The University of Warwick Postgraduate Diploma in Education (FE and Skills) Subject Mentor’s Handbook 2016-17
Improving trainees’ teaching skills Modelling good practice in teaching Providing high-quality coaching and mentoring Enhancing subject and curriculum knowledge
1Subject Mentor’s Handbook 2016-17 Welcome and Introduction
Thank you for taking on the role of subject specialist mentor for a trainee teacher on the Postgraduate Diploma in Education (FE and Skills), University of Warwick.
The mentor is key to supporting the trainee to develop subject specific pedagogical skills and your input is valued. Working in partnership with you we aim to train teachers who will operate at the highest standards and who have a commitment to continually improve their skills, knowledge and understanding. We have ambitious expectations of our trainees and with your help and support we are aiming to enable them to become good or outstanding teachers in line with the professional standards for the sector.
This handbook will provide you with the relevant information and forms to aid you in your role as mentor. The provider placement contact has access to a placement handbook to which you may refer.
Good luck with your mentoring – we hope you enjoy the experience too!
Ellen Buttler – Director for Initial Teacher Training (FE)
024 7615 1297
The PGDE (FE and Skills) team P2 Trainee details and checklist of mentor’s tasks P4 List of useful documents and forms P5 Part 1 About the role of the mentor P6 Part 2 About the programme P7 PGDE Schedule and mentor training P8 Part 3 What are you responsible for? P10 What if things go wrong? P14
Welcome to the PGDE (FE & Skills) team:
Ellen Buttler [email protected] 024 7615 Director of Initial Teacher 1297 Training
Anne Schofield [email protected] 024 7652 Deputy Director, 4235 Programme and English Lead
2Subject Mentor’s Handbook 2016-17 Bally Kaur [email protected] 024 7652 PGDE Tutor 4235
Steve Pardoe [email protected] 024 7655 Maths Lead 1298
Liz White [email protected] 024 7655 SEND Lead 1298
Sara Hattersley [email protected] 024 7657 ICT Lead 4385
Jim Judges Senior Academic [email protected] 024 7657 Technologist 3226
Kirsty Wade Student Experience [email protected] 024 7652 Manager 8459
ITT Programme Co- TBC 024 7657 ordinator 3927
Sam Broster [email protected] 024 7652 ITT Programme Assistant 4149
Julie Chamberlain [email protected] 024 7615 Placement Co-ordinator 0661
3Subject Mentor’s Handbook 2016-17 Contact Details: trainee and course tutor
Web support for mentors: http://www2.warwick.ac.uk/study/cll/courses/professionaldevelopment/itt/resources/suppme nt/
Your mentee:
Name
Telephone
University course tutor:
Name(s)
Telephone
Quick checklist of the mentor’s tasks
TIC K Attend University training for mentors
Read mentor handbook and visit the mentor website
Be aware of the placement provider contact’s handbook with additional information
Sign the mentor – mentee agreement form (Appendix 1)
Eight observations (one hour) of the mentee plus feedback report (Appendices 2, 3 and 4). Three of these observations will be carried out jointly with the University tutor. After the second observation help the trainee identify an area of practice for their action research project. Weekly recorded meetings with mentee (Appendix 7)
Check trainee’s teaching practice log (Appendix 5)
Complete the on-line initial mentor questionnaire skills and experiences http://www2.warwick.ac.uk/study/cll/courses/professionaldevelopment/itt/resources/ suppment/quest/ Complete on line mentor evaluation http://www2.warwick.ac.uk/study/cll/courses/professionaldevelopment/itt/resources/ suppment/quest1/ Engage in professional dialogue with the mentee at the end of programme, completing the final evaluation to capture experiences (Appendix 8)
4Subject Mentor’s Handbook 2016-17 Useful Documents and Forms All the forms you need can be found as appendices to this document they are:
Mentoring Agreement Appendix 1
Observation Pro-forma Appendix 2
Supporting Information for Observation Report Appendix 2A Form Ofsted Descriptors Appendix 3
Professional Standards Appendix 4
What does ‘outstanding’ and ‘good’ look like in the Appendix 4A context of the Professional Standards National Standards for ITT mentors Appendix 4B
Trainee’s Teaching Practice Log Appendix 5
Role of placement provider contact Appendix 6
Mentor log Appendix 7
End of Programme Evaluation – Professional Appendix 8 Dialogue
5Subject Mentor’s Handbook 2016-17 Part 1. About the role of a subject mentor
What’s the job of a subject mentor? He or she is a critical friend, a role model for a teacher, a subject specific coach, someone who can facilitate, make links to useful other people and arrange for things to happen because they know the ropes. S/he will also be able to give constructive and supportive critical feedback to the trainee1 about the teaching of their subject specialism. The mentor should not be the trainee’s line manager because of the demands of their job and the power differential.
The University tutor will be your link to the programme itself. What makes a good mentor? Some suggested mentor attributes make the mentoring experience good for both parties:
Good listening skills Being able to put yourself in the trainee’s place – and empathise Giving space to make mistakes sometimes Giving encouragement to try new techniques and praise for real achievements Challenging the thinking of the trainee Giving constructive feedback
This is a professional relationship; the Mentoring Agreement (Appendix 1) sets out what you should both be expected to do.
OFSTED see the role of the mentor as a critical part of the trainee’s training. They are looking for subject specific mentoring that:
. is provided by experienced and expert mentors and as such we would respectfully ask that you complete the initial mentor questionnaire which can be located here: http://www2.warwick.ac.uk/study/cll/courses/professionaldevelopment/itt/resources/suppment/quest/ . responds to trainees’ specific training needs, including enhancing subject and curriculum knowledge . improves trainees’ teaching skills . models good practice in teaching . provides high-quality coaching and mentoring to enhance trainees’ professional development
They also expect mentors and University tutors to work together collaboratively to meet the needs of the trainee. Your experiences are important to us and we would be grateful if you would provide us with feedback though the on-line survey located below and through professional dialogue with your mentee at the end of programme.
http://www2.warwick.ac.uk/study/cll/courses/professionaldevelopment/itt/resources/suppment/quest1/
Thank you
1 You will find that the word ‘trainee’ is used throughout to mean the trainee teacher; this works better than using the word ‘student’ which can become confused with the learners the trainee is teaching.
6Subject Mentor’s Handbook 2016-17 Part 2. Postgraduate Diploma in Education (FE and Skills) (PGDE)
The Postgraduate Diploma in Education (FE and Skills) is one of a range of Initial Teacher Training (ITT) programmes offered at the University of Warwick. This is a pre-service course designed for graduates who wish to teach in the dynamic FE and Skills sector.
You can find information about the PGDE programme in the Trainee Handbook, a copy of which will be provided.
See the following diagram for the structure of the programme. Before the course starts or shortly afterwards all mentors are required to attend training to ensure they fully understand the role of the mentor.
