1. School Direct Mentor Training Key areas of focus 1)What does the SD training involve? 2)How do you support trainees in writing an effective individual training plan for their ATS Initial? Theme: How do we know trainees, and the pupils in your trainee’s classes are making progress?

2. What does the SD training involve? Overview of the year Term 2: - Tutor Visit 2 - Tutor Visit 3 - SE2 for a ½ term (Sharing ATS targets, Report) - Assignment 2 (Mar) - ATS Term 2 & review Subject Audits (Mar) Term 3: - Tutor Visit 4 - Tutor Visit 5 - Assignment 3 (May) - ATS Term 3 & Subject Audits (June) - Mentor End of Programme Report - Transition to Teaching Term 1: - ATS Initial & Subject Audits - School/ University induction (16 th /17 th Sept) - Tutor Visit 1 - Assignment 1 (Nov) - ATS Term 1 (Dec) Weekly Mentor Meeting Weekly Lesson observation Reviewing Lesson evaluations/Reflective Diary Using ATS Level descriptors to set developmental targets Up to 60% timetable, across two age ranges

3. Support from Middlesex MDX Wiki- http://middlesexsecondarypartnership.middlesex.wikispaces.net/School +DirectMDX Wiki http://middlesexsecondarypartnership.middlesex.wikispaces.net/School +Direct http://middlesexprimarypartnership.middlesex.wikispaces.net/School+Di recthttp://middlesexprimarypartnership.middlesex.wikispaces.net/School+Di rect Key documents for mentors include: –Mentor Guidance_Summary –ATS forms (Terms 1,2,3) –ATS Level Descriptors –Weekly Mentor Meeting form –Lesson Observation form –Cause for concern –End of programme report

4. How did the 2014/15 cohort perform? Slide 4 Secondary School Direct, overall ATS3 SEG Average 2012-131.57 2013-141.44 School Direct 2014-151.37 SEG AverageGrade 1Grade 2Grade 3 SEG 2013-1467%33%0% SD 2013-1472%28%0% 2014-15 SD 2014-1573%27%0%

5. How did the 2014/15 cohort perform? Slide 5 Secondary School Direct TS1TS2TS3TS4TS5TS6TS7TS8 1.141.361.411.321.681.641.271.14 Areas for development: - TS5: Adapt teaching to respond to the strengths and needs of all pupils - TS6: Make accurate and productive use of assessment - TS2: Promote good progress and outcomes by pupils (Particular OFSTED focus)

6. How did the 2014/15 cohort perform? Slide 6 Primary School Direct TS1TS2TS3TS4TS5TS6TS7TS8 1.211.411.381.351.41 1.26 Areas for development: - TS5: Adapt teaching to respond to the strengths and needs of all pupils - TS6: Make accurate and productive use of assessment - TS2: Promote good progress and outcomes by pupils (Particular OFSTED focus)

7. School Direct Mentor Training 1)How do you support trainees in writing an effective individual training plan for their ATS Initial?

8. ATS Initial - Determines the trainee’s potential strengths from their ‘Entry profile’

9. ATS Initial - Outlines the pre-course tasks trainees have completed to prepare for the training year. General preparation - e.g. School familiarisation visits, pre-induction, reading N.C Specific preparation (school or university) e.g. SKE courses, Core reading, Subject enhancement/reading (revision guides/ textbooks), examination board websites to review past papers, PG Cert reading (Reflective Practice)

10. ATS Initial -Initial review against the TSs -Review ALL relevant evidence/experience (W/3/2/1)

11. ATS Initial Establishes targets (Term 1) and outlines training needs in their Initial Training Plan

12. ATS Initial Documents key information to support their training and development needs: Timetable Wider school responsibilities and training opportunities (TS8) Experience of engaging with the “age ranges immediately before and after…”

13. How do you set sharp and effective termly, and weekly targets? Slide 13 Written targets Related to the Teaching Standards Should be SMART Allow you to set relevant tasks Using the ATS Level descriptors

14. Targets Set - Develop an understanding of the school sanctions and rewards system and begin to consistently implement them in lessons. Try to apply strategies, such as increasing the use of praise, in order to promote positive behaviour and consider the factors that might impact on pupil behaviour. - Draw upon my secure subject knowledge in order to confidently plan lessons which motivate and engage student, and effectively anticipate common errors and misconceptions in my subject. TS 7 TS 3 How do you set sharp and effective termly, and weekly targets? Use your level descriptors to consider what grade this trainee is targeted to achieve

15. Targets Set - Develop an understanding of the school sanctions and rewards system and begin to consistently implement them in lessons. Try to apply strategies, such as increasing the use of praise, in order to promote positive behaviour and consider the factors that might impact on pupil behaviour. TS 7 How do you set sharp and effective termly, and weekly targets?

16. Targets Set - Draw upon my secure subject knowledge in order to confidently plan lessons which motivate and engage student, and effectively anticipate common errors and misconceptions in my subject. TS 3 How do you set sharp and effective termly, and weekly targets?

17. Briefly review the ATS Initial document Using the level descriptors set the ATS initial targets for this student Use these to set a weekly Mentor Meeting Record target

18. How do you set sharp and effective termly, and weekly targets? How do your targets compare to others? Are they related to the TS Are they SMART Have you set relevant tasks Is it clear how they relate to the ATS Level descriptors

19. School Direct Mentor Training Mentoring to coaching- Using questioning to open up a productive dialogue, to encourage trainee reflection and positive outcomes for trainee learning

20. Mentoring to coaching Slide 20 Briefly reflect on your mentor meetings What do mentor meetings currently look like? What do you do? What do trainees do?

21. Mentoring to coaching Slide 21 Consider Do you use the reflective diary? Is the trainee proactive in leading the meeting? How closely are they driven by the standards? How do they begin? How do they end?

22. Mentoring to coaching Slide 22 In triads assign roles (Mentor, Trainee, Observer) Use the scenarios to role play a mentor meeting Observer give feedback on: How was questioning used to open up a productive dialogue? Which questions did/didn’t encourage reflection? Is the dialogue one-sided or evenly split? Did the dialogue end with a positive outcome?

23. Mentor Self Audit The Self-Audit is a working document which has been developed: –as a supporting document & professional development tool –to inform our planning, training and support –in response to the questions asked by Ofsted when they interview mentors in partnership schools –Tool to promote dialogue between link tutors and mentors