Become a mentor in creative education?


  • Have you achieved HEA Fellowship in the last 5 years?
  • Are you familiar with the UKPSF and see its value as a pedagogical tool to reflect on creative education?
  • Are you interested in non-formal, practice based learning opportunities at your campus?
  • Do you enjoy ‘talking about teaching’ and see this as way of meeting new colleagues and developing your own professional learning
  • Are you looking to build more evidence of D3 criteria, D3.VII, to make a claim for Senior Fellowship.

If this has ticked off some interests, how about becoming a mentor in creative education at UCA?

Why are we looking for mentors in creative education?

We have recently re-accredited our CPD provision in teaching and learning, to build in more support for teaching staff making a claim for HEA professional recognition.

The details of the new scheme are here:

We are now looking for mentor volunteers, to meet with teaching staff intending to make a claim for fellowship.   We appreciate that you all have busy teaching schedules, so this would not be an onerous task.  The commitment would be as follows:

* You would be expected to meet with a D1, D2 or D3 mentee twice between January and June.

* You might offer to review the teaching practice of a mentee through the university Teaching Observation Scheme.

* You will agree to be contacted by us for potential mentoring opportunities and would appear on our database of Creative Education Mentors

So..what is a Creative Education Mentor?

 Mentoring may be defined as “an intentional pairing of an inexperienced person with an experienced partner to guide and nurture his or her  development (Pitton, 2006, p.1).

Mentoring involves primarily listening with empathy, sharing experience (usually mutually), professional friendship, developing insight through reflection, being a sounding board, encouraging (Clutterbuck, 2004)

Creative Education Mentoring is essentially about helping claimants to reflect on their teaching/supporting learning through the UKPSF and to develop in their teaching more effectively. It is a relationship designed to build confidence and to support the mentee, so they are able to build the evidence for their fellowship claim.

At UCA, we are growing a network of campus based Creative Education Mentors to support participants making a claim for Fellowship through our in-house professional recognition scheme. Creative Education Mentors all hold either Descriptor 2 (Fellowship), Descriptor 3 (Senior Fellow) or Descriptor 4 (Principal Fellow). Their role is as follows:

  • Active listening and being a sounding board for ideas development around creative arts pedagogies.
  • Asking questions to help develop your own and the mentee’s understanding of a teaching situation or problem
  • Encouraging participants to reflect on their teaching/supporting learning practices through the lens of the relevant UKPSF Descriptor
  • Acting as a champion and advocate for the Creative Education CPD scheme across the University for the Creative Arts, and beyond
  • Encouraging self-reflection and critical analysis of the mentee’s practice and experiences
  • Helping the mentee identify areas for peer supported review (in some cases, offering to review practice)
  • Advising a mentee on the strength of their evidence base for a claim for fellowship

As a mentor you will have the opportunity to use your own experience and knowledge from engaging with the UKPSF.  You are encouraged to use this experience in a facilitative manner, to support the development of the mentee and in particular in their writing of their own application. As a mentor, you will have Fellowship yourself, and will therefore be able to draw on a good understanding of the UKPSF and normally from preparing your own successful claim. It is important that mentors are fully up to date with the UKPSF in all parts but especially with the Descriptor for the category of Fellowship for which the claimant is aiming.

What is in it for me?

Those who mentor others report gaining personal satisfaction from knowing that they have contributed to the growth and development of others.  Mentors can also develop new skills, abilities and insights to develop their own professional learning. Clutterbuck (2004) argues that mentoring can be ‘a valuable means of delaying plateauing’ by providing fresh challenges.  Acting as a mentor is a form of informal leadership and can help in gaining credibility for professional progression.

Other benefits include the following:

  • Mentoring is a non-formal, practice based learning opportunity
  • Mentoring provides an enabling space to meet new colleagues and ‘talk about teaching’
  • By acting as a mentor, you can build more evidence of D3 criteria, D3.VII, to make a claim for Senior Fellowship.

If you decide to become a mentor, we will provide you with training (half day event) and a template for structured conversations.  We will also issue you with a free coffee card. We also have a number of other incentives we are considering…

Email if you are interested in attending our forthcoming training.

UCA Creative Education Mentoring Handbook 2018 


This entry was posted in collegiality, mentoring, Peer supported review, Uncategorized. Bookmark the permalink.

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