7Subject Mentor’s Handbook 2016-17 Weeks W/C Thursday (10-12) Thursday (1-3) Friday (10-12) Friday (1-3) Teaching Toolkit (26.9.16 – 7.10.16) Module 3 PP EB Module 2 Curriculum Module 1 TLA BK Module 4 P-b I AS and PO Design 1 10.10 Launch PDP and Launch Assign 2 Launch Assign 1 Launch Assign 1 (Action Assign 1 (Economic & (Inclusive Resources) (Learning Theories) Research) Political Influences) 2 17.10 Half term (24 – 28.10.16) – Reflective Week 3 31.10 University on Thursday; Specialist day Friday: 04.11.16 4 07.11 5 14.11 Learning to be ILT workshop resilient CPD 6 21.11 Submit Assign 1 ILT workshop (EPIL) 24.11.16 7 28.11 Submit Assign 1 (EPIL) 1/12/16; University on Thursday; Specialist day Friday: 02.12.16 8 05.12 9 12.12 Submit Assign 1 (Learning Theories) 16.12.16 Launch Assign 2 (Assessment) CHRISTMAS (19.12.15 – 03.1.17) 10 02.01 Further emb. Start P-b I in classroom English 11 09.01 University on Thursday; Specialist day Friday: 13.01.17 12 16.01 13 23.01 Behaviour Management 1 14 30.01 15 06.02 University on Thursday; Specialist day Friday: 10.02.17 16 13.02 Managing stress Submit Assign 2 (Inclusive Resources) 17.02.17 . Launch Assign 1 (Curriculum Design) Half term (20 – 24.2.17) – Reflective Week 17 27.02 ILT Workshop SEND workshop 18 06.03 ILT Workshop SEND workshop 19 13.03 University on Thursday; Specialist day Friday: 17.03.17 20 20.03 21 27.03 22 03.04 Submit Assign 1 (Curriculum Design) 07.04.17 EASTER (10.04.17 – 21.04.17) 23 24.04 University on Thursday; Specialist day Friday:28.4.17 24 01.05 Getting the right Submit Assign 2 work life balance (Assessment) 04.05.17 25 08.05 Behaviour management 2 26 15.05 Protocols and QTLS 27 22.05 University on Thursday; Specialist day Friday: 26.05.17 Half term (29.05 – 02.06.17) – Reflective Week 28 05.06 Submit Assign 1 (P-b I)) 09.06.17 29 12.06 Submit PDP
8Subject Mentor’s Handbook 2016-17 The programme is assessed by the completion of six written assignments; a Professional Development Portfolio which focuses on impact on practice and completion of 150 teaching hours and eight observations. You will be required to counter-sign the trainee’s log (Appendix 5) at the end of the programme.
Your knowledge, skills and enthusiasm can make a huge difference to a trainee teacher. Your role as mentor is to support the trainee’s teaching of their specialist subject and to help them extend their teaching skills.
There is an expectation that you will hold weekly meetings which will be recorded using the form (Appendix 7). At these meetings, you will be required to record and sign to confirm the number of cumulative teaching hours completed to date. You will need to email the total number of hours to the Placement Co-ordinator Julie Chamberlain at the end of every half term. In addition, you will carry out all eight observations, of which three will be conducted jointly with a University tutor.
9Subject Mentor’s Handbook 2016-17 Keep in touch
It is vital that everyone working with the trainee is aware of what is happening so please keep in touch with course tutors. Your trainee’s Professional Development Portfolio (holding a range of evidence about their developing teaching skills) is a key document to help with this, so make sure that you see it regularly.
Part 3. What are you responsible for doing?
We ask you to:
. attend mentor training and access on-line training resources here: http://www2.warwick.ac.uk/study/cll/courses/professionaldevelopment/itt/resources/suppm ent/
. help your trainee to negotiate his or her teaching timetable so they can complete the required 150 hours teaching practice;
. work with the placement provider contact to agree a timetable for induction (Appendix 6);
. get to know as much as possible about your trainee and his/her work and the learners involved;
. see yourself as a supportive but critical friend;
. decide on their experience level so that you can negotiate the level and amount of support they may need;
. develop a relationship with the trainee so you are aware of their individual needs;
. consider the amount of teaching the trainee has to do in any one week to make a judgement about the relative demands of each group and the challenge your trainee is facing;
. support your trainee’s development of assignment marking skills; over the course of the placement it is expected that the trainee will mark no more than 15 assignments, across the range (Good, Average, Weak). The mentor is responsible for selecting these assignments and double marking them with the trainee. Professional dialogue should take place afterwards to support the development of the trainee’s assessment practice;
through feedback, discuss with the trainee whether the following are appropriate, relevant, and of good quality: the scheme of work /ILPs; the lesson planning; resources used; progress made by learners in taught sessions; marking of learners’ work (See the document on the right hand side of the University’s mentoring web page for questions to facilitate discussions: http://www2.warwick.ac.uk/study/cll/courses/professionaldevelopment/itt/resources/suppm ent/obs/
In order to support the development of trainees’ subject specific teaching, you will be required to comment on their production of lesson plans and schemes of work. Additionally, you
10Subject Mentor’s Handbook 2016-17 may be asked to help the trainee explore differing awarding bodies’ syllabi and aspects of the curriculum beyond that of which they have been asked to teach.
. look at your trainee’s paperwork or course management files. Trainees will benefit from developing good organisational skills which prevent problems building up later;
. develop your trainee’s ability to self-evaluate their teaching: . discuss sessions taught which have gone well and those which have not . help trainees to make connections between the causes of good and bad sessions . help trainees to regularly identify what learning has taken place in a session and how this was measured . discuss how sessions could be improved (when appropriate);
. further the trainee’s understanding of their learners’ needs: discuss differentiation for specific learners enable the trainee to get the learners’ perspective on their teaching and
. push forward your trainee’s professional development by: encouraging the trainee to widen his or her experience of teaching different levels, groups and contexts encouraging the trainee to maintain subject specific currency encouraging the trainee to develop a range of teaching, learning and assessment strategies to engage, motivate and enthuse learners encouraging the trainee to use a range of assessment tools encouraging them to be innovative and take risks reviewing success in the above action planning future development in small ways and by setting achievable targets
reading and commenting on the trainee’s log (Appendix 5)
How long will this take?
Ideally meeting for fifteen minutes a week can be most effective but you may need to make different arrangements that suit both you and your trainee. Decide with the trainee what you will do in that time so you both know what to prepare for the meeting. Over the course of a year, this may build up to approximately 10 hours depending on your trainee’s skills and confidence. If meeting each week is not possible, perhaps you could arrange to hold your meeting over the telephone or using Skype. The mentor log (Appendix 7) needs to be updated on a weekly basis.
How do I know whether my trainee has reached an appropriate standard of work?
The programme takes a developmental approach to bringing on the teaching skills of the trainee. Whatever their starting-point, they should be improving as the course progresses. You should expect your mentee to bring his or her Teaching Observation File with them when they talk to you so that you can see the observation reports completed by other observers. The ‘Agreed areas for development’ section at the end will identify areas where your mentee needs to improve his/her teaching skills.
