Planning and organizing mentoring work - BMEGT51XX85020-78

The aim of the course is to familiarize participating teachers with the basic principles, tools, and practical possibilities of conscious, systematic planning and organization of mentoring. During the course, students gain insight into the structured stages of the mentoring process, methods for setting goals and development focuses, and practical solutions for documenting and administering mentoring. Particular emphasis is placed on developing a support plan tailored to the needs of the mentee, time management, and coordinating cooperation within the school community. The course also aims to promote strategic thinking in mentoring and prepare students to adapt to a changing institutional environment. The course develops planning and organizational skills for mentoring through theoretical foundations and practical examples. The course is taught in a lecture format and concludes with an exam.

1. Knows traditional and online systems and documents related to portfolios.
2. Knows the theory and methodology of competence development.
3. Knows the system and requirements of teacher training and continuing education.
4. Is aware of the role of views that shape teaching practice and knows how they can be shaped.
5. Is familiar with the multifaceted background of choosing, leaving, and remaining in the teaching profession.
6. Is familiar with the specifics of working with teacher candidates and career starters, as well as adult education, and the professional requirements and ethical expectations of counseling.
7. Knows the methods and techniques of reflective thinking and professional analysis.
8. Knows the specific features of the organizational functioning of institutions and the impact of organizational characteristics on the work of teachers.
9. Knows the latest research and development results related to the work of teachers.
10. Has extensive professional knowledge, is familiar with the professional literature related to their field, professional journals, and alternative pedagogical approaches.

1. Able to apply teaching skills and competence development methodology in a conscious and high-quality manner.
2. Able to guide trainees in gaining experience both inside and outside the classroom.
3. Able to monitor and evaluate trainees' work in a constructive manner.
4. Able to support and assist the professional socialization of trainees.
5. Able to develop self-confidence and self-efficacy.
6. Able to demonstrate modern, good practice in the given field.
7. Able to handle pedagogical problems and conflict situations.
8. Able to provide guidance and assistance in the planning, implementation, and analytical evaluation of pedagogical situations and processes.
9. Able to support the intern's independent ideas, provide professional analysis, and realistically evaluate their implementation.
10. Able to help the trainee find their own professional development path that suits their personality.
11. Able to seek/find effective, creative answers to pedagogical problems arising in different contexts from a mentoring perspective.
12. Able to determine the intern's performance (results) based on an analysis and evaluation of regulations, facts, and situations, and to select, develop, or adapt activities, content, tools, and methods to achieve these results.
13. Able to plan, organize, and evaluate mentoring processes in collaboration with the mentee.
14. Able to create a mentoring environment that supports and encourages changes and improvements in pedagogical views and practices.
15. Considers mentoring as a learning situation and takes advantage of opportunities for mutual learning.
16. Able to develop the reflective thinking of career starters.
17. Able to assess the competencies of career starters, plan their development based on this assessment, and support it with an appropriate methodological culture.
18. Able to evaluate the professional competencies and development of trainees in a professionally sound manner that supports their development.
19. Is capable of effective professional cooperation, equal communication, and constructive problem solving with career starters and colleagues.

1. Their attitude is accepting, supportive, and patient.
2. Their credibility is rooted in their own teaching practice and work experience.
3. They feel responsible for the continuous professional development of their intern/teacher candidate.
4. They request and accept feedback from their intern/teacher candidate and use it for their own continuous self-improvement.
5. Considers continuous self-reflection important for their own development as a mentor teacher.
6. Keeps abreast of professional literature and practical developments related to the role of mentor and support teacher and the methodology of support, and continuously trains themselves in this area.

1. They are capable of professional self-reflection and self-correction in their decisions.
2. They are characterized by cooperation and responsibility in relation to their profession, field of expertise, and its representatives.

The course is taught through lectures, but it also uses a variety of methods to encourage active participation and practical application. The methods used include case studies, analysis of institutional examples, structured discussions, and self-reflection exercises. Interactive elements in the lectures, such as question- and problem-based approaches, help students interpret what they have learned by reflecting on their own school practice. The learning process is supported by templates, planning aids, and checklists that help structure the mentoring work. The training also provides opportunities to try out planning and organizational techniques through simulation exercises.

• M. Nádasi, M. (Ed.) (2010-11). A mentorfelkészítés rendszere, próbája, a mentorképzés szakterületi előkészítése, I–III. kötet. Budapest: ELTE Eötvös Kiadó.
• Sallai, É.(2015). A mentori tevékenységek tapasztalatai. In Sallai, É. (Ed.). A pedagógusok gyakornoki rendszerének fejlesztése és értékelése. Budapest: Oktatási Hivatal.
• Kőpatakiné Mészáros Mária – Mayer József (2009): Bevezetés a mentorálás módszertanába.https://ofi.oh.gov.hu/bevezetes-mentoralas-modszertanaba
• Lengyel Zsuzsa, Szekeresné Nádudvary Ildikó(2024): 101 jógyakorlat mentortanároknak. ELTE Kiadó, Budapest.

The objectives and learning outcomes set out in points 2.1 and 2.2 are achieved through active participation in the exercises (partial performance assessment).

• class activity: 60
• Preparing for exams: 40

• Exam: 40

Attendance and passing the exam.

Due to the nature of active participation, it cannot be replaced or corrected.

Consulted with the Faculty Student Representative Committee, approved by the Vice Dean for Education, valid from: 02.06.2025.

Lesson 1: Planning aspects of the mentor role and responsibilities The objectives and tasks of mentoring Planning as a mentoring skill Taking learning paths and development levels into account in mentoring Lesson 2: Annual and half-yearly planning of mentoring activities Preparing a mentoring work plan (sample and template) Identifying the needs of the mentee teacher/student in training Aligning individual development goals with institutional goals Lesson 3: Monthly and weekly planning – the role of regularity Planning thematic weeks, preparations, lesson visits Flexible planning: adapting to unexpected situations Synergies with the work of the teaching staff Lesson 4: Structure and scheduling of the mentoring process Stages of mentoring (preparation – support – evaluation) Aligning objectives, activities, and indicators Maintaining contact with other stakeholders (e.g., manager, training site, university) Lesson 5: Organizing mentoring locations and resources Organizing lesson visits, observations, and consultations Tools, teaching materials, and time management considerations The role of digital tools in organization Lesson 6: Documentation and administration in mentoring Logs, attendance sheets, reflection notes Individual development logs and portfolios Legal and institutional requirements for documentation Lesson 7: Cooperation with other actors – coordination tasks Roles and points of contact (professional supervisor, training site, university) Participation as a mentor in the work of the teaching staff and professional work Ensuring information flow and feedback 8th hour: Case study and planning exercise Analysis of real or simulated mentoring situations Preparing a mentor plan for a six-month mentoring process Joint reflection and feedback