If you have undertaken the two days training (month apart) then you fall into the category of 'ready for action'!
Congratulations. There is a lot to take in, and it has been exciting to already hear from many of you that there has been informed change as a direct result of the training. Even more 'change effective' has been the beginning of the mentoring process. Each of us learns and processes in our own way. Some of this is due to our preferences for visual or aural input, but there will also be the impact of every day life, dynamics at work, and general interest in the framework itself. The mentoring is a chance to re-visit specifics from the training in the context of your service, in an individualised capacity.
Some helpful feedback and information:
- Referring to or conducting the Inventory of Practices for Promoting Social Emotional Competencies during mentoring sessions provides scope to celebrate some real successes as well as provide focus for Action Planning.
Reference has been made to the fact that the rating scale of '
consistently' or '
occasionally' is quite an extreme jump. In response and through exploration, we have generally come to the agreement that even if it's something we do quite a few times, we are still working towards regular and natural implementation, therefore '
occasionally' may be the appropriate indicator.
Remember we are hoping to support through
promotion and
prevention first, therefore consistency in approach will be required to enable generalisation of skills and supports.
- There have been specific take-home messages that have impacted individuals and as such, they are more confident using some elements above others, or indeed forget that the resources exist for other areas.
Take time to review the
Teaching Pyramid Resources list. Ask and outline what you are hoping might be there - hopefully I'll be able to point you in the right direction! No question is 'dumb', 'irrelevant', or 'too unformed'. We can work through finding supports, identifying areas to reflect upon, and review approaches to hopefully satisfy the unknown.
- Being keen is fantastic. Being supported in this enthusiasm is going to influence the sustained impact the Teaching Pyramid Framework can have on whole service, self-reflective practices, and all children in the long term.
Share your knowledge, successes and resources. Remember the relationship element relates also to the team. Allocate or volunteer to be the Teaching Pyramid Administrator. In this capacity, try to ensure all staff have had a chance to review the
MP4 Introduction in the Overview section, so you have common language and recognition - even outside of training.
Regularly gather to review
Action Plans and support each other. Discuss areas of strength and identify areas that may be suited to mentoring. Having a large pyramid available to showcase the successes in your staff-room may be a terrific lead-in to supporting the challenges as well.