The descriptors for the different standards of teaching (Appendix 3) and the Professional Standards for Teachers and Trainers in Education and Training - England (Appendix 4) will both 11Subject Mentor’s Handbook 2016-17 help you to see what is expected as an appropriate standard. The partnership programme is committed to helping trainees to become good or outstanding teachers by the end of their course. Three joint lesson observations will be carried out with the University in order to maintain consistency and to support you in making judgements. Professional dialogues will take place between you and the University tutor. Some possible questions to support this process may include the following:
Mentor and tutor following Student/Mentor/Tutor Observation
How is the student progressing? Mentor to lead on the feedback Where do you think they need to from the lesson, but to stress the develop? shared views of both tutor and How could you help the student mentor in a way that builds further? confidence in the student.
Is there anything you’d like your mentor to help with? Would more observations of your mentor, opportunities to work with different classes or team-teaching benefit you?
Use this occasion to discuss your role. You may wish to consider these questions:
Is there any support you would like the University to give you in your role? Would you like to gain a mentor qualification?
Observations
You will observe your mentee on eight occasions using the Observation Report Form (Appendix 2). Guidance on how to complete the observation form can be found here: http://www2.warwick.ac.uk/study/cll/courses/professionaldevelopment/itt/resources/suppm ent/obs/
Each observation should take between 45 and 60 minutes; feedback should take in the region of 20 to 30 minutes. Your trainee will have a Teaching Observation File which holds all the observation reports. For three of the observations, you will be joined by a tutor from the University. The timetable for observations should be discussed with the trainee at your first meeting, and the joint observations will need to be co-ordinated with the University tutor. There should be one or two observations in the first term, three or four in the second and three in the third term. Trainees should receive feedback on an observation well in advance of the next one
12Subject Mentor’s Handbook 2016-17 so they can build on it and develop their practice in line with Ofsted standards. Teaching observations form a key aspect of the summative assessment for this course. The final observation will be the third joint one conducted jointly with the University tutor.
There is more information about observations on the University’s mentoring pages: http://www2.warwick.ac.uk/study/cll/courses/professionaldevelopment/itt/resources/suppm ent/obs/
Areas for development which you record must be shared with the tutor so they can follow up targets and/or actions at the next observation.
After the second observation the mentor is required to support the trainee in identifying an area of practice for their action research project, and providing on going support for their professional dialogue.
Trainee Feedback
Please ask to see a sample of work your trainee has marked and discuss with them how they track or monitor learner progress. Please record on the Record of Mentoring (Appendix 7) any actions for the development of assessment practice, feedback and/or the monitoring of learner progress.
Quality Assurance
All mentors are expected to access training to prepare them for the role. Training will be provided by the University and can be accessed on-line here: http://www2.warwick.ac.uk/study/cll/courses/professionaldevelopment/itt/resources/suppm ent/
Once the programme has started the mentoring experience is monitored through various mechanisms including: trainee and mentor feedback, the management of joint lesson observations (mentor and tutor combined) and the sample moderation of observation reports and records of mentor / mentee meetings. The latter will be carried out by organisation and/or University of Warwick tutors.
Record of Mentoring
Please sign the mentoring agreement (Appendix 1) and encourage the trainee to maintain the Record of Mentoring (Appendix 5) as a means of tracking your meetings with them, although it is the trainee’s responsibility to do this. The trainee will have an electronic portfolio (e-PDP), and you will be given access to this page.
If at any time, you have any major concerns about your trainee’s teaching please consult the Programme Lead. You might find it useful to use this checklist at points during your mentoring discussions:
Subject knowledge: what level does the trainee have? Understanding learners’ needs: differentiation between learners
13Subject Mentor’s Handbook 2016-17 Planning: long and short-term Delivery and resources Managing the learning Assessment Evaluation and Reflection Managing classroom or workshop behaviour Equality and Diversity issues Motivating learners ILT skills of the trainee
Each one of the above list is an important part of the teacher’s role. Whilst you are talking to your trainee, try to assess his or her level of understanding about what is appropriate within your subject area on each of these topics then use this to set the next target.
Expectations of the trainee
The teacher trainees on the PGDE have a programme handbook which includes information about the expectations of them during the course. They are expected to follow the Professional Standards applicable to all staff working in further education institutions. The Professional Standards are sometimes specified in codes of professional conduct in individual institutions. Students on placement are required to make themselves familiar with any codes of conduct or particular expectations of the institution in which they are placed.
In addition, the University adheres to a code of conduct, relating to behaviour, attendance and other related matters, and there is also a learning contract, which sets out expectations of the teacher trainee and their entitlement, and they are expected to adhere to all of these.
Full attendance is expected for the duration of the course unless there are genuine extenuating circumstances. If they are due to be on placement but unable to attend they must telephone the placement as soon as possible, or comply with the organisation’s own absence reporting procedure. Additionally, they must email their University tutor to inform them of their absence. If attendance on course or placement falls below an acceptable level they may be referred to the Continuation of Registration Committee.
All trainee teachers are expected to respect and listen to the views of others and to be careful to avoid the use of language or behaviour that might cause offence to others. They are expected to behave within the Professional Standards at all times, in the classroom, away from the classroom or University, and including on social media. Severe concerns about behaviour may be referred to the Fitness to Practise Committee.
As a mentor, if you have concerns about trainees on any of these matters you should contact the programme lead.
What if things go wrong?
For a few trainees, teaching practice does not have a successful outcome. Should your trainee be one of these, you will be involved in the discussion about whether this trainee should fail their teaching practice or not. The teacher training team will have evidence which you should look at.
14Subject Mentor’s Handbook 2016-17 Your opinion of the trainee and his/her teaching will be evidence to be considered by the Programme Lead. It will be important at this stage that you have evidence of the trainee’s commitment and achievements so keep some notes for yourself.
Finally thank you for giving your time and energy to be a mentor and for sharing your skills, knowledge and experience with your mentee.
15Subject Mentor’s Handbook 2016-17 Appendix 1
Mentoring Agreement We agree to the following:
Mentor will:
Maintain confidentiality about the discussions held between us Respect the work load of the mentee and not make unfair demands on time Be responsible for arranging, planning and structuring mentoring meetings on a regular basis Support and guide the mentee in a sensitive and open manner, offering praise and constructive criticism when required Encourage ongoing dialogue and active investigation into what constitutes good teaching Work co-operatively with the mentee to agree appropriate targets Respect the boundaries of the mentoring relationship Work closely with the teacher training Programme Manager in supporting the trainee, particularly when problems arise.
