Professional Documents
Culture Documents
Wheelock College
LPA 706 Role of the Mentor Teacher
Extension Assignment (Group)
Gee Hui Yan, Janice (22), 15AWE022X
Jill See Pei Ting (27), 15AWE027U
Pun Jie Zhen Denise (43), 15AWE044U
Tan Shuying Diane (55), 15AWE054B
them to be able to achieve success in their own teaching as they become more experienced
teachers. This mentoring programme would include an induction programme that will last for the
first 2 weeks that the novice teacher is in the centre and an ongoing mentoring relationship with
the centres own trained mentor teacher that would last for the next 12 months. There are 3 main
phases in this mentoring programme Goals
In designing this mentoring programme, the goals set are general goals that may be edited
to suit the needs of every individual novice teacher to meet their own learning needs through a
needs assessment.
Setting professional development goals are an integral part in a mentoring program. They
provide a clear sense of what skills are needed to be achieved within a set period, in order to
develop their teaching competencies. As part of the mentoring programs ongoing evaluation and
assessment, the goals set are divided into long term and short term goals (refer to appendix A and
B).
The provided set of short term goals act as a general guideline in providing a base
structure for the novice teachers. These short term goals are in-line the subgoals of the long term
goals that all novice teachers should meet. The novice teachers should achieve their set short
term goals anywhere from 2 weeks to 2 months from the introduction of the induction
programme.
In addition, the long term goals listed are intentionally generic as this allows the novice
teachers to refine the descriptions to suit their own learning needs. As long as the teachers remain
on track, the long term goals should be achieved and met by the end of their first year of
employment. The mentor will hold a discussion with the novice teacher on the progress of
his/her long term goals twice; once at the end of the first semester and then on the second (refer
to Appendix C and D). This would ensure that the novice teacher is on track, and check in with
him/her on whether any intervention or help is needed to support them.
Phase 1 - Induction
The purpose of the induction is to provide the novice teacher with general knowledge of
the centre and organisation. The aim of the induction is to provide the novice teacher with all the
knowledge necessary to achieve all the short-term goals. As teaching has been characterized as a
profession with a high level of attrition and a high turnover rate amongst newcomers (Smith &
Ingersoll, 2004), our induction also aims to prevent the loss of novice teachers during their first
year of beginning their career as preschool educators. The theory behind induction surmises as
teaching is complex, theoretical knowledge gained from learning about teaching is almost never
sufficient to provide all the skills and knowledge required of a teacher to be successful in his/her
own teaching. Most of these knowledge and skills can only be attained and acquired with handson teaching experience. This notion holds that preschool centres would have to provide novice
teachers with a conducive environment where they would be able to not only survive but also
achieve success in their careers as teachers (Ingersoll, 2012).
According to Ingersoll & Strong (2011), there are three positive outcomes of providing
novice teachers with support and assistance: teacher commitment and retention, teacher
classroom instructional practices, and student achievement. Research studies show that novice
teachers who went through an induction when they first started out as teachers revealed higher
job satisfaction, commitment and retention.
Our induction is intended for teachers who have completed their diploma or degree
programme in Early Childhood Education and is starting out as a novice teacher in the centre.
For the novice teachers, this induction programme will act as a bridge between theoretical
knowledge and practical application. This induction can be also used for teachers who have had
experience working in other preschool centres but are new to the centre. For these teachers, this
induction will serve as an orientation to help them understand the centre culture and curriculumrelated matters. This induction will be held for a duration of 2 weeks before transiting to phase 2
of the mentoring programme.
The induction would be initiated by the principal and supported by the centres mentor
teacher. A checklist would be used to guide the induction process so that all important and
necessary centre-related information is related to the novice teacher during the induction process.
