School Direct Mentor Training Using post-its, consider: 1)What do you want from today’s session ? 2)What issues have arisen with mentoring SD trainees? 3)What questions do you have about SD mentoring? Traffic light the Mentor Self Audit

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

Support from Middlesex MDX Wiki- Wiki Key documents for mentors include: –ATS forms (Terms 1,2,3) –ATS Level Descriptors –Weekly Mentor Meeting form –Lesson Observation form –Cause for concern –End of programme report

Where are we currently? Fri07-NovAssignment 1 submission 15 to 19-DecATS Term 1-Review Point W/C09-Mar Assignment 2: Presentations on a contemporary educational issue Mon23-Mar Assignment 2: Written report submission 23 to 27-MarATS Term 2- Review Point Fri19-JunDeadline for final tutor visits 15 JunATS Term 3- Review Point 3 22-Jun to 03-Jul Final End of Programme Review Point & Moderation Term 2: - Tutor Visit 3 - Tutor Visit 4 - SE2 (Sharing ATS targets, Report) Term 3: - Tutor Visit 5 - Tutor Visit 6 - End of programme Report - Transition to Teaching

How is the current cohort doing? Slide 5 Secondary School Direct, overall TS1TS2TS3TS4TS5TS6TS7TS Total Av.2.28 ATS1 SEG Average School Direct

How is the current cohort doing? Slide 6 Secondary School Direct TS1TS2TS3TS4TS5TS6TS7TS Term 2: - TS5: Adapt teaching to respond to the strengths and needs of all pupils - TS6: Make accurate and productive use of assessment

How is the current cohort doing? Slide 7 Primary School Direct Term 2: - 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 TS1TS2TS3TS4TS5TS6TS7TS8 ATS Term Total Av.2.57

School Direct Mentor Training How do you set sharp and effective termly, and weekly targets?

Slide 9 Written targets Related to the Teaching Standards Should be SMART Allow you to set relevant tasks Using the ATS Level descriptors

Targets Set - Consistently use school sanctions and rewards system, and extend the use of praise to promote positive behaviour, and in order to create an environment supportive of learning - 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

Targets Set - Consistently use school sanctions and rewards system, and extend the use of praise to promote positive behaviour, and in order to create an environment supportive of learning TS 7 How do you set sharp and effective termly, and weekly targets?

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?

Briefly review the ATS document Using the level descriptors set the ATS term 1 targets for this student Use these to set a weekly Mentor Meeting Record target

How do you set sharp and effective termly, and weekly targets? How did your targets compare to those actually set?

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

Mentoring to coaching Slide 16 Briefly reflect on your mentor meetings What do mentor meetings currently look like? What do you do? What do trainees do?

Mentoring to coaching Slide 17 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?

Mentoring to coaching Slide 18 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?