Mentoring
Mentoring on the Musicians of Change (PGCEi) plays a central role in helping students to deepen their critical reflection skills and apply their learning from the course weekends into their practical, everyday teaching and professional conduct in schools. This culminates in the E portfolio submitted at the end of the year as part of Module 4: The Professional Study Programme.
Through mentoring, students are exposed to a broad range of perspectives, expertise and experience to share key knowledge and skills. Mentors provide a balance of support and challenge to students as they navigate the course and their career aspirations as an educator. Music Masters favours a coaching approach to mentoring which sees mentors inspire mentees to develop their own solutions through active listening and thoughtful use of questions. This encourages independent, critical and collaborative thinking, a core aspect of our work with young people and music educators.
The aim of mentoring is to support mentees’ overall professional development and help them to:
- Explore mentee’s potential and clarify their areas of interest and improvement
- Benefit from the mentor’s insights and experiences as a role model
- Gain exposure to different viewpoints and lived experiences
- Experiment with new ideas and be challenged to think differently
- Broaden mentee’s networks and signpost additional learning opportunities
- Develop a practice of reflection on mentee’s learning and development
- Develop and articulate future goals
Mentors work with Mentees to provide:
- 3 in school or online observations of mentee’s teaching
- 3 verbal feedback meetings before providing written feedback
- 3 check additional check in points (including initial and closing)
What is the difference between mentoring and coaching and what approach does Music Masters use?
There are many shared aspects to mentoring and coaching approaches and both involve a commitment to reflection and learning through open discussion with mentees taking ownership of their development. The differences between mentoring and coaching are often defined by who mentors or coaches are in relation to the mentee or coachee and what skills and approaches they use to facilitate. Traditionally mentors have often been considered more experienced professionals working within the same field as their mentee, sharing specific knowledge and advice to help mentees progress in a particular area, whereas coaches can be fellow professionals with expertise in a completely different area who help coachees articulate their goals and identify their own solutions.
Music Masters blends these aspects within their mentoring programme and draws on coaching approaches to emphasise a more equal partnership between mentor and mentee where the quality of discussion, listening, questioning and reflection and exposure to different perspectives and experiences within the relationship is prioritised.
Who are the Music Masters Mentors?
The Music Masters mentoring team are a national network of Music Masters Staff teachers, Music Masters Associate mentors and Musicians of Change Graduates, all of whom have significant experience within a broad range of music education specialisms. Trained in the Music Masters Coaching and Mentoring approach, the Music Masters mentoring team are as committed to their own learning as supporting the individual needs of their mentees.
How are Mentors matched with Mentees?
Selecting and matching mentors with mentees is based on a variety of factors which could include relevant teaching experience in a particular instrument or specialism, being based in a similar location, or holding a shared interest. Consultation is carried out at the interview stage of the application process to support the matching process.