Mentee will:
Maintain confidentiality about the discussions held between us Respect the work load of the mentor and not make unfair demands on time Attend meetings promptly Prepare for meetings according to the plan agreed at the previous meeting Participate in ongoing dialogue and active investigation into what constitutes good teaching and learning Be open to feedback given, using it to build skills in self-evaluation and reflection Keep records of all meetings, phone calls and emails in Record of Mentoring document Respect the boundaries of the mentoring relationship
Signed
Mentor …………………………………………………………… Date ……………………………………………
Mentee …………………………………………………………. Date ……………………………………………
16Subject Mentor’s Handbook 2016-17 Appendix 2
University of Warwick
Postgraduate Diploma in Education (FE and Skills)
Observation Report Form
(Completed by tutor or mentor)
Trainee Teacher Date/time
Observer Location
Trainee’s programme and year Group
Teaching Context (include FE context e.g. GFE, Sixth form, Adult, Secure Estate; the qualification i.e. awarding body, title of qualification and the level; point in the year the session is being observed e.g. week 23 of 34; number of learners present compared to those on register and the % attendance; E&D information i.e. gender, ethnicity, age range, learners with supported needs; the environment e.g. theory session, practical workshop, room layout; health & safety checks (if applicable).
Action points identified in last observation (also recorded in the progress review)
17Subject Mentor’s Handbook 2016-17 Target set at last Teaching Progress Review: Outstanding Good Competent
Session planning including planning for differentiation and high expectations (effective use of initial assessment and/or the learner profile to plan for individual needs), development of English, maths and employability skills (PS12: Understand the teaching and professional role and your responsibilities; PS14: Plan and deliver effective learning programmes for diverse groups or individuals in a safe and inclusive environment.)
Development of subject specific skills of learners (PS13: Motivate and inspire learners to promote achievement and develop skills to enable progression)
Development of English, maths, ICT and employability skills (PS15: Promote the benefits of technology and support learners in its use; PS16: Address maths and English needs of learners and work creatively to overcome barriers to learning.)
Use of Resources including ILT: include any on-line activity to support independent learning during the observed session or as an extension activity (PS15: Promote the benefits of technology and support leaners in its use.)
18Subject Mentor’s Handbook 2016-17 Assessment and checking for understanding including assessing learning that has taken place in the session (PS9: Apply theoretical understanding of effective practice in teaching, learning and assessment drawing on research and other evidence; PS18: Apply appropriate and fair methods of assessment and provide constructive and timely feedback to support progression and achievement.)
Progress checks - comment on verbal and written (assignments, coursework) feedback provided to learners where applicable (PS13: Motivate and inspire learners to promote achievement and develop skills to enable progression; PS18 Apply appropriate and fair methods of assessment and provide constructive and timely feedback to support progression and achievement.)
Group management and communication skills including strategies to promote positive behaviour (PS6: ‘Build positive and collaborative relationships with colleagues and learners; PS11: Manage and promote positive learner behaviour’)
Learner centredness/learner engagement /learner independence/differentiation (PS3: Inspire, motivate and raise aspirations of learners through enthusiasm and knowledge; PS4: Be creative and innovative in selecting and adapting strategies to help learners to learn; PS9: Apply theoretical understanding of effective practice in teaching, learning and assessment drawing on research and other evidence; PS17: Enable learners to share responsibility for their own learning and assessment, setting goals that stretch and challenge.)
19Subject Mentor’s Handbook 2016-17 Embedding of equality and diversity issues and British Values (PS5: Value and promote social and cultural diversity, equality of opportunity and inclusion)
Summary
Feedback from learners
20Subject Mentor’s Handbook 2016-17 Up to 3 agreed key strengths (PS 1 Reflect on what works best in your teaching and learning to meet the diverse needs of learners)
Agreed areas for development to also be recorded on progress review (PS2: Evaluate and challenge your practice, values and beliefs; PS10: Evaluate your practice with others and assess its impact; PS20: Contribute to organisational development and quality improvement through collaboration with others.)
Signature of observer Date
Signature of teacher observed Date
Note to the trainee: Please add this observation report with your evaluation of the lesson, the extended lesson plan and your reflection on the whole observation and feedback process to the Teaching File which is part of your PDP.
No observations can take place unless you bring your Teaching File with you for your observer when you are being observed. This is because each observer is looking for the progress you make and seeing your last observation reports will help the observer greatly.
21Subject Mentor’s Handbook 2016-17 Key questions to ask trainees’ learners during the observation
1. How are you finding the course? 2. What do you like about your lessons (related to trainee)? 3. What could your lessons be improved (related to the trainee)? 4. Are your lessons always like this?
Prompts
Can you identify what you have learnt from this session? How well overall are you progressing on your course? How well organised are your sessions? Are your lessons delivered consistently good or better? How well supported are you by your teacher? How often do you use ILT in your sessions? Does your teacher challenge you to do your best? How does feedback help you improve? Is feedback given on your progress timely? Does your teacher provide you with sufficient feedback to develop your maths and English? Does your tutor listen to your views and take in to account how you prefer to learn? How can your lessons be improved / what could your teacher do differently (if applicable)
Observer’s professional judgement should be used to determine which questions you ask during each observed session.
22Subject Mentor’s Handbook 2016-17 Appendix 2A
University of Warwick
Supporting Information for Observation Report Form
The purpose of this document is to indicate the kind of things that observers will be looking for under each heading when they observe you; this is not a definitive list. They will not expect you to cover everything in one session but over the series of observations you should attempt to have covered all the points. You might also use it to inform your action planning if there are particular areas you think you need to develop.
