Assesment/ Feedback/ Mentorship
Workshop Topic : ASSESSMENT/FEEDBACK/MENTORSHIP
MENTORING:
THE ART OF THINKING TOGETHER
Craig
Andersen and Carol Fay
This workshop is designed for certified interpreters wishing to provide mentorship to new interpreters. It also includes practice on how to initiate and maintain a positive working relationship, setting realistic goals, listening openly and most importantly, how to make strategic interventions on behalf of the "mentee's" professional growth. We will examine interpreted texts, learn to identify discreet aspects of the interpreting process using the Colonomos Model as well as practice talking about interpreted samples in a descriptive and non-judgmental way. By using a dialogue approach rather than an evaluative approach, one learns to contribute to the self-discovery and breakthrough learning that characterizes many on-the-job training experiences. The mentor also learns to distinguish his or her own competencies and areas for continued growth.
PROCESS
DIAGNOSTICS SERIES (3 segments)
Betty M. Colonomos
This series of workshops is designed for interpreters who wish to become mentors to other interpreters. The basic training is offered in three 18-hour sessions (total 54 hours) over the course of a year to eighteen months. This time frame is recommended for maximal effectiveness. However, in some instances minor changes can be made in collaboration with the leader.
The goals of part 1 session are to help participants identify appropriate areas for feedback, develop confidence in using language based on the Colonomos Model of Interpreting, and refine the ability to discuss interpretation using a descriptive approach which is non-evaluative. Part 2 focuses primarily on techniques and strategies for mentor/mentee interaction which foster trust and learning. Part 3 enhances the mentor's ability to work within a mentee's "zone" and works toward refinement of the entire process. The format is highly interactive; by using group practice and discussion, fish bowling and modeling, and small-group focused activities, participants can integrate the material in several ways.
*Please note: Prerequisite to this training, participants must have taken Foundations of Interpreting Processes and/or be familiar with the language used in the Colonomos Model of Interpreting as determined by the presenter.
**Advanced level seminars are available for those interested in further training/study.
TALKING
ABOUT THE WORK
Betty
M. Colonomos
The biggest hindrance to development of interpreting skills is the difficulty we face getting feedback and analysis of our interpretations from colleagues. One reason for this is the lack of an appropriate "language" to discuss specifics of the many aspects of interpretation. Another difficulty is the reluctance of interpreters to experience destructive and judgmental criticism being offered. Many interpreters have difficulty separating their work from themselves as people. This workshop will deal with two major elements: a) Identifying and labeling various elements of our work, and b)learning how to use descriptive and non-evaluative language. This training is offered in several parts, depending on the needs of the group. Recommended minimum is two segments (12 contact hours each).
INTERPRETING
SKILL DEVELOPMENT: PROVIDING ASSESSMENT AND FEEDBACK
Elizabeth
A. Winston
Interpreters need to develop the skills of offering and requesting constructive, useful feedback from colleagues, building their professional repertoires at every opportunity. Professional interpreters often work in isolation from colleagues, receiving little feedback about their skills. When occasional feedback is available, it is too often either a superficial comment, such as, "Oh sure, you did great!" or a critical attack. This workshop offers interpreters the opportunity to develop professional techniques for skills assessment and feedback, focusing on the variety of sub-skills that make up the interpreting process and on techniques for requesting and providing constructive, usable feedback. The opening session will consist of information and discussion about the variety of subskills that make up interpreting, and techniques of skills assessment and feedback. The remaining time will provide hands-on time for developing interpreting skills, as well as applying the techniques and strategies for skills assessment and feedback.
MENTORING EDUCATIONAL INTERPRETERS PART I & II
Jeanne Dillon and Mari Magler
Presented in English for Educational interpreters and mentors
Part I: What exciting possibilities do mentoring hold for you? We will take a look at the critical relationships between mentors and mentees and share information about current practices in effective mentoring programs. In an interactive format, participants will discuss the possibilities for personal and professional growth for mentors and mentees, discuss what each of us brings to the table in our respective roles, and apply he concepts of guided self-discovery. Part II: What is happening in mentoring programs around us? We'll look at the origins and logistics of implementing Minnesota legislation requiring formal mentoring for pre-certified K-12 interpreters. We'll also take an in-depth look at a New England school system's approach to incorporating mentoring into their programming for interpreters.
PEER MENTORING: WHAT IS THAT?
Laurie Shaffer and Wendy Watson
Come one, come all! Each and every one of you has a contribution to make!
Are you...
New to the field and eager? An ITP grad? Or not? 20+ years in the field and tired?
An interpreter educator? Experienced through the church? A mainstream interpreter?
New to freelancing? RID certified? Or not? Not sure where you fit? This may be the model for you!
The Peer Mentor Model (PMM) was designed to support individual professional development and to create a community of learning that can be utilized for on-going growth. In this session, Laurie Shaffer and Wendy Watson will provide an explanation and description of the PMM, as well as conduct a panel discussion including those who have "walked the walk and talked the talk" of this approach.
PEER MENTORING MODEL
Laurie Shaffer and Wendy Watson
Presented in ASL
The Peer Mentor Model can be difficult to grasp, given our field's traditional definition of mentor/mentee relationships. This session will offer paired and small group exercises in which participants will practice creating effective peer relationships and experience the paradigm shift. We will also provide an overview of the PMM series structure. The only criterion for participation is an open mind and a desire for learning! No specialized vocabulary or prior knowledge of particular models of interpreting or mentoring is required. Come play in the sandbox with us!
