\"https:\/\/blogs.shu.ac.uk\/mentorshooc\/files\/2017\/01\/professionalism6-300x296.jpeg\" alt=\"professionalism6\" width=\"300\" height=\"296\" \/><\/a>Managing Time<\/span><\/strong><\/p>\n<p>Covey\u2019s (1991) Time Management Matrix is a useful tool to assist mentees with the prioritisation, enabling them to consider the importance and urgency of their<br \/>\nworkload. It is also useful to structure the time in the day into clearly<br \/>\ndefined episodes:<\/p>\n<p><strong>A. \u2018Me\u2019 time<\/strong> \u2013 protected for you<br \/>\n<strong>B. Scheduled time<\/strong> \u2013 timetabled lessons and meetings<br \/>\n<strong>C. Non-contact time<\/strong> \u2013 for marking and planning<br \/>\n<strong>D. Transitional time<\/strong> \u2013 \u2018spare\u2019 time that can be used as<br \/>\nyou require<\/p>\n<p>Most important here is the imperative\u00a0 that the \u2018Me\u2019 time is never subsumed.<\/p>\n<p>As a creative approach to linking this with recruitment, Nottinghams&#8217; Education Improvement Boad (EIB) have developed a &#8216;<a href=\"http:\/\/www.nottinghamschools.org\/wp-content\/uploads\/2016\/09\/53683_EIB-FAIR-WORKLOAD-CHARTER-2PP_6.pdf\">Fair Workload Charter<\/a>&#8216; that school&#8217;s can sign up to and get accredited\u00a0 as a &#8216;Fair Worload Charter School&#8217;.\u00a0 This leads me to ask how would your institution answer if an applicant inquired at the end of the interview process &#8211; <span style=\"color: #0000ff\"><em>&#8216;So, how will you support me with my workload?&#8217;<\/em><\/span><\/p>\n<p><strong><span style=\"color: #0000ff\">Further Reading<\/span><\/strong><\/p>\n<p>Aspfors, J., &amp; Fransson, G. (2015). Research on mentor education for mentors<br \/>\nof newly qualified teachers: A qualitative meta-synthesis. Teaching and teacher<br \/>\neducation, 48, 75-86.<\/p>\n<p>Covey, S. R. (1991). <i>The 7 habits of highly effective people<\/i>. New York, NY.: Simon &amp; Schuster.<\/p>\n<p id=\"gs_cit1\" class=\"gs_citr\">Parker, G. (2015). Postmodernist perceptions of teacher professionalism: a critique. <i>The Curriculum Journal<\/i>, <i>26<\/i>(3), 452-467.<\/p>\n<p id=\"gs_cit1\" class=\"gs_citr\">Timo\u0161t\u0161uk, I., &amp; Ugaste, A. (2010). Student teachers\u2019 professional identity. <i>Teaching and teacher education<\/i>, <i>26<\/i>(8), 1563-1570. (<a href=\"https:\/\/www.researchgate.net\/profile\/Inge_Timostsuk\/publication\/248526973_Student_teachers'_professional_identity\/links\/5512ffa30cf2eda0df2dcd3b.pdf\" target=\"_blank\" rel=\"noopener\">download<\/a>)<\/p>\n<p id=\"gs_cit1\" class=\"gs_citr\">Younger, M., Brindley, S., Pedder, D., &amp; Hagger, H. (2004). Starting points: student teachers&#8217; reasons for becoming teachers and their preconceptions of what this will mean. <i>European Journal of Teacher Education<\/i>, <i>27<\/i>(3), 245-264.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Adrian Fearn is the University link tutor in the Sheffield Institute of Education. He works in partnership with schools in the region to support trainees professional development whilst on school placements. This blogpost aims to develop a conversation around the &hellip; <a href=\"https:\/\/blogs.shu.ac.uk\/mentorshooc\/2017\/01\/31\/how-do-we-support-mentees-and-mentors-to-manage-the-workload-tweetchat-3\/\">Continue reading <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":73,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_memberships_contains_paid_content":false,"wds_primary_category":0,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":true,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2},"jetpack_post_was_ever_published":false},"categories":[1],"tags":[],"class_list":["post-206","post","type-post","status-publish","format-standard","hentry","category-uncategorized"],"jetpack_publicize_connections":[],"jetpack_featured_media_url":"","jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/p8acsn-3k","_links":{"self":[{"href":"https:\/\/blogs.shu.ac.uk\/mentorshooc\/wp-json\/wp\/v2\/posts\/206","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.shu.ac.uk\/mentorshooc\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.shu.ac.uk\/mentorshooc\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.shu.ac.uk\/mentorshooc\/wp-json\/wp\/v2\/users\/73"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.shu.ac.uk\/mentorshooc\/wp-json\/wp\/v2\/comments?post=206"}],"version-history":[{"count":20,"href":"https:\/\/blogs.shu.ac.uk\/mentorshooc\/wp-json\/wp\/v2\/posts\/206\/revisions"}],"predecessor-version":[{"id":455,"href":"https:\/\/blogs.shu.ac.uk\/mentorshooc\/wp-json\/wp\/v2\/posts\/206\/revisions\/455"}],"wp:attachment":[{"href":"https:\/\/blogs.shu.ac.uk\/mentorshooc\/wp-json\/wp\/v2\/media?parent=206"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.shu.ac.uk\/mentorshooc\/wp-json\/wp\/v2\/categories?post=206"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.shu.ac.uk\/mentorshooc\/wp-json\/wp\/v2\/tags?post=206"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}