Lesson planning including planning for differentiation and high expectations (effective use of initial assessment and/or the learner profile to plan for individual needs), development of English, maths and employability skills (professional standards 12 &14)
The observer will look for evidence that you:
identified learners’ needs using appropriate methods had a lesson plan with clear outcomes prepared, with reference to: o learners’ aspirations, learning styles and English and maths needs (recorded on ILP) o a range of subject specific skills o links to employment/industry provided a rationale for your planning matched teaching and learning activities to the intended learning outcomes adapted teaching methods to suit learners’ needs and individual learning preferences, including those with specific learning difficulties and disabilities used a range of differentiation strategies e.g. by task, group, resources, pace, outcome, dialogue and support planned learning for diverse groups or individuals in a safe and inclusive environment planned a range of assessment methods which may include self-assessment; peer assessment; formative assessment ensured effective use of learning support where possible, made reference to diversity events. In addition to religious days, you may consider for example, Dyslexia Awareness Week, World Aids Day etc. Development of learners’ subject specific skills, knowledge and understanding (professional standard 13)
The observer will look for evidence that you:
chose approaches that demonstrated an underpinning knowledge of how subject specific skills are developed had high expectations of all learners used effective teaching, learning and assessment strategies to develop subject specific skills and that matched individual needs challenged learners to develop learner confidence and independence Development of English, maths, ICT and employability skills (professional standards 15 & 16)
The observer will look for evidence that you:
took opportunities to develop learners’ English skills e.g. addressing the importance of good communication skills; correcting errors related to SPAG (spelling, punctuation and grammar in learners’ written work promoted appropriate vocabulary, tone, register and language code. took opportunities to develop learners’ maths skills e.g. drawing attention to graphs and charts; ensuring
23Subject Mentor’s Handbook 2016-17 learners understand a range of mathematical vocabulary took opportunities to address issues around employability e.g. importance of good communications; punctuality; sound subject knowledge took opportunities to give examples of carrying out job roles related to industry standards took opportunities to effectively use ICT to support learning e.g. interactive activities using an interactive whiteboard; mobile technology; video clips worked creatively to overcome individual barriers to learning Use of Resources including ILT: include any on-line activity to support independent learning (professional standard 15)
The observer will look for evidence that you:
selected/adapted/developed and used a range of learning resources to suit different learning styles used materials that were accurate, appropriate, well presented and, where possible, authentic used resources with appropriate language, style and format for all the learners involved, including those with specific learning difficulties and disabilities used resources that reflected diversity, interests, goals and aspirations used ILT, where available, to assist learning Assessment and checking for understanding including assessing learning that has taken place in the session (professional standards 9 & 18)
The observer will look for evidence that you:
had an effective assessment plan gave accurate and constructive feedback (written and verbal) using appropriate and accessible language monitor understanding of learners through a range of methods (observation, challenging and directed questioning, discussion) highlighted errors selectively, accurately and at an appropriate pace for the learner helped learners to peer and self assess, reflect on their own learning and the learning process evaluate learning against the achievement of learning outcomes and learner feedback monitor individual and group progress and keep effective records that inform the learner, the teacher and the institution allowed learners time to answer questions Progress checks - comment on verbal and written (assignments, coursework) feedback provided to learners where applicable (professional standards 13 & 18)
The observer will look for evidence that you:
gave clear developmental feedback encouraged learners to become independent learners e.g. through problem solving wrote legibly on learners’ work welcomed all responses from learners regardless of whether they were correct checked progress regularly and accurately discussed assessments with learners so they know how well they have done and what they need to do challenged learners to improve and continually develop checked progress against starting points Effectively managed of 1:1 exchanges and how supportive they were and your use of coaching approaches to stretch and challenge students Group management and communication skills including strategies to promote positive behaviour (professional standards 6 & 11 )
The observer will look for evidence that you:
made good use of whole group and/or small group activities to develop learners’ skills used a range of strategies to engage and enthuse learners designed small and/or whole group activities gave clear instructions about how activities should be carried out; summarised learning points and outcomes with learners; set appropriate follow up tasks used the learning environment effectively to promote positive behaviour managed and promoted positive learning behaviour 24Subject Mentor’s Handbook 2016-17 reinforced classroom rules and boundaries where appropriate Learner centredness/learner engagement /learner independence/differentiation (professional standards 3, 4, 9 & 17)
The observer will look for evidence that you:
paced the activities appropriately for all the learners took steps to support a lively and supportive group atmosphere taught in a way that engages learners’ interest so that they become fully involved in the lesson used your subject knowledge to find different ways of explaining encouraged learner independence through teaching strategies and careful resource selection encouraged learners to undertake their own research prior to, or after the session and how effectively this contributed to progress encouraged learners to use a range of self checking, memory and revision strategies provided opportunities for individual or self study made the connections between good learning and successful progression enabled learners to share responsibility for their own learning and assessment, setting goals that stretch and challenge Embedding of equality and diversity issues and British Values (professional standard 5)
The observer will look for evidence that you:
demonstrated an awareness of equal opportunities and inclusive education practice developed learners’ wider understanding and appreciation of social and cultural diversity celebrated diversity supported equality through differentiation
.
25Subject Mentor’s Handbook 2016-17 Appendix 3 – Ofsted descriptors: Characteristics of an outstanding, good, competent and inadequate teacher
Characteristics of an Characteristics of a good teacher Characteristics of a teacher who Characteristics of an Inadequate outstanding teacher. meets the minimum requirements teacher of the Professional Standards
The very large majority of learners consistently Learners make good progress Learners make progress but there are Learners or groups of learners are making make very good progress weaknesses in learning and assessment inadequate progress and have been unsuccessful in attaining their learning goals
Consistently high expectations of all learners High expectations of all learners Expectations of learners enable most of them to Does not have sufficiently high expectations of work hard and achieve satisfactorily learners
Highly adept at working with and developing Able to develop the learners’ skills and Able to work with and develop skills and Not able to work effectively with learners from skills and knowledge in learners from different knowledge regardless of background knowledge in learners from different different backgrounds backgrounds backgrounds satisfactorily
Excellent subject knowledge and/or industry Well-developed subject specialist skills and Satisfactory subject specialist skills Lacks expertise and the ability to promote experience expertise learning
Planning and the setting of challenging tasks Plan effectively and set challenging tasks based Careful initial and on-going assessment of Poor initial and on-going assessment of are based on systematic and accurate on assessment of prior skills, knowledge and learners’ progress takes place but is not always learners’ progress which leads to ineffective assessment of learners’ prior skills, knowledge understanding conducted rigorously enough, which may result planning. and understanding in some unnecessary repetition of work for learners and less effective planning
Well-judged and imaginative teaching Effective teaching, learning and assessment Teaching strategies ensure that learners’ Poor teaching strategies mean that learners’ strategies that meet individual needs strategies match most learners’ individual individual needs are usually met needs are not met needs
High levels of enthusiasm for participation in Enthuse and motivate most learners to Most learners are motivated to engage with a Teaching fails to excite, enthuse, engage or and commitment to learning are evident participate in a wide range of learning activities range of learning activities. motivate particular groups of learners, including those with LD and or D.
High levels of confidence and independence in Teaching generally develops learners’ Teaching enables some learners to develop Teaching does not result in learners working learners are developed when they tackle confidence and independence when tackling confidence to work independently with some confidently and independently because challenging activities challenging activities challenging activities activities do not challenge
L earners’ understanding is effectively checked Listen perceptively to, carefully observe and Learners’ work is monitored and appropriate Little or no checking of understanding throughout learning sessions, skilfully question learners during learning tasks set and plans are adjusted to support throughout the session sessions learning; occasionally these adjustments are not timely and this slows learning for some learners
The teaching of learners’ English, maths and Learners’ literacy and numeracy skills are There is some development of English, maths Teaching of English, maths and FS is functional skills is consistently good with much and functional skills but some opportunities inadequate; significant proportion of learners 26Subject Mentor’s Handbook 2016-17 outstanding. developed have been missed. do not get appropriate support to address these needs.
High quality learning materials and resources Good use of resources, including ICT Available resources are used well Learning activities and resources are not including ICT, are used during and between contribute well to learners’ progress sufficiently well matched to the needs of taught sessions learners so inadequate progress is made.
