Help me to write an essay
Teachers also spoke of a mentor who should listen, be empathetic, positive and enthusiastic, and be able to guide the teacher to a solution, rather than tell them what to do.
In secondary schools, the majority of case-study teachers preferred that their mentor be custom made term papers a member of their department, since they understood the issues they were facing, and had experience of teaching their subject. The following section now moves on to discuss the issue of manageability, in terms of how mentors coped with any demands of the role. However, the average time spent was similar in both these years: on average, ten and nine hours were spent per term in the second and third years of the study help me to write an essay respectively (the equivalent of around 40 to 45 minutes per week).
In the second and third years of the pilot, help me to write an essay mentors were also asked if they had received any additional help me to write an essay non-contact time specifically for undertaking their EPD duties.
In these respective years, 85 per cent and 87 per cent had not.
Amongst the minority who had, the average non-contact time received was six and a half hours and five hours per term in the second and third years of the study (around 30 minutes and 23 minutes per week respectively). In both these years, mentors receiving non-contact time spent an average of 12 hours per term on their EPD duties.
Thus, mentors who received non-contact time spent longer on their role, on average, than other mentors, and contributed time over and above the non-contact time received (particularly in the third year of the study). With the provision of non-contact time, mentors were therefore investing an amount of their own time in the role. Receiving non-contact time enhanced perceptions of outcomes for mentors, and as described in section 2. However, these mentors did not, as might perhaps be expected, experience fewer difficulties with managing their involvement. Because they continued to undertake some of their duties in their own time, manageability remained an issue.
Overall, very few teachers received any additional responsibility points or payment for their role as a mentor. This question was asked in the mentor questionnaire in the second year of the pilot only, with four per cent of mentor survey respondents reporting having received additional payment of some kind.
The majority of these teachers were within one LEA where this was part of their approach to EPD. Given that the EPD scheme itself made no formal financial help me to write an essay provision to support mentoring (outside any LEA or school decision in this matter), the extent to which mentors found the role manageable alongside their other commitments was particularly important. The survey sought to determine the extent of any difficulties with manageability experienced by mentors in three specific areas. There was very little difference between the results in each of the three years of the evaluation. Taking the results for the final year as an example, these are presented in Table 21. Workload involved in being an EPD mentor 23 42 20 8 8 b.
Difficulties associated with the workload involved and finding the time to meet were generally experienced most keenly by mentors with greater numbers of EPD mentees. Although the scheme became more established over its three-year duration, difficulties with time and workload remained for those undertaking the role of mentor. Thus, in terms of the long-term sustainability of mentoring as a means of providing support for teachers, the aspects of time, arrangements for meetings, and workload management for mentors to undertake their duties, might need further consideration. The reduction in the prevalence of mentor training may be explained by the high proportions of mentors who had performed the role previously - either generally, or specifically within the 114 PART FOUR EPD scheme, and the numbers who continued to perform the role from one year to the next.
Desire for training was expressed by both mentors new to EPD and those who had performed the role previously. Thus, despite an embedding of a scheme over the three years and the familiarity that this might bring to those involved, there remained substantial numbers of mentors for whom some training or guidance would have been appreciated. Given the lower uptake of mentor training in the latter years of the pilot, and yet the substantial proportion of mentors who would have welcomed some training in these years, it may be important to make available appropriately targeted, ongoing training as mentors become more experienced. There was no difference between the ratings given by mentors who were new to the role and those who had been involved in the scheme previously, the implication being that despite previous experience as mentors, those who help me to write an essay accessed training still regarded it as beneficial. Receiving training was significantly related to enhanced effects in a number of outcome areas for mentors, and moreover, where that training was deemed effective, greater development was perceived in all seven outcome areas (see section 2.
In all three years of the pilot, around three-quarters of teacher survey respondents reported having a mentor. As Part three illustrated, mentoring was significantly associated with the outcomes teachers derived from EPD and comments from the case-study teachers suggested that this was largely due to the feeling of being well supported and having someone to approach for practical help in their professional lives. This included having a more experienced member of staff to learn from, having someone to recognise their professional development needs and help them to plan their careers and, on a practical level, having someone to assist with the arrangement of suitable professional development opportunities.