Part 1

Maria beagan by setting the current framework for mentoring – in particular the new ‘Early Career Framework’ this was published in JAnuary 2019 and will begin in Autumn 2021. A key change to this is a second year of mentoring for newly qualified teachers and funded time for mentoring and mentor training. It was discussed that there would need to be a subject specialist as a mentor for it to be truly effective. (Early Career Framework https://www.gov.uk/government/publications/supporting-early-career-teachers)

The non-statutory national standards for mentors:

These standards explain what high quality mentoring looks like; however there is limited reference to subject knowledge and and specialisms are only mentioned in standard four. There are more details in the full document that provides further guidance on the standards.

A question was posed – how can we use disciplinary knowledge to support development and progress when mentoring? Maria talked about Bernstein and using the ‘repertoire’ and ‘reserve’ of subject knowledge.

The next session I attended was the presidential lecture of Stephen Scoffham; he described himself as an ‘accidental geographer’ and his lecture had seven themes that he weaved

Wicked Problems

  • Difficult to define
  • Involve multiple feedback loops
  • Have multiple stakeholders
  • Unpredictable
  • Change as you act upon them
  • Never actually resolved

“I wish I could share more readily, especially with younger people, that sense of mystery and the fun and drama of geography” – NASA Astronaut