Test for teachers mentor. Diagnostic materials for identifying professional difficulties of young teachers

Tashimova A.A. Teacher-psychologist at Kyiv Secondary School,

North Kazakhstan region, Akzhar district.

Lesson with young teachers and experienced teachers “Teacher! Before your name..."

Target: increasing the prestige of the teaching profession and the effectiveness of communication between a young teacher and mentors. Tasks: improve the psychological competence of teachers, help them realize themselves most successfully in behavior and activity. Equipment: sheets of A4 paper according to the number of participants, slides, questionnaires, certificates. Leading. Dear colleagues! I suggest you greet each other, introduce yourself and continue the phrase: “Be...” Exercise “Being a teacher means...” Target: establish an atmosphere of trust, encourage participants to work in a group, and feel group unity and support. Participants, sitting in a circle, take turns greeting everyone, introduce themselves and complete the sentence “Being a teacher means...” (express what their profession means to them).

Introductory part. Dear colleagues, I am pleased to welcome you to today’s round table, the participants are seated in a circle (young specialists opposite their mentors). The teacher talks about a difficult situation in his teaching practice. Round table meetings broaden the professional horizons of not only novice teachers, but also the mentors themselves. As a rule, one, most general, problem of professional adaptation of a teacher is selected, which becomes a topic for discussion. This may be a problem of maintaining discipline, organizing effective interaction with parents, choosing forms and methods of organizing the educational process, the rights and responsibilities of teachers.

The first question for discussion: - What should a young teacher be like? What should a mentor be like? Question two for discussion: - What difficulties do you encounter in your work?

Question three for discussion: - What should a modern teacher of the 21st century be like?

There is an exchange of opinions in the group.

Responsibilities of the teacher-mentor: 1. The mentor must clearly understand the goals of his activities and know the requirements and needs of the school in this area of ​​teaching practice. 2. The mentor must develop and offer an optimal program of pedagogical assistance to each young teacher, taking into account his individual characteristics, level of professionalism and communication skills. 3. A mentor must be able to establish positive interpersonal contact with each of his students and offer constructive forms and methods of interaction. 4. The mentor diagnoses, observes, analyzes and controls the activities of his mentee. 5. The mentor bears moral and administrative responsibility to himself and the management of the educational institution for the training of a young specialist. 6. The mentor must be a role model both in terms of interpersonal relationships and in terms of personal self-organization and professional competence.

Mentor– this is a teacher: - having a qualification category not lower than the first; - work experience in an educational institution for at least 5 years; - high professional skill; - consistently high results in work; - enjoying authority and respect among colleagues, administration, students and their parents; - constantly improving his professional level.

The young specialist must: - conscientiously perform their functional duties;
- study regulatory documents, methodological recommendations, letters of instruction regulating the activities of a teacher in an educational institution; - take an active part in the work of the educational organization, creative and initiative groups to improve the educational process and develop the school as a whole; - use modern pedagogical technologies (information, health-saving, activity-based) in your work;
- listen to the recommendations of experienced teachers on organizing the educational process;
- acquire theoretical knowledge and practical skills to improve pedagogical competencies;
- improve your cultural level; - report on the results of your work to the mentor, deputy director, and head of the educational institution.
Young specialist– this is a school employee: - without teaching experience: - a graduate of a secondary or higher educational institution with a degree in “primary school teacher” or a subject teacher; - 3rd – 5th year student of a higher pedagogical educational institution; - student in retraining courses for the specialty “teacher”; - having teaching experience of less than 3 years in an educational institution.

Auction of pedagogical ideas.

It should be important for the administration to erase the barriers between the “newcomers” and the “old-timers” as soon as possible. Teachers who came to work at the school many years ago were given the floor to talk about their professional difficulties at that time (it is desirable that the story be humorous or even with a slight dose of irony) and share their experience of resolving them, a brief story about the traditions of the school, about teachers, their achievements, etc. This form of communication will help newcomers realize that their difficulties are not isolated and can be solved, their anxiety is a normal state for all people starting work in a new place.

