Global Utilities

Science, Technology and Engineering

In2science Peer Mentoring Program


Information for Schools and Teachers

Why get involved in the program?

How to get involved in the program

If you are a school looking to be involved in the program please contact the In2science Team. Please be aware that the program is currently available for Government Schools only. Schools will be added to the program in accordance with the program requirements, funding parameters and placement practicalities.
Information for teachers:


Evaluation forms

  • Class teacher Evaluation form (pdf)
 


The Link Teacher’s Role

At each school one staff member is asked to undertake the role of Link Teacher for the In2science program.

The Link Teacher provides an important role in the whole program and success of Science Peer Mentoring in Schools.

Ideally they are the teacher in charge of Science within the school, who has an overview of the teaching and learning within these subjects. They should be interested in the effectiveness of Peer Mentors in the classroom and have some experience of mentoring as a resource. This experience could be the support of trainee teachers on placements.

They are the point of contact between the school and the Peer Mentoring Coordinator and ensure all information is effectively communicated.

The Peer Mentors are there to support the work of the students, especially with practical work. To engage in conversation with the students to foster their interest in the subject and most importantly to act as a role model for achievement in the subject.

The Link Teacher has the following role:

  • To liaise with the Peer Mentoring Coordinator on all aspects of the program relating to the school and the Peer Mentor.
  • Help the Peer Mentoring Coordinator in ensuring that all staff members understand the role of the Peer Mentors and what is required of the school, participating teachers and other staff.

Prior to the placement the Link Teacher should:

  • Obtain information about the school to assist both the Peer Mentoring Coordinator and the Peer Mentor attached to the school.
  • Aim to establish which classes and teachers the Peer Mentor will work with.
  • Meet with the Peer Mentor and class teacher prior to commencing the placement.

During the placement:

  • Maintain an attendance record for the Peer Mentor.
  • Maintain regular contact with the classroom teachers to check on the Peer Mentor’s progress and advice on any problems.
  • Offer support and guidance for both the classroom teachers and the Peer Mentors.
  • Where possible, try to meet with the Peer Mentor to ensure there are no issues arising.

  • Remind classroom teachers that the Peer Mentors are not trainee teachers (though many will be interested in teaching) and as such should never be left in charge of the class for any period of time.

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Evaluations

Evaluations form an integral part of the program. it is through such evaluations that we are able to improve the program to maximise the benefits for all involved.

Internal Evaluations

At the end of each placement questionnaires are sent out to:

Peer Mentors
Class Teachers
Students
Link Teachers

These questionnaires are designed to gather information about the experience of being involved in the program.

External Evaluations

the Centre for the Study of Higher Education (CSHE) conducted external evaluations of In2science in 2006 and 2009. Details