New Lead Mentor Training 1 st October 2015 JC/JS1

Who’s Who in Primary Partnership? Deborah Langston: Primary Partnership Lead Elizabeth Davies: Primary Partnership Administrator Natalie Taylor : SE travel and Placements Administrator Joy Carroll: Primary Undergraduate Placements Manager Gill Woods: Primary PGCE Placements Manager Joy Stanton: Primary Schools’ Liaison Co-ordinator Colin Howard: Primary Partnership Quality Co-ordinator Karen Bubb: Partnership Development Co-ordinator JC/JS2

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Contacting partnership Elizabeth Davies, Primary Partnership Administrator: Partnership web pages: on-partnership-documentation2.html JC/JS4

External comments -Head Teacher Reflective students who can see clear links between practice and theory due to high quality and highly relevant content of the course Course remains very abreast of the changing educational picture Positive feedback on key focus areas eg. behaviour management, SEND and promoting British Values Schools are seen as fully committed to partnership working Practices in place and levels of support to prepare trainees for interview and the transition to NQT year area Focus for on British values, mental health and well-being and multi-professional working Third years feel better prepared than ever to enter the profession JC/JS5

YearCourse workKey themes – Professional Studies 1Professional studies Core subjects Foundation Subjects Computing Educational theory Professionalism Introduction to planning Introduction to meeting the needs of all learners Behaviour Management 2Professional studies Core subjects Foundation Subjects ICT Out of school placement (BTC) Assessment Behaviour Management Reflective Practice Diversity and Inclusion Multi-professional working Research informed teaching Career development 3Professional studies Core subjects ( x-curr) Research Methods Dissertation (PRiSS) Professional values Teacher Identity Mental health and well-being SRE Safeguarding (including CEOP) Transition into NQT year Updates on Gov priority areas JC/JS6

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The PGCE Primary Course A full time postgraduate course that takes approximately 38 weeks across three terms, starting in September 2015 and finishing in July 2016*. Key aims of the course develop and deepen:  understanding of subject knowledge, pedagogy and practice;  critical thinking and ability to reflect on current pedagogy;  understanding of research informed learning;  a core set of values and beliefs. *individual variations may apply Above all, to prepare trainees to become outstanding primary teachers and promote the best possible outcomes for all JC/JS8

PGCE Primary: in a nutshell: Module Content Assessment Pedagogy and Management How children learn, what affects their learning and what teachers can do to improve learning for children. There is a specific focus on behaviour management and learners as active participants word assignment 4000 word written professional portfolio 40 Masters Credits (October and February) Primary Subject Specialism A small-scale school based enquiry in a subject in which trainees already have degree level/A level qualifications or significant experience word school-based research project 20 Masters Credits (April) Core Subjects and Computing Subject knowledge and pedagogySubject profiles (throughout the course) Foundation Subjects and SEND Art, D&T, Geography, History, Languages, Music, PE, RE, SEND subject knowledge and pedagogy A variety of subject assessments (some include aspects of reflection on school experience) School Experience 24 weeks (120 days minimum) in schools and settings. There are currently three block placements. Practice assessed against the Teachers’ Standards, completion of professional enquiry tasks (PETs) and Reflective Portfolio (RP) JC/JS9

Shaun Hughes ( Centre for Education and Inclusive Studies) The role of the Lead Mentor JC/JS10

The Mentoring relationship media.com/videos/you-do-not-get-on-with- your-trainee#video_title_bar JC/JS11

Effective mentoring continued… What do students really want from their school mentors? JC/JS12

Brand new PGCE students Personal qualities: professional, patient, positive, kind, supportive, calm, organised, approachable, friendly, empathetic, listening to worries, good communicator, reassuring, confidence boosting, giving time Information: available, daily briefings, end of lesson/day feedback, help with policies (especially behaviour), help with ideas for planning, help with resources, information on individual children, knowledgeable about the course and requirements Skills: communication, goal setting, provide opportunities, scaffold learning, constructive, sharing knowledge and understanding, build confidence JC/JS13

‘ She observed my lessons and gave me good feedback, suggested ways I could meet the Standards and was always checking how I was doing’ ‘She ensured that we knew the school well, felt safe and observed with the uni tutor.’ ‘I was supported with advice, resources, opportunities to observe other teachers, everything was explained.’ Current UG third years JC/JS14

Continued… She took us on a tour around the school and helped us to get the know the staff and routines.’ ‘She co-taught the class was in and helped me with planning. She introduced me to all the staff and let me know what meetings I needed to attend. She was brilliant!’ JC/JS15

Activity In groups of around 4-6: What do you think the protocol for inducting new students into your school should be? What helpful information do you think you need to share with students and how can this be best done? JC/JS16

Sharing Experiences… Gina Bentham: Colwall Primary School JC/JS17

Any Questions? JC/JS18

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