Before the lesson, a survey is carried out, the formation method is “Mentor - a young teacher?” A questionnaire for a teacher-mentor will help determine the teacher’s readiness to fulfill the position of a mentor, interpersonal communication skills, and level of professional competence. A questionnaire for a young specialist will identify gaps in the pedagogical training of a university graduate and help determine how ready he is to improve his professional level.

QUESTIONNAIRE FOR TEACHER-MENTOR

1. How do you understand the meaning of the word “mentoring”?

2. Describe the main areas of activity of a teacher-mentor in a general education institution.

3. What skills, in your opinion, should a teacher-mentor have?

4. Which word (or several words) from the following is best associated with the concept of “mentoring”: guide, sponsor, advisor, expert, source of knowledge, assistant, instructor, catalyst, role model, stimulator, source of energy, friend, specialist time manager, diagnostician, goal setter, supervisor, planner, problem solver, teacher?

5. Are you ready to answer your student’s phone call in the middle of the night and help him take notes for the lesson?

6. Do you know how to listen to your interlocutor without interrupting him?

7. Do you have the gift of empathy?

8. What people do you not like? List the negative qualities that irritate you most in a person.

9. Do you prefer to give advice or show the right decision by example?

The number of questions may vary, but, as a rule, 10 answers is the minimum that allows you to reasonably see the makings of a mentor in a teacher. QUESTIONNAIRE FOR YOUNG TEACHERS

1. What aspects of teaching concern you most?

2. Do you consider the help of a teacher-mentor necessary?

3. How easily do you make contact with others?

4. How likely is it that you will be offended by fair criticism?

5. Express as a percentage the possible contribution of the teacher-mentor to your professional development (This question is especially important for choosing the role of the teacher-mentor: “guide”, “advocate of interests”, “idol”, “consultant” or “controller”.)

6. What specific results do you expect from your relationship with a mentor teacher?

7. What qualities of a mentor would you most need: empathy, sensitivity, rigor, insight, authority, seriousness, respect for the individual, punctuality, self-criticism, encouraging initiative, demandingness, attentiveness... (the list goes on)?

8. Is it enough for you to interact with a teacher-mentor at work or would you like to communicate with him in an informal setting?

9. Which member of the school’s teaching staff is best suited to serve as your mentor? What makes you think so?

10. Are you ready to learn and improve your professionalism?

The final stageTarget: draw conclusions, diagnose the dynamics of effectiveness in communication with young specialists, reward participants with certificates. Leading: summing up our conversation, I want to draw your attention to the fact that youth is the age of dreams, hope for their fulfillment, unstoppable energy, the desire to achieve success. The activities of a young man who has found and ignited a spark of personal and professional individuality in himself contributes to the progressive development of education. “A teacher lives as long as he studies; if he stops learning, the teacher in him dies.” These words of the great teacher K. Ushinsky are the leitmotif of the work of the Young Teacher School.

Thank you for your attention!

HOW TO EVALUATE THE WORK OF A MENTOR?

E. Lyakhova

In conditions of personnel shortages in companies, adaptation programs for new employees become necessary. Mentors play a key role in this process. Mentors are highly professional employees in their field who have the ability to convey information to other people. As a rule, mentors grow up within the organization, and they also need to be trained, develop their specific mentor competencies, and also motivate them. To implement these tasks, it is necessary to build a mentor evaluation system.

Building a mentor evaluation system

Description of the mentor's responsibilities

The first step is to define the responsibilities of the mentor. As a rule, the immediate supervisor, personnel service and mentor participate in the process of adaptation of a newcomer. Areas of responsibility must be clearly defined and stated in the adaptation provision or mentoring provision.

In addition to the regulations, you can use a mentor's memo - a document in which, unlike the regulations, the responsibilities are described not in general terms, but in detail: what exactly and in what period of time the mentor should do, what information to provide to the employee, what activities to carry out.

For example, if the position says:
“The mentor provides the new employee with comprehensive assistance and support in the implementation of current daily activities: helps to make new contacts and build relationships, advises in the professional field.”

