Mentoring Music Teachers in the Secondary School helps mentors of trainee and newly qualified music teachers in both developing their own mentoring skills and providing the essential guidance their beginning teachers need as they navigate the roller-coaster of the first years of teaching. Offering tried and tested strategies based on research and evidence, this book covers the knowledge, skills, understanding, and practical tools every mentor needs.
This book is a vital source of support and inspiration for mentors involved in developing the next generation of outstanding music education teachers. Key topics explained include:
- What is meant by mentoring
- What a mentor does
- Supporting specific aspects of beginning music teachers’ knowledge, skills and understanding
- Moving beginning music teachers on in their professional practice
Filled with key tools for the mentor’s individual development, this essential text offers an accessible guide to mentoring early career music education teachers with ready-to-use strategies that support and inspire both mentors and beginning teachers alike.
Mentoring Music Teachers in the Secondary School helps mentors of trainee and newly qualified music teachers in both developing their own mentoring skills and providing the essential guidance their beginning teachers need as they navigate the roller-coaster of the first years of teaching.
Introduction: A practical guide to mentoring beginning music teachers in
the secondary school
Section 1: What do we mean by mentoring?
Chapter 1: Models of mentoring
Gill Golder, Alison Keyworth, and Clare Shaw
Section 2: About the mentor
Chapter 2: Understanding yourself: Exploring beliefs and experiences
Kelly Davey Nicklin and Gary Spruce
Chapter 3: Understanding your approach in relation to advocacy, pedagogy, and
professional development
Rebecca Lundberg
Chapter 4: Evaluating my impact as a music mentor
Motje Wolf and Helmut Schaumberger
Section 3: About what a mentor does
Chapter 5: Performance curation mentoring beginning music teachers in
performance projects
Narelle Yeo
Chapter 6: Developing a mentormentee relationship
Bethany Carter-Sherlock
Chapter 7: Supporting the mentee: Working at the sharp end
Esther Cavett
Section 4: Supporting specific aspects of beginning music teachers
knowledge, skills, and understanding
Chapter 8: What are the building blocks? Thinking about musical skills,
knowledge, and understanding
Anthony Anderson
Chapter 9: Mirror, mirror on the wall supporting beginning music teachers to
become reflective practitioners
Martin Fautley and Ian Axtell
Chapter 10: Mentoring for curriculum design
Anthony Anderson
Chapter 11: Preparing beginning music teachers for delivering lessons
focussing on student performance
Terezija timec and Motje Wolf
Chapter 12: Observing a lesson
Austin Griffiths
Chapter 13: Supporting pupils learning
Ian Axtell and Martin Fautley
Chapter 14: Facilitating and leading effective discussions with beginning
music teachers
Nikki Booth
Section 5: About moving beginning music teachers on
Chapter 15: Using formative assessment effectively to see the wider picture
Nikki Booth
Chapter 16: Music teacher health and well-being: A practical survival guide
for mentor and mentee.
Jennifer Rowley
References
Author index
General index
Motje Wolf is a Senior Lecturer in Education at De Montfort University Leicester where she teaches and researches music education.
Nikki Booth is currently a part-time Research Assistant for the Birmingham Music Education Research Group (BMERG) at Birmingham City University.
Sarah Younie is a Professor in Education Innovation at De Montfort University Leicester and Visiting Professor at Chichester University.
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