MENTORING FOR DEAF INTERPRETERS
Eileen Forestal
Presented in ASL for working Deaf interpreters only
This is an all-day workshop for currently working Deaf interpreters. The primary objective will be two-fold: 1) to discuss participants' mentoring experiences and their needs for mentoring and 2) to enhance participants' skills in mentoring both their fellow Deaf interpreters and within Deaf-Hearing teams. Participants will observe mentoring techniques, become familiar with mentoring theories and processes (Vygotsky and Gish), and apply mentoring techniques within group activities.
SUCCESSFUL MENTORING FOR CONFERENCE INTERPRETERS
Anthony J. Aramburo
The National Black Deaf Advocates Interpreters Committee has applied the notion of "Each One, Teach One" in providing mentoring opportunities for interpreters within the context of its conventions since 1995. Working with veteran conference interpreters, those new to conference interpreting get supported, real world exposure to the setting -- large audiences, preparation, more formal registers, audiovisual technology, and team work. This workshop will tell you how we do it. Presented in ASL. CMP Level: Introductory.
PARTNERSHIPS IN MENTORING: GUIDED SELF-ASSESSMENT
Interpreter Mentor Session with Sandra Gish
Interpreter Colleague Session with Patty Gordon
In two separate, concurrent workshops, interpreters and interpreter mentors learn the theory and techniques that focus not only on what interpreters do, but also on how they think. In the Interpreter Mentor Session, participants learn to use guided self-assessment techniques to help their colleagues understand the process of interpreting. Mentors learn to use the product of their colleague's interpretations, to help the colleague understand the working processes of the mind. Similarly, in the Interpreter Colleague Session, participants learn to use guided self-assessment techniques to help them understand the process of interpreting. Interpreters learn to use the product of their own interpretations to understand the working processes of the mind. By examining the factors that influence an interpretation, mentors and their colleagues learn to dialogue in order to identify and control the cognitive decisions that produce effective interpreting performances. The Interpreter Mentor Session is open to screened and certified interpreters who are current or aspiring mentors, supervisors, and teachers; the Interpreter Colleague Session is open to novice interpreters, advanced interpreting students and recent graduates. Both morning workshops provide the foundation for the afternoon's conjoint mentor/colleague session. Presented in English with examples from English and ASL. CMP Level: Introductory.
Conjoint Mentor/Colleague Session - Sandra Gish and Patty Gordon This workshop will bring mentors and interpreter colleagues together to apply the theory and techniques of the morning sessions. Goals of the workshop are for participants to apply a process-based approach to interpreting and assessment, enjoy dialogues that lead to cooperative, self-directed interpreting assessment, and develop guided self-assessment strategies that yield diagnostic information for the mentors while enhancing the cognitive processing skills of their colleagues. Presented in ASL with examples from English and English. CMP Level: Introductory
MENTORING ACROSS CULTURES
Jan Nishimura and Laurie Shaffer
This workshop will examine the effects of cultural values on an interpreter's mentoring relationship. By comparing and contrasting values to the assumptions contained in current mentoring practices, participants will be able to view mentor and protégé behaviors from different cultural contexts. The level of acculturation and assimilation, aspired to and attained by the mentor and protégé, are particularly significant to the relationship. Strategies for appropriately responding outside of one's own social framework will be discussed as well as the implications of intra- and inter-cultural mentoring.
CHARTING THE WAY: NAVIGATING THE MAZE OF MENTORING
Wendy Harbour and Catherine Van Nostrand
Presented in ASL
This interactive session will use activities from "Charting the Way," a mentoring curriculum developed by the presenters. The field abounds with a maze of ideas and philosophies about mentoring, but in this session, participants will consider what they believe and know about mentoring, developing tools to grow in their own knowledge and skills. We will also learn ways to let the protégé / mentee be "in the driver's seat" -- using hypothetical scenarios to apply theory in practice. Everyone will leave with practical resources and contacts to help them "navigate their way" through the mentoring process.
LIFE-LONG LEARNING FOR INTERPRETERS
Robert G. Lee
Presented in English
As professionals, we often get into a rut: we feel that we cannot figure out what to do next. This workshop is designed to help interpreters of all levels see where they have been, look at where they are and try to figure out were they want to go. Through lecture, discussion and small group activities, participants will leave with a better handle on what's next for them!
PORTFOLIOS IN MENTORING
Dennis Cokely
This session presents a negotiated portfolio approach to mentoring interpreters. A portfolio approach allows a mentor and a mentee to analyze progress based on evidence provided by the mentee. In this approach, the mentor and mentee set interpreting goals that will be targeted for a specific period of time and identify the performance criteria that will be used to determine whether the mentee has accomplished the targeted goal(s). They will determine the specific knowledge that must be present in order to accomplish the targeted goal(s) and the various contexts or situations in which the mentee would be expected to demonstrate successful work. The mentor and mentee negotiate the types and quantity of evidence required to demonstrate that the mentee has achieved the specific interpretation goal(s). They then analyze the evidence submitted to determine if the mentee has accomplished the targeted goal(s). This session will discuss each of these steps in detail, provide a demonstration of some of these steps and then have participants engage in mentor-mentee simulations. Presented in ASL. CMP Level: Introductory.
MENTORING THROUGH PROCESS MEDIATION: THE THEORY AND THE PRACTICE
Kate Eifler,
Carol Fay, Lianne Moccia
Presented in English
The Vygotskian approach, introduced to interpreters by Betty Colonomos, allows us to identify patterns in our protégé's interpretations and begin a dialogue with them that leads them to make discoveries about their own interpreting process. But what should mentors say to their proteges once they have seen their work? Key to the success of this approach is learning how to identify where the protégé "is" and where he/she "could be" with intervention by someone with further mastery of the task. Using a "fish bowl" approach, we will demonstrate mentor/protégé work sessions, allowing participants to observe a discussion that uses non-evaluative language and learner-led discovery.