This is stated in the memo more specifically: “On the first working day: Introduce the new employee to colleagues. Familiarize yourself with the job description. Show the dining room and go to lunch together. Introduce the corporate portal and the following documents: employee telephone directory, new employee directory.

Familiarize yourself with the tasks and functions of this department/division.” The practical benefit of these two documents - the provisions on mentoring and the mentor's memos together is that the provisions need to describe a lot: the responsibilities of different departments in relation to the new employee, the assessment procedure and the motivation of the mentor, and if you also describe in detail the duties of the mentor, then the provisions may get overloaded. A detailed description of responsibilities is simply necessary, because the mentor must clearly understand what is required of him, by what criteria he will be assessed and for what he will receive a reward, and this can be implemented in the mentor’s memo.

The responsibilities of a mentor are described, but how can you determine whether he worked effectively? What does he need to improve in his work? And most importantly, how to objectively evaluate the work of a mentor and link the evaluation results to the amount of remuneration?

Evaluation of the mentor's work

A fairly common criterion for assessing the effectiveness of a mentor is the success of the new employee’s probationary period. It must be kept in mind, but this approach does not leave the opportunity to evaluate the mentor on his merits, because the success of completing the probationary period is also the merit of the employee himself.

In order to evaluate a mentor, you need to check whether he really performed all his duties efficiently and on time. The evaluation criterion in this case will be the fulfillment of the duties listed in the mentor’s memo to the proper extent and on time. We chose a survey of the employee and the manager as the method of assessing the mentor, which is carried out at the end of the probationary period.

How to write survey questions?

All requirements for the mentor, responsibilities, deadlines described in the mentor’s memo are included in the questions of the questionnaire. To eliminate the subjectivity of the assessment, the questionnaire questions should be designed in such a way that they describe the facts, the behavior of the mentor, which can be observed in reality and which can be measured. That is, the wording of the questions should not contain a description of thought processes (thinks, reflects), feelings and relationships (treats kindly, shows concern, etc.)
Let's look at an example:

• The requirement for a mentor - “to meet with a new employee every day for 30 minutes” is reformulated into the question: “How can you characterize the frequency of communication with a mentor?”
• For the question, we form answer options:
• define highly effective behavior;
• acceptable behavior;
• acceptable behavior but ineffective;
• unacceptable behavior;
• lack of behavior.

The answer options are a scale on which we will evaluate the effectiveness of the mentor’s work; for this purpose, we assign a point to each option. See table below.

The employee and manager fill out the questionnaires, choosing the appropriate answer option. When processing the questionnaire, we assign a point to each option according to the scale created for each question.

Examples of survey questions that an employee fills out.

Dear employee!

This questionnaire is necessary in order to improve the adaptation of new employees in our company. A mentor has been assigned to you for the probationary period.

Answer the questions about how your interaction with your mentor was structured.

1. How can you characterize the frequency of communication with your mentor (check the appropriate option or write your own)?

Every day.
- 2 - 3 times a week.
- Once a week.
- 2 - 3 times a month.
- We haven’t met at all.

2. On average, how much time per week did you spend communicating with your mentor?

3.5 - 2.5 hours per week.
- 2.5 - 2 hours per week.
- 1.5 hours per week.
- 1 hour per week.
- 0 minutes per week.

3. Which employee did your mentor introduce you to on your first day of work?

I introduced you to the employees of your department and to the employees of other departments (communication with whom occurs constantly due to the nature of their work).

I introduced you to all the employees of your department.

I only introduced him to some of the department’s employees.

I introduced almost everyone, but not on the first day of work.

I didn’t introduce him to anyone.

4. How was your communication with your mentor structured (evaluate in percentage terms when you initiated communication and when he)?

YOU ARE A MENTOR
- 20% - 80%
- 30% - 70%
- 60% - 40%
- 70% - 30%
- 80% - 20%

5. Was your mentor always able to answer your questions?

Yes, always.
- Yes, almost always.
- Often.
- Yes but rarely.
- No.

6. Did your mentor give you feedback on your work results, tell you what you were doing right, wrong, and what you could improve?