High standards of marking and constructive Learners’ progress is assessed regularly and Learners are informed about the progress they Poor feedback does not specify how learners feedback are frequently used and lead to high accurately and discuss assessments with them are making and how to improve further can improve or what progress they are making levels of engagement and interest so that learners know how well they have done through marking and dialogue with staff that is which leads to a lack of motivation and what they need to do to improve usually timely and encouraging so most learners want to work hard and improve
Equality and diversity are integrated fully into Equality and diversity are promoted, although The promotion of equality and support for Equality and diversity are insufficiently the learning experience some work is still needed to integrate aspects of diversity in teaching and learning is satisfactory promoted in teaching sessions. diversity and equality into learning fully
Learners’ behaviour is managed skilfully Learners’ behaviour is well managed Learners’ behaviour is managed satisfactorily. Student behaviour is poorly managed
Advice, guidance and support motivate learners Advice, guidance and support provide good Advice guidance and support help to motivate Poor advice and guidance leads to learners not to secure best possible opportunities for success opportunities for learners to be motivated & learners to succeed in their learning and making the connection between learning and in their learning and progression make the connection between learning & progress successful progression successful progression
27Subject Mentor’s Handbook 2016-17 Appendix 4 - Professional Standards for Teachers and Trainers in Education and Training (England)
As a professional teacher or trainer you should demonstrate commitment to the following in your professional practice.
Professional values and attributes
Develop your own judgement of what works and does not work in your teaching and training
1 Reflect on what works best in your teaching and learning to meet the diverse needs of learners
2 Evaluate and challenge your practice, values and beliefs
3 Inspire, motivate and raise aspirations of learners through your enthusiasm and knowledge
4 Be creative and innovative in selecting and adapting strategies to help learners to learn
5 Value and promote social and cultural diversity, equality of opportunity and inclusion
6 Build positive and collaborative relationships with colleagues and learners
Professional knowledge and understanding
Develop deep and critically informed knowledge and understanding in theory and practice
7 Maintain and update knowledge of your subject and/or vocational area
8 Maintain and update your knowledge of educational research to develop evidence-based practice
9 Apply theoretical understanding of effective practice in teaching, learning and assessment drawing on research and other evidence
10 Evaluate your practice with others and assess its impact on learning
11 Manage and promote positive learner behaviour
12 Understand the teaching and professional role and your responsibilities
Professional skills
Develop your expertise and skills to ensure the best outcomes for learners
13 Motivate and inspire learners to promote achievement and develop their skills to enable progression
14 Plan and deliver effective learning programmes for diverse groups or individuals in a safe and inclusive environment
15 Promote the benefits of technology and support learners in its use
16 Address the mathematics and English needs of learners and work creatively to overcome individual barriers to learning
17 Enable learners to share responsibility for their own learning and assessment, setting goals that stretch and challenge
28Subject Mentor’s Handbook 2016-17 18 Apply appropriate and fair methods of assessment and provide constructive and timely feedback to support progression and achievement
19 Maintain and update your teaching and training expertise and vocational skills through collaboration with employers
20 Contribute to organisational development and quality improvement through collaboration with others
Full guidance on how to use the standards can be accessed at the link below: http://www.et-foundation.co.uk/wp-content/uploads/2014/06/ETF-Prof-Standards- Guidance-v3-4Jun2014.pdf
29Subject Mentor’s Handbook 2016-17 Appendix 4A – What does Outstanding’ and ‘Good’ look like in the context of the professional standards?
FURTHER EDUCATION AND TRAINING PROFESSIONAL STANDARDS
What does ‘Outstanding’ and ‘Good’ look like in the context of the professional standards?
Source: Edge Hill University FET Professional Standards Grading Criteria 2015-16
1 Reflect on what works best in your teaching and learning to meet the diverse needs of learners
Outstanding Good
Trainees quickly and accurately discern their learners’ strengths and needs and are proactive in Trainees consistently adapt their teaching to meet the needs of individual and groups of learners to differentiating and employing a range of effective intervention strategies to secure progress for all support their progress. They know how to secure progress for learners and how to identify when groups learners, they have an astute understanding of how effective different teaching approaches impact on and individuals have made progress. They are able to use a range of effective strategies to reduce learning and are able to use effective strategies to support the learning and progress of all learners barriers to learning and to respond to the strengths and needs of their learners including the appropriate deployment of available support staff.
2 Evaluate and challenge your practice, values and beliefs
Outstanding Good
Trainees persistently extend and update their subject, curriculum and pedagogical knowledge and are Trainees extend and update their subject, curriculum and pedagogical knowledge and are able to able to demonstrate excellent progress with appropriate professional development strategies in their demonstrate good progress with appropriate professional development strategies in their early career. early career. They are able to critically reflect and evaluate their practice. Trainees are reflective in evaluating their practice.
3 Inspire, motivate and raise aspirations of learners through your enthusiasm and knowledge
Outstanding Good
Trainees constantly motivate learners to participate and bring about an atmosphere highly conducive to Trainees motivate learners to participate and contribute in an atmosphere conducive to learning. They learning. They consistently set high expectations which challenge all learners in different training set high expectations, which challenge learners to make good progress, effectively promote learners’ contexts. Trainees are highly effective in promoting learners’ resilience, confidence and independence resilience, confidence and independence. They are well respected by learners. and they generate high levels of enthusiasm, participation and commitment to learning.
4 Be creative and innovative in selecting and adapting strategies to help learners to learn
Outstanding Good
Trainees plan interesting lessons that often use well-chosen, imaginative and creative strategies that Trainees show a willingness to try out range of approaches to teaching and learning, including new match individuals’ needs and interests. They take risks when teaching to ensure the lesson remains technology. They learn from both success and ‘failure’ asking for support in trying out new approaches interesting effectively using new technology to support learning. and in evaluating how well they work.
30 5 Value and promote social and cultural diversity, equality of opportunity and inclusion
Outstanding Good
Trainees fully exploit possibilities to promote learners’ understanding and appreciation of social and Trainees make links with and explore possibilities to develop learners’ understanding and appreciation of cultural diversity. They consistently employ effective and innovative approaches to the integration of social and cultural diversity. They employ a range of approaches to the integration of social and cultural social and cultural diversity using a range of effective strategies to support the learning and progress of all diversity ensuring that all learners are included in all activities. learners, including those with ‘Protected Characteristics’ as stated in the Equality Act (2010). Trainees are highly skilled in meeting the learning requirements of a wide range of learners.
6 Build positive and collaborative relationships with colleagues and learners
Outstanding Good
Trainees build strong professional relationships and demonstrate that they are able to work collaboratively Trainees are effective in building good professional relationships with colleagues and learners and with colleagues and learners on a regular basis. They demonstrate an understanding and where demonstrate that they can work well collaboratively. They can give examples of working with a wider appropriate use a range of professionals that contribute to learners’ overall development. range of professionals to secure the overall development of learners.
7 Maintain and update knowledge of your subject and/or vocational area
Outstanding Good
Trainees consistently explore and exploit opportunities to maintain and update their own subject Trainees are proactive in maintaining and updating their own subject specialism. specialism.
