The four MEL aspect scales
| MEL-context items | MEL-others items |
|---|---|
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How is your enthusiasm towards mentoring preservice teachers? How well do you introduce preservice teachers to other staff? How satisfied are you with your knowledge of your workplace expectations regarding mentoring preservice teachers? How effective are you at staying up to date with university expectations around placement? How well do you clarify issues of professionalism with preservice teachers? How effective are you at ensuring preservice teachers feel valued as team members? How good are you at ensuring you have all the necessary information from the university before placement begins? How satisfied are you with your school's approach to mentoring preservice teachers? How good are you at seeking support from school leadership when mentoring? How good are you at developing your mentoring skills through professional development opportunities? How well do your mentoring beliefs align with universities' approach to mentoring preservice teachers? How good are you at collaborating with other staff members or university staff to support preservice teachers who may be struggling with placement? | How good are you at providing consistent support to preservice teachers? How would you rate your ability to “read” other people's feelings when mentoring? How effective are you at supporting a preservice teacher's emotional needs? How effectively do you share your opinion when you disagree with preservice teachers? How capable are you at identifying yourself with preservice teachers? How good are you at building professional relationships with preservice teachers? How well do you address problematic issues with preservice teachers promptly? How well do you go through the roles and responsibilities with preservice teachers at the beginning of placement? How good are you at providing time and space for preservice teachers to talk through their learning? How well do you remain calm during uncomfortable conversations with preservice teachers? How good are you at bringing up difficult conversations with preservice teachers? How effectively do you help preservice teachers navigate challenges related to work-life balance? |
| MEL-self items | MEL-task items |
|---|---|
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How effective are you at staying calm under pressure with preservice teachers? How effective are you at mentoring preservice teachers? How capable are you at recognising your emotions when mentoring? How good are you at helping preservice teachers develop strategies for coping with stress? How effective are you at being flexible with preservice teachers? How would you rate your ability to take responsibility when you make a mistake in front of a preservice teacher? How well do you deal with constructive feedback from preservice teachers? How would you rate your ability to recover quickly after getting annoyed or frustrated with a preservice teacher? How well do you regulate your emotions when mentoring? How well do you deal with the pressure of mentoring preservice teachers? How good are you at reflecting on your mentoring approaches? How would you rate your motivation to mentor preservice teachers? | How consistent is the support you offer preservice teachers as they work through day-to-day issues? How effective are you at helping preservice teachers set goals during placement? How capable are you at helping preservice teachers connect theory to practice? What is your capacity for learning from preservice teachers? How good are you at discussing with preservice teachers what is expected of them to reach the placement expectations? How capable are you at receiving feedback from preservice teachers? How good are you at encouraging preservice teachers to explain their teaching decisions? How satisfied are you with the range of resources that you provide to preservice teachers? How good are you at recognising when to give greater control and responsibility to preservice teachers? How good are you at providing quality feedback to preservice teachers? How well do you consider preservice teachers' skills when assigning teaching tasks to them? How well do you differentiate the placement experience for each preservice teacher? |
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