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Introduction
Introduction
In the previous video, there was a deliberate attempt to steer the mentee towards starting with identifying strengths instead of immediately focusing on areas for growth. The IM used questions instead of giving direct instructions to his mentee. These questions used are language stems that support this process and are called Co-Assessment Language Stems.
Co-Assessment Language Stems.pdfCo-Assessment mentoring language is needed during the preparation stage before the co-assessment conversation, and throughout the co-assessment conversation.
Look over the next two slides for language stems that IMs found useful in planning for these conversations with their teachers.
The example stems on the slides align with the steps in the co-assessment process:
Preparing for Co-Assessment
Strengths / Areas for Growth
Next Steps
Reflecting on the STP
In alignment with the co-assessment process Reflecting on the STP, the graphic below shows the 24 Teaching Areas of the STP. As IMs, we role model and reference the STP to improve our teaching and learning. It also allows us the use of professional language that is guided by the STP during our mentoring conversation.
You may access the STP Wiki using this link: https://go.gov.sg/stpwiki
Please refer to the following for quick tips to navigate the STP Wiki.
While the analysis of data collected throughout the mentoring journey enables us to identify our mentee's growth areas, an understanding of the attitudinal phases could support us in recommending more targeted support and challenge for our mentees.
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