8 Maintain and update your knowledge of educational research to develop evidence-based practice
Outstanding Good
Trainees consistently seek out opportunities to maintain and update knowledge of educational research. Trainees have well-developed knowledge and understanding of the relevant subject/curriculum areas and They draw on in-depth subject and curriculum knowledge to plan confidently for progression and to subject specialism they are training to teach and use this effectively to maintain and develop learners’ stimulate and capture learners’ interest. They consistently review their professional learning and practice interest. They apply detailed subject and curriculum knowledge to plan for progression and to stimulate to identify and employ strategies for improvement. and capture learners’ interest. They review their professional learning and practice to successfully identify and employ strategies for improvement. 9 Apply theoretical understanding of effective practice in teaching, learning and assessment drawing on research and other evidence
Outstanding
Trainees draw on their in-depth theoretical understanding of effective practice in teaching, learning and assessment drawing on research and other evidence to employ highly effective teaching, learning and assessment strategies. They successfully use research to test out new approaches to practice.
10 Evaluate your practice with others and assess its impact on learning
Outstanding
Trainees can accurately judge the impact of their practice on individual and groups of learners and can use their evaluation to inform future planning, teaching and learning. They consistently seek out guidance and support from mentors and other colleagues and use the feedback very effectively to improve practice. They are critically reflective and demonstrate high-quality self-evaluation with clear focus on learners and setting challenging targets for their own professional development.
11 Manage and promote positive learner behaviour
Outstanding
Trainees rapidly adapt to the different circumstances in which they train, working confidently within the frameworks established in different settings and applying rules and routines consistently and fairly. They have consistently high expectations of their learners effectively use a range of strategies to promote positive with ease so that learners display very high levels of engagement, courtesy, collaboration and co-operation. Trainees actively seek additional support in addressing the needs of learners where significantly challenging behaviour is demonstrated, understanding how to tackle bullying, including cyber and prejudice-based bullying.
12 Understand the teaching and professional role and your responsibilities
Outstanding
Trainees are proactive in seeking out opportunities to contribute in a significant way to the wider life and ethos of the setting. They take responsibility for deploying support staff in their lessons and for seeking advice from relevant professionals in relation to learners with individual needs. They deliberately seek out opportunities to develop their own professional learning and respond positively to all the feedback they receive. Trainees are proactive in communicating in relation to individual learners’ emergent needs and when required, are able to communicate effectively, both verbally and in writing, with parents, carers and other professionals in relation to learners’ achievements and well-being.
13. Motivate and inspire learners to promote achievement and develop their skills to enable progression
Outstanding
Trainees assume a high level of responsibility for the attainment progress and outcomes of all learners they teach. They demonstrate confident judgement in planning for learner progression both within individual lessons and over time. They are able to articulate a clear and well-justified rationale as to how they are building on prior achievement and are able to implement a full range of effective teaching and learning strategies. They actively promote engaging and effective methods that support learners in reflecting on their learning and are able to set appropriately challenging tasks, drawing on a sound knowledge of the learners’ prior attainment, which has been obtained through systematic and accurate assessment.
14 Plan and deliver effective learning programmes for diverse groups or individuals in a safe and inclusive environment Outstanding
32 Trainees effectively and consistently plan lessons that use well-chosen, imaginative and creative strategies, and that match individuals’ needs and interests. They quickly and accurately discern their learners’ strengths and needs and are proactive in differentiating and employing a range of effective intervention strategies to secure appropriate progression for individuals and groups. They fully exploit possibilities to promote learners’ understanding and appreciation of social and cultural diversity. They effectively manage behaviour to ensure a good and safe learning environment, and are able to tackle bullying, including cyber and prejudice- based bullying.
. 15 Promote the benefits of technology and support learners in its use
Outstanding
Trainees select and use a wide range of new technologies to maintain engagement and participation. They use new technology effectively to promote the development of academic skills and autonomous learning.
16 Address the mathematics and English needs of learners and work creatively to overcome individual barriers to learning
Outstanding
Trainees successfully identify and exploit opportunities to develop learners’ skills in communication, reading, writing and mathematics. They draw on their strong knowledge and understanding of the principles and practices of developing mathematics and English to select and employ highly effective teaching strategies. They can promote high standards of communication, reading, writing and mathematical skills for all learners.
17 Enable learners to share responsibility for their own learning and assessment, setting goals that stretch and challenge
Outstanding Good
Trainees set learners challenging tasks and create opportunities for independent and autonomous Trainees set appropriately challenging tasks that enable independent learning. As a result the majority of learning. As a result the majority of learners make very good progress. They regularly create opportunities learners make good progress. They create opportunities for independent and autonomous learning, as a for independent and autonomous learning, as a result the majority of learners make very good progress. result the majority of learners make good progress. Trainees regularly provide learners with the Trainees actively promote engaging and effective methods that support learners in evaluating their opportunity to reflect on their own learning and use this, along with other forms of assessment, to inform learning. their future planning and teaching.
18 Apply appropriate and fair methods of assessment and provide constructive and timely feedback to support progression and achievement
Outstanding Good Trainees can confidently and accurately assess learners’ attainment against national benchmarks or Trainees are able to assess learners’ attainment accurately against national benchmarks or other appropriate other appropriate grading criteria. They use a range of assessment strategies highly effectively in their grading criteria. They employ a range of appropriate formative assessment strategies effectively and can day-to-day practice to monitor progress and to inform future planning. They systematically and adapt their teaching within lessons in light of learners’ responses. They maintain accurate records of learners’ effectively check learners’ understanding throughout lessons, anticipating where intervention may be progress and use these to set appropriately challenging targets. They assess learners’ progress regularly and needed and do so with notable impact on the quality of learning. They assess learners’ progress accurately and discuss assessments with them so that learners know how well they have done and what they regularly and work with them to accurately target further improvement and secure appropriate need to do to improve. progress.
19 Maintain and update your teaching and training expertise and vocational skills through collaboration with employers
Outstanding Good
Trainees build strong professional relationships and demonstrate that they are able to work Trainees are effective in building good professional relationships with colleagues and demonstrate that they collaboratively with employers on a regular basis. They seek out and exploit opportunities to involve can work well collaboratively when required to do so. They regularly involve themselves in the wider themselves in the wider professional role via extra-curricular activities and CPD activity. professional role via extra-curricular activities and CPD activity.
20 Contribute to organisational development and quality improvement through collaboration with others
Outstanding Good
Trainees are proactive in seeking out opportunities to contribute in a significant way to the wider life and Trainees seek out opportunities to contribute to the wider life and ethos of the setting. They make a positive ethos of the setting. They show initiative in contributing to curriculum planning and developing and contribution to the development of curriculum and resources in their placement settings. producing effective learning resources in their placement settings.
34 Appendix 4B
National standards for initial teacher training (ITT) mentors
These standards have been produced for the government by the Teaching Schools Council to be of use to mentors across the experience range, and they are being introduced in 2016-17.
The role of the mentor
A mentor should understand the course structure and the requirement of trainees to meet the Teachers’ Standards. They should prioritise meetings and discussions with a trainee, monitor performance, and help develop their teaching practice and effective classroom management strategies. A mentor should also keep their subject knowledge up-to-date and have the awareness to signpost trainees to other expertise and knowledge, for example subject associations.
