Mentor training Wednesday 13th February 2013

What we will cover in the session… The role of the mentor Expectations at the end of the Foundation Phase Targets and possible actions Progression to the Developmental Phase Cause for concern Teachers’ Standards and collecting evidence

The mentor role Key responsibilities include: induct the student to department arrange a suitable timetable ensure formal observation of the student on a weekly basis and written feedback using the SWELTEC forms co-ordinate observation by other staff conduct the weekly training session – to support, guide, train, co-ordinate feedback, set targets, monitor general progress complete, with the student, the profile at the end of each phase liaise with university tutor/PCM over any concerns and over gradings monitor subject knowledge progress Further guidance available from: SWELTEC Pair up more experienced mentors with ‘new’ mentors. Remind of weekly meetings, weekly training sheet – how the WTS is to be completed C for C Remind of completion of mentor evaluation for dev phase Go through the key documentation from the SWELTEC website. Mention mentor certification – refer to M Reynolds if interested

Foundation phase profile How did you find completing the ‘new style’ foundation profile in December? Good practice when completing the profile? Comparing profiles Setting targets – what are the key focus areas? Share ways of completing the profile. How did you agree an overall grade? Suggest highlighting, then looking for a ‘best fit’ type approach. Mention inconsistencies in assessment Give one ‘good’ and one ‘weak’ profile The weak student has a c for c and action plan – what areas do you think the trainee needs to focus on in the action plan? Key focus areas? What targets would you set for student A? (The good one) What targets would you set for student B? (The weaker one)

The Developmental phase Consider the progression from the Foundation to Developmental Phase. F3 to D3 F3 to D2 F2 to D2 F2 to D1 Select one of the TS Look at the key features that indicate progress from F to D. Point out that even moving from F3 to D3 means that progress has been made. Look at developmental phase profile – can we see elements of these (D1 – D3) already in our students? Highlight where you already think the student is. What does it look like in the classroom? What would you expect to see happen?

What if your student is not making progress? …..Cause for concern Check progress w/b 11th March – if progress is overall not satisfactory, then raise a c for c at this point, so that there is enough time to act upon it – action plan too.

BER & School Experience File Ongoing reflection on progress towards standards Includes reviewing of evidence towards standards and working towards providing a range of evidence School experience file Sections of the folder Look at progress with BER during weekly meeting – check/suggest evidence Next time we will be looking at these folders is in May when we look at final grading

The school experience file Section 1 The school experience file Other information General information Assessment and attendance records SWELTEC (parts of this will form the school experience file) Explain how the folder should be organised and what to expect. Teaching information Training programme

What is currently being covered on the programme? What do you suggest? Could you contribute? Show copies of autumn and spring term programmes and mention what is planned for the summer term

Key dates 2 days per week ‘pre-block’: 17/1, 18/1 24/1, 25/1 31/1, 1 /2 7/2, 8/2 w/b 11/2 to w/b 20/5 – placement B w/b 18/2 – half term, days in HEI Developmental profile due w/b 18/3 (one week before Easter) Fri 22/3 – day at HEI – assignment presentations Consolidation profile due w/b 20/5 (the week before half term) Note: Developmental phase ends on Fri 22/3 (5 weeks), Consolidation phase begins on Mon 25/3 (7 weeks)

Any questions…?

Contact information Sunita.babbar@brunel.ac.uk