Yes, every time after finishing the task.
- Yes, once a week, regardless of the end of the task, I summed it up.
- Yes, once a month.
- Yes, but less than once a month.
- No.

Examples of questionnaire questions to be filled out by the manager.

Dear leader!

This questionnaire is necessary in order to improve the process of adaptation and mentoring of new employees in our company. A mentor has been assigned to your new employee for a probationary period.

Please answer how the interaction between the mentor and the new employee was structured.

1. The mentor willingly undertakes to train a new employee.

Yes, always.
- Yes, almost always.
- Often.
- Yes but rarely.
- No.

2. The employee’s productivity during the period of combining the main function with the functions of mentoring does not suffer due to proper planning of working time.

Yes, always.
- Yes, almost always.
- Often.
- Yes but rarely.
- No.

3. The mentor regularly reports on the new employee's successes.

Yes, always.
- Yes, almost always.
- Often.
- Yes but rarely.
- No.

4. The mentor provided a monthly report on the results of the new employee’s work on time.

Yes, always.
- Yes, almost always.
- Often.
- Yes but rarely.
- No.

5. The mentor has planned a training plan for the new employee during the probationary period.

Yes, always.
- Yes, almost always.
- Often.
- Yes but rarely.
- No.

In order to obtain information not only quantitative, but also qualitative, you can use open-ended questions in the questionnaire. The information obtained from them is structured and conveyed to the mentor in the form of recommendations.

Examples of open questions.

2. Your suggestions for working as a mentor.

You can also set the task of receiving more detailed feedback on the mentor’s work. In this case, we recommend additionally conducting an oral interview with the new employee using questionnaire questions, as well as open-ended questions.

Please note which of the proverbs of the Russian people, in your opinion, most closely correspond to the ideas about your activities:

1. A kindergarten teacher is:

A. A good horse will carry everything.

B. Without a queen, bees are lost babies.

B. Wrapped under trumpets, nurtured under a mantle, with the end
copy fed.

2. The teaching staff is:

A. In the world that is in the sea.

B. One sheep has seven shepherds.

B. Glued dishes last for two centuries.

3. Educating children means:

A. What goes around comes around.

B. If there was a thread, we would reach the ball.

B. To go on the road - weave five bast shoes.

4. Raising children means:

A. He served for seven years, served seven turns, and even those are gone.

B. If it grinds, it will all be flour.

V. The governor is strong by the order.

5. Developing children means:

A. This day is not without tomorrow.

B. You fly high, but you sit low.

B. A double-edged sword.

6. Working with parents is:

A. Unpurchased paper, home letter.

B. In good times to say nothing, in bad times to remain silent.

B. According to the method of walking.

Key to the test
If your answers prevail:

"A" – You are more focused on performing the teaching, correctional, developmental and cultural-educational functions of a teacher. Therefore, we can say that you already have your own, individual style of psychological and pedagogical activity. The advantage of your work as a mentor is that you are focused on the cognitive practice of working with young professionals, that is, you are able to show what children need to be taught and how best to do it. A negative aspect of a young specialist’s communication with you may be the predominance of a didactic, “instructive” style of interaction. Try to be more democratic!

"B" – You are predominantly motivated by personal communication with children, parents, and colleagues. This is expressed in the fact that you are best able to implement the scientific, methodological and educational functions of a teacher. The advantage of you working as a mentor for young professionals is that you are focused on creative practice of working with them, that is, you are able to provide psychological support and demonstrate the full pedagogical potential of your mentee. A negative aspect of a young specialist’s communication with you may be the predominance of an overly democratic and liberal style of interaction. Sometimes your student may need clear instructions to navigate difficult pedagogical situations.

"IN"– the priority areas of your activities at the preschool educational institution are management and socio-pedagogical. The advantage of you working as a mentor for young specialists is that you can teach them to see a pedagogical problem in its various manifestations and simplify it (in complex situations, highlight 1-2 key components of the problem), and also combine their efforts with other preschool education specialists and parents of children to achieve optimal results of the pedagogical process. A negative aspect of a young specialist’s communication with you may be the formation of his ideas about you as an ideal teacher, the level of which is simply impossible to achieve. Try to explain with your usual sense of humor that you started in exactly the same way.

