Mentor Training: Trainer Manual

This training package includes three training modules – Program Assessment, Mentor Recruitment, and Match/Retention of best practices

"Teaching #BlackLivesMatter: Countering the Pedagogies of Anti-Black Racism, A Collaborative, Crowd-Sourced Syllabus"

Curatorial note from Digital Pedagogy in the Humanities: “Teaching #BlackLivesMatter” was an event organized by the Mentoring Future Faculty of Color group at the Graduate Center, City University of New York, that explored “how to address racialization and state power as scholar-teachers, working at the level of both immediately executable plans for teaching/research, and longer term strategies for making the academy accountable to racial violence.” In order to extend this conversation to as many voices as possible, the organizers set up an open syllabus using Google Docs. Contributors are invited to share resources, activities, discussion questions, and assignments related to teaching anti-racism. The use of simple technology helped advance the group’s objectives for the event and enabled it to reach a wider audience. This syllabus includes many activities, assignments, and readings that anyone can use in the classroom. It also provides a model for creating a collaborative syllabus, something educators may wish to try in their own classes

Public sector mentoring scheme: exploring the development and delivery of mentoring programmes through a multi-stakeholder perspective

Power Point presentation on Public Sector Developmental Mentoring Scheme given at the 19th Annual Mentoring and Coaching Conference, 2012

The social and emotional dimensions of schooling : a case study in challenging the ‘barriers to learning’

The educational landscape in England and Wales is shaped by demands made on head teachers, teachers and pupils to perform within a ‘field of judgement’ dominated by clearly defined outcomes of academic success (Ball 2003). This puts schools from challenging socio-economic contexts where there are potentially ‘barriers to learning’ at a considerable disadvantage. This paper draws on case study data from an English secondary school in an area of considerable deprivation. The empirical focus revolves around school participants’ perceptions and understandings of the social and emotional dimensions of schooling. The emphasis on the relational and emotional work undertaken by teaching staff underpins the case study school’s approach to challenging the barriers to learning. A number of themes and concerns are reported in this paper including relational work in school which extends into the community, the school as a sprawling network of communication and the heighted role of the emotions at a number of levels in school. In drawing on interview data from teachers, school managers, pupils and parents we are developing a model of schooling that approximates to Fielding’s (2006) conception of a ‘people oriented learning community’