The induction includes:
An introduction to the curriculum of the level that the novice teacher would be
taking
An introduction to the resource cupboard and where the novice teacher may be
An introduction to the timetable of the classes in the centre and the transition time
During these observations, the novice teacher would have to jot down points of
reflection in a reflective journal
These points of reflection would guide the content of meetings between the
mentor teacher and the novice teacher
Phase 2 - Mentoring programme (ongoing)
Mentoring in teaching refers to the process of an experienced teacher guiding a novice
teacher by providing practical and supportive feedback or suggestions for the novice teacher to
learn and grow on the job (Bellm, Whitebook & Hnatiuk, 1997). This mentoring programme
aims to provide some guide and support for both the novice teacher and the mentor teacher to
participate in this mentoring programme successfully.
According to Chong, Low and Goh (2011), a novice teachers prior experiences and
expectations of teaching play a role in their mindset/thinking about themselves as a teacher.
Through the daily experiences during practicum, novice teachers are exposed to different
situations which requires them to make decisions. Fuller and Bown (1975) as cited by Chong,
Low and Goh (2011) mentioned that novice teachers tend to face a series of concerns - from their
perceptions of how teaching students are like, to the reality they face in the actual classrooms,
the limitations in the teaching facility, and hoping to place focus on their students alongside the
distraction by the demands of teaching. Hence, the attachment of mentor teachers would then aid
the novice teachers to better cope with the challenges they face.
As a mentor, it is important to understand the needs of the novice teacher. According to
Roselva Ungar, a mentor teacher in Los Angeles, as cited by National Foundation for the
Improvement of Education (1999), the needs of a novice teacher can be categorised into three
stages - identifying the daily routines and common practices of the school, applying their
theoretical knowledge into their own teaching practice and classroom management strategies and
lastly, developing professionally through the understanding of teaching practices. The mentor
teacher guides the novice teacher through these stages by sharing their experiences and working
together with the novice teacher, identifying the stage at which the novice is in so as to determine
what kind of assistance is needed and when to provide it (NFIE, 1999). Through the sharing of
practices and experiences, the mentor teacher also enhances his/her own teaching practices.
Apart from aiding the novice and mentor teacher in their teaching practices, the
implementation of a successful mentoring programme will also benefit children. Wong (2004)
mentioned that childrens school achievements increased as a result of improved teacher
performance. Similarly, Hanushek, Kain and Rivkin (2001) as cited by Wong (2004) supported
the importance of how effective teachers improve student achievements in school as teacher
effectiveness influences the students academic achievement. According to the NFIE (1999), a
successful mentoring programme emcompasses the best approaches to teaching with strategies
that worked well for students over time. Hence, the implementation of a good mentoring
programme ensures that teachers improve in their teaching practices, which will in turn benefit
childrens learning (NFIE, 1999).
After the induction period, the mentor teacher will continue to work together with the
novice teacher on a 1 to 1 basis for a duration of 12 months. During the 12 months, there will be
4 key checkpoints to keep track of the progress and development of the mentoring relationship.
These 4 key checkpoints will take place once every 3 months, at the end of each school term to
gauge the progress and quality of the overall mentoring relationship.
The mentor teacher and novice teacher will have a meeting to discuss the questions and
issues stated on the Mentoring Evaluation Form (refer to Appendix F). The form will be
completed collaboratively by the mentor teacher and novice teacher. This form aims to facilitate
the discussion between the mentor teacher and novice teacher on understanding the strengths,
weaknesses and areas of improvement in the mentoring relationship. It would inform possible
positive changes and improvements to be made to the processes and other aspects of the
mentoring relationship.
The following is a list of the mentor teachers key responsibilities in executing the
mentoring programme with the novice teacher:
Key responsibilities of the
mentor teacher
teacher
be discussed
Explain the
do observation and
rationale of doing
procedures for
assessment of children
observations and
assessment/observation?
What are the
assessments of children
Explain how to
to be objective in
assessments by giving
assessment/observation?
Provide the
Have a chat
Lets reflect on
course
SPARK workshops)
Are we
Provide novice
successes
What is going
strategies
-
Troubleshoot
Observe the
your observation?
What would
classroom management,
Allow the
observed?