Questionnaire “Assessment of a person’s readiness and adaptability to teaching activities.”

This questionnaire allows you to diagnose qualities that contribute to the professional personal self-determination of a teacher. When testing, select the numbers of those questions to which you give a positive answer and write them down one after another in a column. The key to this questionnaire and an example of diagnosis are given at the end.

1. Do you know how to control yourself in difficult or unpleasant life situations?
2. Do you fall asleep equally easily when you go to bed at different times of the day?
3. You always listen patiently and sympathetically to the answer of a student you know about.
that he wrote everything off?
4. Do you enjoy a lively classroom environment?
5. Are you willing to speak at meetings, conferences, seminars?
6. Do you use non-traditional methods and techniques in teaching and educational work?
7. Do you easily get used to a different daily routine?
8. Can you quickly organize and get together?
9. Have you ever been late for class?
10. Can you do your work at the end of the day as easily and freely as at the beginning?
11. Are you able to force yourself to perform an action that is risky for you?
12. Can you not give up on your intentions if management doesn’t like it?
13. Are you willing to participate in contests, competitions, etc.?
14. Do you easily move during the day from one type of activity to another?
15. Are you always firmly convinced that you can handle any task?
16. Do you refrain from interfering in a dispute if you understand that it is better not to “add fuel to the fire”?
17. Do you easily restore your peace of mind after a defeat?
18. Do you quickly get used to new content or a new place of work?
19. Are you able to wait for a long time, for example in a queue?
20. Are you able to take risks in your daily life?
21. If you make a mistake, are you able to quickly pull yourself together and correct it?
22. Do you often manage to control your anger?
23. Do you always follow management recommendations?
24. Do you refrain from this or that action until it is approved by management?
25. Do you easily change the methodology and rhythm of work?
26. Do you need a short rest to recuperate?
27. Do you know how to adapt to working in unfavorable and difficult conditions?
28. Do you want to have published work?
29. Do you always forgive people for their mistakes?
30. Do you know how to adapt to others when required?
31. Do you have published works?
32. Are you able to work for a long time without a break?
33. Are you able to refrain from emotional and non-specific arguments during an argument?
34. Have you ever introduced elements of novelty into your work on your own initiative?
35. Do you easily adapt to the different working styles of your managers?
36. Do you start working in class immediately and at full capacity?
37. Is it easy for you to perform several actions at the same time (help a student, listen to the answer
and at the same time answer questions, etc.)?
38. Is it possible to provoke you into a new, unknown task?
39. Do you manage to overcome accumulated fatigue when entering the next lesson?
40. Do you easily get along with new work colleagues?
41. Can you work intensively for a long time?
42. Do you achieve higher results in open classes than in regular classes?
43. Can you change an already made decision under the influence of the manager’s opinion?
44. Can we say that you are an executive worker?
45. Are you willing to speak at teacher councils, conferences, and parent-teacher meetings?
46. ​​Is it difficult to unbalance you?
47. Do you quickly get involved in work after some break (illness, holidays, vacation, etc.)?
48. Do you easily adapt to changes in the mood of your superiors?
49. Do you manage to endure long, monotonous work without much effort?
50. Do you easily carry out activities that require some effort on your part?
51. Do you always come to the aid of a colleague?
52. Do you manage, if circumstances require it, to restrain your anger or irritation?
53. Are you able to teach six to eight hours straight during the day?
54. Are you willing to change places of entertainment and recreation?
55. Are you able to concentrate on doing something for a long time?
specific task?
56. Do you like to compete with your colleagues in professional activities?
57. Can you quickly get to work if necessary?
58. Do you easily switch to working on new curricula, manuals, etc.?
59. Are you able to easily adapt to pedagogical control over your work?
60. Do you have any incentives for your teaching activities?
61. Do you know how to show patience and tact when dealing with slow-witted people?
62. Can you always communicate easily with people you dislike?
63. Do you always calmly endure your defeats, setbacks and failures?
64. Are you able to quickly concentrate before upcoming classes?
65. Are you willing to introduce new elements into the course and methodology of classes?
66. In your work, can you basically do without the help of others?
67. Do you easily adapt to a slower pace of work if necessary?
68. Can work colleagues and students change your bad mood?
69. Do you easily get in touch with new audiences?
70. Do you easily enter into conversation with fellow travelers?
71. Are you able to behave calmly when you are waiting for an important decision?
72. Do you dare to speak out against generally accepted opinion if it seems to you that you are right?
73. Do you quickly get used to a new team?
74. Does failure motivate you?
75. Are you able to suppress your fun if it might offend someone?
76. Are you able to quickly apply new things after learning about interesting experiences?
77. Do you react quickly to what is happening in class?
78. Do you easily organize the first days of your vacation?
79. Do you always easily remain calm during a long and tiring wait for something?
80. Are you patient when working with slow people?
81. Are you often confident in your abilities?
82. Do you like to change vacation spots?
83. Do you quickly get to work after receiving new instructions from the administration?
84. Do you tend to take the initiative if something out of the ordinary happens?
85. Are you able to refrain from making comments to your colleagues about shortcomings in their work?
86. Are you able to quickly gain control of yourself in difficult moments of your life?
87. Are you patient when dealing with “difficult” students?
88. Do you quickly look through newspapers, magazines, books?
89. Are you able to calmly wait for a late call to or from class?
90. Do you agree to painful medical procedures without much internal hesitation?
91. Are you comfortable with unexpected changes in your class schedule, daily routine, etc.?
92. Are you willing to take on activities that require persistence and perseverance?
93. Do you easily move away from old template methods in your work?
94. Can you quickly restore your strength?

