About This Course

Teachers face new challenges everyday and need support mechanisms in place to build self-efficacy. There is a need to recognise and develop formal channels of support systems to enable teachers to engage in continuous professional development. Peer learning has long been recognised as one such system, but it largely exists in an informal set-up. Mentoring needs to be organised into a system and formal processes need to be adopted to ensure desired outcomes. This course addresses the need to develop the skill sets of experienced and capable teachers to enable them to become mentors to build capacity among their peers. Self-efficacy of teachers a key goal of this course. Teachers engaged in continuous professional development will have a positive impact on student-learning outcomes. Hence, this course aims to ultimately improve education at a holistic level.

The course is aimed at equipping teacher educators and pedagogic leaders to become able resource persons for fellow teachers using a variety of resources and mediums including online ones. It would explore other mentoring programmes such as ECHO project in Hyderabad, the Delhi SCERT’s Mentor-Teacher programme, CEQUE Teacher Fellowships, and ELISS. It would refer to and use research and materials in this field such as those produced by TESS-India. The course focuses on building leadership skills in teachers to enable dialogue and interactions and help build and develop Communities of Practice (CoP).

Objectives

• Understand the need and principles for peer mentoring.
• Developing skills for peer mentoring.
• Distinguish between the types of mentoring required in areas such as pedagogy, content, technology, social etc.
• Develop skills to manage a teacher community of practice.
• Evaluate processes and tools available for mentoring and map them to the purpose.
• Use and adapt the tools and processes best suited to the context.
• Implement at least one tool/process and reflect on its effectiveness.