Is there any
Model
appropriate behavior as a
mentor teacher in situations
Model effective
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Be truthful in
learn together.
needs
-
Do not listen
The mentor
Let me share
development courses on
mentoring teachers
some strategies or
questioning techniques
attended
The mentor
Lets share
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too
-
Be sensitive to
Practice
objective communication
with tact
Be
understanding towards the
novice teachers
frustrations
Be a lifeline, friend and guide
to the novice teacher
Support the
Remember
frustration or helplessness
Provide a
achieved!
Share
experiences of effective
ways of coping with
challenges
Provide the
However, during the mentoring process, there are some possible challenges and
constraints that the mentor teacher and centre may face.
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Albeit the centre having its own trained mentor teacher who has already gone through
formal mentoring training, there may be a lack in the continuation of training for the mentor
teacher during the mentoring process. According to Rhodes & Beneicke (2002), there is a lack of
training to guide the work of the mentor teacher in the mentoring process of a novice teacher.
According to Rowley (1999), a good mentor is a role model of a continuous learner. Through
continuous learning, the mentor teacher would be able to develop, experiment and model new
practices to the novice teacher. The mentor teacher would also be able to display her own
openness to the continuation of professional development despite already being trained. In
displaying her own willingness and openness to pursue professional growth, the mentor teacher
models her commitment to constantly strive for continuous improvement to the novice teacher.
Hence, it was stated that good mentors should be provided with opportunities to engage
in high-quality ongoing mentor training so that they would be able to continue improving in their
work as a mentor teacher.
Another challenge that mentor teachers may face would be the lack of administration
time which may limit the mentoring programmes progress. According to Rhodes & Beneicke
(2002), due to heavy teacher workload, mentor teachers may face severe time constraints which
may interfere with their roles of being both a mentor and a teacher who is engaged in full-time
class contact. It was suggested that the management may create sufficient time to allow the
mentor teacher to assume both her roles, both as a mentor and a teacher of children. Rowley
(1999) also recognized time constraint to be a challenge for mentor teachers and suggested that
mentor teachers be provided with additional professional development days or extra support so
that they would be able to attend professional development courses and mentor training. Hence,
this suggests that if the mentor teacher has a form class of her own, the school would have to
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provide additional time for her to participate in the mentoring programme. In addition, time and
additional arrangements would have to be made for the mentor teacher to conduct observations
in the novice teachers classroom. Time would also have to be made for the weekly meetings and
discussions between the mentor teacher and novice teacher, professional development courses or
mentor training for the mentor teacher, and for curriculum planning for her classes.
The last challenge that the centre may face would be that there may not be enough funds
to support the mentoring programme. The centre may not have enough budget for relief teachers
to take over classes when the mentor teacher and novice teacher are participating in activities
concerning the mentoring programme. The centre may also not have enough budget for extensive
resources required of a mentoring programme (E.g. additional printer cartridges).
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After these evaluations or assessments are done, the mentor teacher will have a
session with the novice teacher to discuss about what the mentor teacher have just observed.
During these sessions, the novice teacher may reflect on what she thought she has done well and
what she thinks can be improved on. Reflection enables teachers to make meaningful and
effective decisions on how to plan for children and respond to them. Additionally, it helps them
stay excited about their work (Carter, Cividanes, Curtis, & Lebo, n.d.). The novice teacher may
also bring up some concerns or questions that she may have during these sessions and seek help
from the mentor teacher. On top of that, the mentor teacher may provide feedback or corrective
suggestions to the novice teacher. This session will not only serve as a benefit to the novice
teacher but also to the mentor teacher as they will be able to learn from each other. This phase
will be an ongoing process and may be done repeatedly throughout the term to provide
continuous support to the novice teacher whenever needed.
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Prior to the first meeting, the novice teacher will be given an introduction sheet to fill up.
They will then be bringing the completed form to the meeting, which will be a starting point for
the introductory meeting between the mentor and the novice teacher. The purpose of this form
acts as a clear and definitive structure in articulating the goals, needs and steps taken or will be
taken by the novice teacher. It also acts as a point of reference for both parties, especially the
mentor, on assessing what were done and what else can be done to support or develop the novice
teachers goals. In a nutshell, this introduction sheet supports this relationship, by enabling the
mentor to be likely more able to provide relevant guidance and advice to the novice teacher.
