RBWM SCITT Mentor Meetings 2017

Mentor Training RBWM SCITT Requirements and Expectations Session 1 – Thursday 5th October 4pm-5pm National Standards, Programme requirements, observation and feedback Session 2 – Thursday 16th November 4pm-5pm Needs analysis, training information and course timeline, trainee targets Session 3 – Thursday 7th December 4pm-5pm Second placement, gathering evidence around the trainee, cause for concern Session 4 – Thursday 19th April 4pm-5pm To include -gaining QTS, bundles of evidence, work scrutiny, final assessment

National Standards for SCITT Mentors 2016 A mentor is a suitably-experienced teacher who has formal responsibility to work collaboratively within the ITT partnership to help ensure the trainee receives the highest-quality training. mentors should have excellent subject knowledge and a clear understanding of what constitutes high-quality teaching in a variety of contexts. mentors play a central role in encouraging trainees and supporting their development and progress by drawing on a wide range of experiences, strategies and techniques to support trainees in meeting the Teachers’ Standards. Schools also have a role to play in supporting both mentors and trainees by creating and fostering a positive environment in which mentors and trainees are able to fulfil their professional expectations.

Four separate but related Mentor Standards 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.

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.

All SCITTS should use the Mentor 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.

Programme Requirements Needs analysis Termly report Pupil Development Study Observation and feedback requirements – proformas etc

Lesson Observation Before the lesson observation, identify with the trainee a key area/Standard of focus – this will make tracking their progress easier As well as observing the teaching, spend time observing and (when possible) talking to the learners to see what is working for them and to see if they can explain/link their learning As well as observing with SCITT tutors, paired observations planned with peers in school can help moderate judgements If the trainee is willing, videoing a section of the lesson can allow for a two way discussion as you can pause and rewind and the trainee will be able to make their own conclusions making feedback more meaningful

Lesson Feedback Try to give feedback as soon as possible after the lesson Time your feedback so the receiver is able to listen and receive it Before giving feedback think through what you want to say Ask the trainee for their thoughts and feelings first Provide positive feedback first Be specific, giving examples of evidence  

Emphasise those areas which the trainee is able to change. Explore ideas to collaborate, to find a workable solution. If appropriate offer suggestions as to how the trainee can change, improve and develop. Value and respect the trainee when providing constructive feedback – ‘judge- mentoring’ Leave the trainee feeling that they have learned something and that it is their choice and responsibility of what to do with their feedback Always be genuine

Difficult conversations - Scenarios Work in groups of threes or fours to discuss the scenarios outlined. How might you tackle the conversation or feedback? Find 3 solutions to the issue and select a colleague to feedback the scenario and the solutions to the group.

Termly judgements – definition of key terms Exploring the standard assessment statements – what does exceeding look like?

Any questions? Content for session 2? Add to evaluation.

Session 2 16.11.17 Programme requirements – second placement pre obs Needs analysis Training schedule –specific weeks e.g. inclusion Developing trainee targets linked to Standards Mentor experience so far Cause for concern

Programme requirements Second Placement pre obs Needs analysis

Training Programme Inclusion week etc

Trainee targets for improvement

Paired talk – sharing experience/issues Case study – offering support and solutions Experienced mentor with less experienced

Cause for concern

Questions? In session 3?

Session 3 07.12.17 Transfer document Second placement Gathering evidence around the trainee Tracking pupil progress

Transfer document

Second placement

Gathering evidence around the trainee Support with marking and feedback with focus on range of ability, meeting Teaching Standards and addressing school policy Marking with mentor to model and analyse process Trainee to gain greater understanding of pupil progress and tracking to feed into lesson planning and review 3 student bundles of evidence Work scrutiny – what is it? Why/when is it done? What do you hope to learn?

Work Scrutiny

Questions? For session 4 19th April?