Form for filling out answers to questions

Yes

No

№ question

Yes

No

This test diagnoses the following personal characteristics of a future or current teacher, showing the degree of formation and development of his professional personal qualities.

Key to Answering Questions

6, 13, 20, 25, 28, 31, 38, 50, 60, 65, 88, 93

2. Performance

10, 26, 32, 36, 37, 41, 47, 49, 53, 57, 64, 94

3. Execution

7, 12, 18, 24, 34, 43, 44, 48, 58, 76, 83, 91

4. Communication skills

4, 16, 30, 40, 68, 69, 70, 75, 80, 82, 85, 87

5. Adaptability

2, 19, 27, 35, 54, 59, 61, 67, 73, 77, 78, 89

6. Self-confidence

5, 8, 11, 21, 45, 56, 66, 72, 74, 81, 84, 92

7. Level of self-government

1, 14, 17, 22, 33, 42, 46, 52, 55, 71, 86, 90

8. Truth factor (K)

3, 9, 15, 23, 39, 51, 62, 63, 79

Test results for additional education teacher ________________ Full name

1 2 3 4

weak

5 6 7 8

Fine

9 10 11 12

strongly

1.Creativity

2. Performance

3. Execution

4. Communication skills

5. Adaptability

6. Self-confidence

7.Level of self-regulation

Conclusion: From the presented graph it is clear that the teacher has a pronounced degree of diligence, which indicates a responsible attitude to the work performed, as well as a high level of adaptability, which will help the teacher calmly adapt to changing conditions in the institution. The teacher has well-developed communication skills, which allows him to establish contacts with students, parents and administration. The level of self-confidence and level of self-regulation of a young teacher require certain correction.

Test results

1 2 3 4

weak

5 6 7 8

Fine

9 10 11 12

strongly

1.Creativity

2. Performance

3. Execution

4. Communication skills

5. Adaptability

6. Self-confidence

7.Level of self-regulation

teacher of additional education ________________full name

Conclusion: From the presented graph it is clear that the teacher has a pronounced ability for creativity, which will allow him to interest students in his association. A sufficiently good level of communication skills will allow the teacher to establish contacts with all participants in the educational process, and a good level of performance will help the teacher achieve good results in teaching activities. The weakest link is the level of self-regulation, and the level of self-confidence, diligence and adaptability requires the necessary correction.