About the Mentor Standards
We have developed the Mentor Standards based on the evidence we found and by reflecting on our own expertise. They are divided into four separate but related areas:
Standard 1 - Personal qualities
Establish trusting relationships, modelling high standards of practice, and empathising with the challenges a trainee faces.
Standard 2 – Teaching
Support trainees to develop their teaching practice in order to set high expectations and to meet the needs of all pupils.
Standard 3 – Professionalism
Induct the trainee into professional norms and values, helping them to understand the importance of the role and responsibilities of teachers in society. Standard 4 – Self-development and working in partnership
Continue to develop their own professional knowledge, skills and understanding and invest time in developing a good working relationship within relevant ITT partnerships.
Using the Mentor Standards
We considered how the standards should be used and have set out how those in different roles can use the standards to enable the effective discharge of their professional duties.
Mentors should use the standards to:
• understand what is expected of them and see that it is a manageable role;
• enable self-evaluation of practice and help identify areas for further improvement;
• support the delivery of the training plan; and
• induct trainees into the school and the profession.
Aspiring mentors should use the standards to:
• help identify and seek to develop the skills and experience needed to undertake the mentoring role effectively.
Trainees should use the standards to:
• understand what support they can expect from their school-based mentor; and
• develop transferable skills, for example, in lesson observation and feedback.
ITT providers and school leaders should use the standards to:
• raise the status and recognition of the mentoring role; • bring consistency in mentoring within any agreement made with schools in delivering ITT;
• inform the training of mentors and monitoring of their support to trainees;
• establish rigorous mentor selection processes; and
• enhance the professional development of mentors including developing or identifying training needs.
National standards for initial teacher training (ITT) mentors
Standard 1 - Personal qualities. Establish trusting relationships, modelling high standards of practice, and understand how to support a trainee through initial teacher training
The mentor should:
• Be approachable, make time for the trainee, and prioritise meetings and discussions with them;
• use a range of effective interpersonal skills to respond to the needs of the trainee;
• offer support with integrity, honesty and respect;
• use appropriate challenge to encourage the trainee to reflect on their practice; and
• support the improvement of a trainee’s teaching by modelling exemplary practice in planning, teaching and assessment.
Standard 2 – Teaching. Support trainees to develop their teaching practice in order to set high expectations of all pupils and to meet their needs
The mentor should:
• support the trainee in forming good relationships with pupils, and in developing effective behaviour and classroom management strategies;
• support the trainee in developing effective approaches to planning, teaching and assessment;
• support the trainee with marking and assessment of pupil work through moderation or double marking;
• give constructive, clear and timely feedback on lesson observations; • broker opportunities to observe best practice;
• support the trainee in accessing expert subject and pedagogical knowledge;
• resolve in-school issues on the trainee’s behalf where they lack the confidence or experience to do so themselves;
• enable and encourage the trainee to evaluate and improve their teaching; and
• enable the trainee to access, utilise and interpret robust educational research to inform their teaching.
Standard 3 – Professionalism. Set high expectations and induct the trainee to understand their role and responsibilities as a teacher
The mentor should:
• encourage the trainee to participate in the life of the school and understand its role within the wider community;
• support the trainee in developing the highest standards of professional and personal conduct;
• support the trainee in promoting equality and diversity;
• ensure the trainee understands and complies with relevant legislation, including that related to the safeguarding of children; and
• support the trainee to develop skills to manage time effectively.
Standard 4 – Self-development and working in partnership. Continue to develop their own professional knowledge, skills and understanding and invest time in developing a good working relationship within relevant ITT partnerships.
The mentor should:
• ensure consistency by working with other mentors and partners to moderate judgements; and
• continue to develop their own mentoring practice and subject and pedagogical expertise by accessing appropriate professional development and engaging with robust research. Appendix 5 – Trainee’s Teaching Log
Lesson No Group Le Subject No of ve hours per l class 1 BTEC First Information 2 Database design – relational databases and the process of normalisation 1.5 Technology 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 ***Continue on a separate sheet
Mentor Signature: Date: Appendix 6
Role of the main placement provider contact
The placement provider will ensure there is a designated contact for each individual placement agreed with the University.
The role of this person will include:
1. Selecting and approving an appropriate mentor for each trainee. The mentor should be a member of staff currently teaching the subject the trainee is teaching (not someone with management responsibility); 2. Ensuring the mentor understands the requirements of the role and is enthusiastic to take it on; 3. Ensuring the mentor is provided with contact details of the PGDE Programme Lead at the University; 4. Ensuring a suitable induction programme takes place to include Health and Safety, Equal Opportunities, Equality, Diversity and Inclusivity, Safeguarding, E-safety, and other relevant policies, procedures and processes; 5. Ensuring the trainee is provided with a working space, which may be shared, an ID badge, access to IT facilities and an organisation IT account and email address; 6. Making sure the mentor can have the necessary time away from normal duties to attend mentor training, meet with the trainee, do observations and carry out all other necessary parts of the role; 7. Establishing with the mentor that the trainee is provided with an appropriate incremental timetable for the length of the placement, ensuring 150 hours for the placement, with the first two weeks a Teaching Toolkit at University, next two weeks observing, shadowing and completing a range of tasks on placement, next six weeks with four hours teaching a week, and after Christmas, 21 weeks with six hours of teaching a 8. Liaising with the designated person at the University to arrange payment to be made to the placement provider. Appendix 7 - Mentor Log
Mentors should meet with the trainee once a week. Discussions should be summarised and recorded in this log. Targets, above and beyond those agreed as a result of observations, should also be recorded and revisited as necessary.
Date Summary of discussions Any agreed targets (dated) Review of targets (dated) and with brief comments on evidence and impact
42Subject Mentor’s Handbook 2015-16 Appendix 8
Postgraduate Diploma in Education (Further Education and Skills) Mentoring End of Programme Evaluation - Professional Dialogue
This form is to be completed by the mentor/mentee at the end of the Postgraduate Diploma in Education (FE and Skills) programme.
Agreed trainee strengths in delivery of subject pedagogy:
Agreed future areas for development (this might be strategies that the trainee would like to experiment with in the future):
Agreed benefits of mentoring from the perspective of the trainee (you may wish to discuss what has gone well, new teaching strategies adopted linked to subject pedagogy, the impact on practice, opportunities to experiment and try out new resources and ideas etc):
Agreed benefits of mentoring from the perspective of the mentor (you may wish to discuss what has gone well for you – have you learnt anything from working with the trainee that you may wish to adopt in practice e.g. fresh ideas?):
Are there any areas for future consideration for the mentor e.g. anything the mentor might do differently next time?
Name of Trainee: Signature of Trainee:
Name of Mentor: Signature of Mentor:
Date:
One copy of this form should be retained by the mentor and mentee and an additional electronic copy should also be emailed to [email protected] within 7 days of the date of the meeting.
43Subject Mentor’s Handbook 2015-16