In this form, support-related questions are also included to guide the mentoring process.
The concept of mentoring is still a rather new concept in Singapore and barely have just begun to
gain traction. As such, it is likely that the people involved may be uncertain on how to start. This
form provides a platform for the beginning of the mentoring process by encapturing the two key
principles in a mentoring relationship: Development and Support. The inclusion of discussion
points and content in this form during the first meeting will help both parties in gaining a clearer
sense of how to go about in their respective roles in this mentoring relationship. The form can
also be referred by either the mentor and novice teacher in the later part of the 12 month
mentoring programme as a form of definitive evidence for the novice teachers progress in the
mentoring relationship.
B. Reflective journal for tracking progress and evaluation (refer to appendix J)
Part of providing relevant guidance and assessment is keeping a record to track the
mentees progress and activities (Lipscomb, 2010). A progress journal template has been created
for tracking overall mentoring progress and assessment. The subsequent proposed journal format
will be an effective tool in this proposed mentoring program, given that it is an ongoing process.
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Both the mentors and novice teachers can access the journal easily during the 4 key checkpoints
during the mentoring programme.
With the mentor teachers guidance, the novice teacher will reflect upon what she
has learnt thus far and how she learnt them. In addition, she would reflect on how the learning
experiences and discussions have helped her in her professional growth. She would be able to
write down her thoughts, feelings and set goals for further improvement. The reflection process
would provide the novice with opportunities to celebrate her own successes and achievements.
This form will allow the novice teacher to refer back and be reminded of how far she has come
and everything she has achieved. In addition, the mentor can take a look at the goals the novice
teacher has planned to achieve and track the novice teachers progress on the next meeting.
C. Evaluation of Short Term Goals (refer to appendix C)
Depending on the period set to achieve the short term goals, the novice teacher will be
required to fill up the respective sections of the evaluation form before the next scheduled
meeting with their mentor. Once completed, this form will become the basis for discussion
during the meeting between the mentor teacher and novice teacher. After which the mentor may
again bring up and write down any suggestions or improvements that she would like the novice
teacher to take note of.
D. Evaluation of Long Term Goals (refer to appendix D)
The evaluation of long term goals (refer to appendix D) is done twice per year, each at the
end of the semester. In this section, the novice teachers will reflect upon their overall progress
achievements so far and draw informed conclusions about their progress towards goal
fulfillment. This will allow the novice teachers to also think critically about how their short term
goals had supported them while reflecting on their overall progress towards the long term goals.
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F. Periodic Class Observation: Observation Sheet for Novice Teachers and Mentors
(refer to appendix G)
Assessment on the novice teachers progress towards overall goals, also involves lesson
observations. Unlike the typical graded observations done by supervisors in most local schools,
mentor observations emphasize on providing support and constructive guidance for the novice
teacher. These observations are independent and separate from performance appraisals. Any
information documented are available only to the novice teacher and the mentor. The novice
teacher will have to fill in an observation sheet including his/her lesson description before
handing it to the mentor teacher. Post-lesson, the novice teacher will reflect briefly on their
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experience and fill in the section for the novice teacher. During a scheduled meeting, the mentor
will share their observations and open up a discourse about the lesson experience using the
documentation on the observation sheet as a point of reference.
G. Scheduled Meetings: Mentoring Meeting Minutes sheet (Refer to appendix H)
Having routine scheduled meetings in between a decided set period between the mentor
and the novice teacher plays a crucial role in making this mentoring program a success, and ties
in effectively as an ongoing evaluation of this mentoring relationship. Scheduled meetings create
the habit of having open communication between the two parties. In these meetings, the novice
teacher and mentor may choose to discuss about any topics or concerns in relation to the novice
teachers needs. The meeting will be documented in the Mentoring Meeting Minutes sheet (refer
to appendix H) that will be provided to the mentor teacher and novice teacher. Either one of them
may volunteer to take down the minutes for each session.
