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Assertive Mentoring 2 February 2009

Assertive Mentoring 2 February 2009. Kayley Button and John Philip; Little Heath School. Working Smarter. Today is not about getting you to work harder It’s about working as a team It’s about working smarter so what you do has an impact. ASSERTIVE MENTORING. Target Setting Tracking

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Assertive Mentoring 2 February 2009

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  1. Assertive Mentoring2 February 2009 Kayley Button and John Philip; Little Heath School

  2. Working Smarter • Today is not about getting you to work harder • It’s about working as a team • It’s about working smarter so what you do has an impact

  3. ASSERTIVE MENTORING • Target Setting • Tracking • Intervention • Checking

  4. What do we record • Attitude to learning grades • ‘Working at’ grade Optional extras • Aspects that you can ‘tick’ if there are issues in significant areas (e.g. coursework) • Free text aspect for comments you want the mentor to deal with

  5. TRACKING • Planned, relentless activity designed to help transform students’ attainment levels • Involves monthly predictions from teachers • Grades entered Monday and Tuesday • Data collated and interrogated • Issued to SLT mentors Friday to prepare • Mentor meetings following week • ALL data is LIVE + INCONTROVERTIBLE • Students, parents and mentors know where they are

  6. INTERVENTION + MENTORING • Successful implementation of effective interventions key to correcting under-achievement • AM is a distinct movement away from traditional mentoring • AM is evidence based, direct, mentor led and business-like • Each month it leads to targets being set for the student to achieve

  7. Assertive Mentoring Evidence Based Direct Interventions Deals Struck Expectations Delivered Conquer Laddishness Mentor Led Traditional Mentoring Relationship Based Intuitive Solutions Open to Manipulation Optional Responsibilities Excuses Tolerated Pupil Led ASSERTIVE ‘v’ TRADITIONAL

  8. CHECKING • Checking is a fundamental, continuous activity • Checking at all levels becomes a core activity – SLT lead way but are checked too! • Communicated effectively so that everyone can see how the systems benefit them and have ownership

  9. SO… WHAT MADE THE DIFFERENCE? • Careful selection of target group • Understanding of need for change • All understanding that AM is DIFFERENT • Smart use of live data • Far better use of predictions • Real sense of team – SLT, staff, parents + students • Close monitoring of progress

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