Mentor Training and Assessing Teaching: a case study

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Presentation transcript:

Mentor Training and Assessing Teaching: a case study Shelley Tracey

Background International Adult Literacy Survey (IALS) Moser Report Skills for Life (England) Essential Skills Strategy (Northern Ireland)

Tutor qualifications for adult literacy and numeracy tutors Queen’s University Belfast LLUK (FENTO) Certificate courses: subject specialisms 30 hours of practice Diploma courses: teaching qualifications 70 hours of practice

Assessing practice FENTO (LLUK) Standards in Teaching and Supporting Learning in FE in England and Wales Planning and preparing learning, delivery, assessment, evaluation, professional practice and development

Teacher education framework Reflective practitioner model Mentoring system

Mentoring programme 30- hour Continuing Professional Development course for experienced practitioners Aims: 1. Enhance reflective practice 2. Support students in developing skills and awareness of learning process

Mentorship for Essential Skills Course Theories and models of mentoring Mentoring skills Essential skills context Preparation for observing teaching

Observing teaching: Issues “Translating” the Standards: What does it mean to be an effective teacher? Reflective practitioner dimension Feedback Power

Establishing standards for teaching “Golden Standards” Engaging mentors and students in developing and articulating standards

Giving feedback Transactional Analysis (Berne) P A C