Proposed Budget
As planning for a mentorship program within the school, expenses will bound to be
incurred. Thus, a proposed budget (refer to appendix I) is being taken into consideration for the
program. Some expenses includes courses and workshops that both the mentor and mentee
teachers will have to attend. These workshops may help the novice teacher gain more knowledge
and insights on the educational policies and classroom management strategies. The teachers may
also have to print additional materials. Should there be discussions and meetings that occur over
a prolonged period of time, some light refreshments will be provided to both the mentor and
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novice teachers. Lastly, relief teachers might be needed to relief the classes of either the mentor
or novice teachers classes when they participate in any meetings.
In conclusion, this essay has explored the processes and necessary modes of assessments
necessary in a mentoring relationship. Firstly, the induction programme plays an important role
in allowing the novice teacher to work together with a mentor teacher to gain general knowledge
of the centre and organisation, understanding the centres culture and curriculum related matters.
Next, the mentoring programme aims to empower novice teachers and provide them with the
support they would require to go through the first year of being a teacher of children. It also aims
to provide the novice teacher with a full year of professional support to help them transition from
being a student of teaching to a teacher of children. Thirdly, all of aforementioned modes of
assessments, together with the meetings and discussions, aim to establish a strong mentoring
relationship between the mentor teacher and novice teacher. At the end of the mentoring
programme, the novice teacher would be able to develop the skills and knowledge required of
them to be able to achieve success in their own teaching as they become more experienced
teachers themselves.
Craig (2013) suggested that to reduce the attrition rate in the Early Childhood sector and
retain existing teachers, novice teachers should be provided with mentoring, support and
resources. This mentoring programme aims to reduce the attrition rate in the Early Childhood
sector by providing novice teachers with an ongoing and continuous mentoring process that will
help to empower them with the necessary skills to excel as teachers of children.
Mentoring is an ongoing and continuous process. Thus, through constant feedback and
guidance in this mentoring relationship, both the mentor teacher and novice teacher will benefit
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from the programme and progress on in their professional development. The goal of reducing the
attrition rate in the Early Childhood sector may not be an easy one to achieve, but providing
novice teachers with high-quality mentoring is the first step to resolving it.
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References
Bellm, D., Whitebrook, M. & Hnatiuk, P. (1997). The early childhood mentoring curriculum: A
handbook for mentors. Gryphon House, 1997. ISBN 9781889956008
Carter, M., Cividanes, W., Curtis, D., & Lebo, D. (n.d.). Becoming a reflective teacher. Retrieved
from https://www.naeyc.org/files/tyc/file/TYC_V3N4_Reflectiveteacherexpanded.pdf
Chia, A. (2013, November 21). A master plan to develop early childhood educators. Today.
Retrieved from http://www.todayonline.com/singapore/master-plan-develop-earlychildhood-educators
Chong, S., Low, E. L. & Goh, K. C. (2011). Developing student teachers professional identities
- An exploratory study. Retrieved from: http://files.eric.ed.gov/fulltext/EJ1066392.pdf
Craig, T. (2013, November 8). Pre-school teachers: Leaving before theyve even started. Today.
Retrieved from http://www.todayonline.com/singapore/pre-school-teachers-leavingtheyve-even-started
22
Ingersoll, R. (2012). Beginning teacher induction: What the data tell us. Retrieved from
http://repository.upenn.edu/cgi/viewcontent.cgi?article=1239&context=gse_pubs
Ingersoll, R. M., & Strong, M. (2011). The impact of induction and mentoring programs for
beginning teachers a critical review of the research. Review of educational research,
81(2), 201-233. Retrieved from http://repository.upenn.edu/cgi/viewcontent.cgi?
article=1127&context=gse_pubs
Lipscomb, R., & An, S. (2010). Mentoring 101: Building a mentoring relationship. Journal of
the American Dietetic Association, 110(7), 1002-1008.
