Graham - meeting 3

Mentoring Process Insights

Initial Reflections on the Document

• The speaker inquires if the single document approach for organizing ideas is effective, receiving a positive affirmation.

Contributions and Observations

• Discussion begins on contributions made by mentees, highlighting that they often lack a clear goal when entering mentoring relationships.

• It is noted that mentees have initial perceptions of their needs which require refinement to become actionable goals.

Development of Diagnostic Thinking

• Graeme's evolution towards more diagnostic thinking is acknowledged; he has progressed from vague feelings to drawing conclusions based on his reflections.

• The importance of discussions in clarifying thoughts is emphasized, with a specific mention of how these conversations aid in refining goals.

Role of Surveys in Goal Definition

• A survey was suggested as a tool to gather information from teacher educators, which emerged as an essential step in defining clearer objectives.

• Graeme reflects on how discussions led him to realize he needed input from teacher educators, prompting the creation of the survey.

Personal Accounts and Generalization Challenges

• Sylvia’s personal account during meetings sparked interest and highlighted the need for broader generalizations beyond individual experiences.

• The challenge of generalizing findings from personal accounts within diverse contexts is discussed, emphasizing the necessity for sampling across different regions.

Mentoring Dynamics and Agency

• The mentor's role involves helping mentees clarify vague goals through questioning and sharing personal experiences that guide them toward more precise objectives.

• Graeme acknowledges feeling encouraged to define his own goals, illustrating the concept of agency within mentoring relationships.

Language Evolution and Self-analysis

• Notable changes in Graeme's language reflect his growth; terms like "vague," "specific," "actionable," and "analyze" indicate deeper self-awareness and analytical skills developed through mentoring.

Mentoring and Survey Design Insights

The Role of Reflection in Mentoring

• Graeme discusses the importance of reflection in mentoring, noting that initial decisions about mentorship topics can evolve into deeper reflections during sessions.

• The need for clarity on specific goals becomes apparent as mentoring progresses, highlighting a shift from broad interests to focused objectives.

Collaborative Survey Development

• Emphasis is placed on collaboration in designing surveys, with mentors encouraged to share insights and ideas openly throughout the process.

• A proposed survey aims to gather feedback effectively; a collaborative document was shared to brainstorm questions rather than finalize the survey design.

Key Considerations for Survey Design

• Important preliminary questions include identifying the target audience, access methods, topic coverage, and analysis criteria before drafting the survey.

• The intended recipients are identified as teacher educators within the British Council community; ensuring ease of completion is crucial for higher response rates.

Balancing Specificity and Openness in Questions

• A one-page survey with a maximum of six questions is suggested to avoid overwhelming respondents while still gathering meaningful data.

• Open-ended questions are recommended to elicit detailed responses without restricting participants' input; this approach aims to uncover insights that may not have been previously considered.

Challenges in Gathering Honest Feedback

• There’s a recognition of the difficulty in obtaining critical feedback due to respondents’ tendencies to provide answers they think are expected.

• Anonymity is highlighted as essential for encouraging honest responses; it allows participants to express dissatisfaction without fear of repercussions.

Discussion on Teacher Educator Development

Context and Constraints in Teacher Education

• The conversation begins with a focus on the time, effort, and experience invested by teacher educators, emphasizing the need for actionable items within existing constraints.

• There is a discussion about the growth of teacher educators both within their staff and as freelancers, highlighting the importance of context in understanding their development.

Suggestions vs. Criticism

• A notable point is made regarding how individuals in educated circles often express dissatisfaction not through direct criticism but via suggestions for improvement.

• This approach indicates an underlying issue that may not be openly addressed; instead, it invites contributions that could lead to improvements without explicit criticism.

Survey Anonymity and Respondent Information

• The dialogue shifts to survey design, discussing how anonymity can be maintained while collecting responses from teacher educators.

• It is suggested that gathering demographic information about respondents (e.g., experience level) could provide valuable insights for tailoring decisions based on different groups.

Purpose and Transparency of Surveys

• Questions arise about whether survey results will be shared with participants, indicating a desire for transparency regarding who will read the analysis.

• The facilitator clarifies that initially, the survey's purpose is to inform personal knowledge rather than public dissemination.

Piloting Surveys for Improvement

• The final topic discussed involves piloting surveys before widespread use to identify potential issues in question mechanics or structure.

• Emphasis is placed on selecting a small group to analyze the survey format rather than just completing it, which could enhance its effectiveness.