Katz, L. G. (1972). Developmental stages of preschool teachers. The Elementary School Journal,
73(1), 50-54. Retrieved from http://files.eric.ed.gov/fulltext/ED057922.pdf
National Foundation for the Improvement of Education. (1999). Creating a teacher mentoring
program. Retrieved from https://www.neafoundation.org/downloads/NEACreating_Teacher_Mentoring.pdf
23
Rhodes, C., & Beneicke, S. (2002). Coaching, mentoring and peer-networking: Challenges for
the management of teacher professional development in schools. Journal of in-service
education, 28(2), 297-310. Retrieved from
http://www.tandfonline.com/doi/pdf/10.1080/13674580200200184
Rowley, J. B. (1999). The good mentor. Educational leadership, 56(8), 20-22. Retrieved from
https://www.det.nsw.edu.au/proflearn/docs/pdf/good_mentor.pdf
Smith, T. M., & Ingersoll, R. M. (2004). What are the effects of induction and mentoring on
beginning teacher turnover?. American educational research journal, 41(3), 681-714.
Wong, H. K. (2004). Induction programs that keep new teachers teaching and improving.
Retrieved from http://bul.sagepub.com.ezproxywhe.flo.org/content/88/638/41
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Appendix A
25
Appendix B
26
Appendix C
Evaluation of Short Term Goals
EVALUATION AND OVERALL PROGRESS
Did I meet my Short Term Goal 1?
Mentors suggestions:
Mentors suggestions:
Appendix D
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SEMESTER 2S PROGRESS:
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Appendix E
This form contains a list of open ended questions for the novice teacher to fill up prior to the first
meeting with the mentor.
MENTORING: INTRODUCTION SHEET
Initiation Date:
Term:
Week:
Mentors Name:
Mentees Name:
Please answer the following questions. All answers are valid. If you are unclear about the
questions, you can discuss it with your mentor to help you.
SECTION A: Goal Setting
1. What are the 3 areas you want to develop in your first year? (If you have more than 3, you can
still write them in.)
2. In relation to the areas you listed above, what are your specific goals in these areas you want to
achieve by the end of your working year?
3. What are your strengths do you think you have that can support you in achieving these goals?
4. What are your weaknesses you think you may have or potential challenges that you might
encounter, that may hinder or delay you in achieving these goals?
5. Other than professional development, do you have any other objectives or goals you wish to
achieve in this mentoring relationship?
SECTION B: Support
6. How can I best support for you to ensure that you have a smoother progress in achieving your
goals?
7. To ensure a better communication experience, what are your preferred modes of
communicating with me in this mentoring relationship?
8. Is there anything else that you would like me know or take note, so that I can better aid you?
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Appendix F
Week:
Date:
Mentors name:
Mentees name:
Please answer the following questions before meeting with your mentor to discuss the overall
mentoring progress.
1. You have set several goals to achieve in this mentoring relationship. What have you
accomplished up to this point so far?
2. How are you working/have you been working to accomplish these objectives?
3. What objectives or other points you feel that need to be addressed in future meetings?
4. How would you describe the mentoring relationship experience? What are its strengths and
weaknesses?
5. Have the support provided in this mentoring so far been adequate? What sort of outside
resources do you think you need to achieve your remaining goals?
6. Have you encountered any challenges within this mentoring experience?
7. If there was one thing that you can change about this relationship, what would you like to
change?
8. What have been, in your opinion, the most significant learning experience currently?
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Appendix G
Observation Sheet for Novice Teachers and Mentors
Observation Sheet
(Mentees: Please fill in the lesson details below, before giving the observation sheet to your
mentor on the day of observation.)
Term:
Date:
Class:
Brief Description of lesson (See attached lesson plan for details):
MENTORS SECTION
Things I observed:
Areas/Points that can be improved:
Suggestions:
MENTEES SECTION
1.
Post-lesson reflection:
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Appendix H
Mentoring Meeting MInutes
Term:
Date:
Meeting no. :
Mentors name:
Mentees name:
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Appendix I
No.
Items
Purpose
Courses/workshops
Refreshments
*halal
certified/vegetarian
4
Relief teacher
33
Appendix J
Reflective journal for tracking progress and evaluation
Mentees name:
Class:
Date:
What have I learnt?
34