University of East London New Mentor Training (Stage 1 Mentoring – London)

WHY ARE YOU HERE?

Aims of the session To gain an overview of the programmes at UEL To gain an understanding of what is required of you as a mentor To gain an understanding of the documentation schedule for the year To know and understand the professional standards for teaching and how to help trainees gather evidence To answer any questions you may have!

OUR PROGRAMMES Graduate Teacher Programme (GTP) Whole academic year Paid member of staff School based training Supported & verified by UEL Main placement school 4 week experience in 2 nd school Achieve QTS Professional/Postgraduate Certificate of Education (PGCE) 36 weeks University based training Subject & whole school input Supported & verified by UEL Two contrasting placements 12 week placements Achieve QTS & academic qualification

Support for trainees during the programme At UEL Subject tutors Director of Secondary/GTP Admin Team SU/Student Services In School Professional Coordinating Mentor Subject Mentor

Achieving QTS/PGCE Graduate Teacher Programme (GTP) Pass school experience Meet QTS standards Pass Assignment Professional/Postgraduate Certificate of Education (PGCE) Pass both placements Meet QTS standards Pass 3 assignments

The Professional Standards …. the award of Qualified Teacher Status (QTS) (Q) teachers on the main scale (Core) (C) teachers on the upper pay scale (Post Threshold Teachers) (P) Excellent Teachers (E) Advanced Skills Teachers (ASTs) (A)

Aim : to analyse your own understanding of the mentor’s role Make a list –as detailed as possible,of all the things you feel are part of your role as a mentor. Once you have made your list,show it to someone else. Discuss – what would they add to it or change ?

Aim : to refine the analysis of your role Look at the list again and consider,for each item,what your responsibilities are likely to be You may find it useful to draw four columns and construct a grid e.g.

Role :Mentor :School :ITT Provider : Support Lesson Planning Counsel, advice, Resource. Curriculum/ Scheme of work and coverage Follow guidelines Monitor report Support Classroom Management Demonstrate discuss,help,observe Explain rules and routines Monitor Record.

Development of the trainee over the year…. The common stages.!!!!  Early idealism  Survival  Recognising difficulties  The plateau  Moving on  Reading /theorising (putting their own experiences into wider contexts)

Supporting your trainee In groups,suggest ways in which you can support trainees through each phase.

QTS STANDARDS 3 categories Professional attributes Professional knowledge & understanding Professional Skills

Professional Attributes Relationships Frameworks Communicating and working with others Personal professional development

Professional Knowledge & Understanding Teaching & learning Assessment & monitoring Subjects & curriculum Literacy, numeracy & ICT Achievement & diversity Health & well-being

Professional Skills Planning Teaching Assessing, monitoring and giving feedback Reviewing teaching & learning Learning environment Team work & collaboration

TASK 1.Think about possible evidence for the standards. 2.Which standards would be hard to find evidence for?

Responsibilities of the Mentor WEEKLY MEETINGS CONTACTING UEL FORMAL OBSERVATIONS REPORT WRITING SUPPORT TARGET SETTING Refer to Mentor Handbook for specific roles

Responsibilities of the PCM PROF. STUDIES MONITORING 1 FORMAL OBS. PER HALF-TERM SUPERVISE REPORT WRITING LIAISON Refer to Mentor Handbook for specific roles

UNIVERSITY OBSERVATIONS GTP – 6 BY UNI PGCE – 4 BY UNI Timetables to Uni ASAP Encourage trainees to check calendar 2/3 hour process, including documentation check. Joint observations

SCHOOL OBSERVATIONS Should have member of staff in all lessons Once every 2 weeks Must submit 3 formal observations per half term for PGCE and 2 per half term for GTP School experience report Standardisation

BEFORE THE LESSON Meet the teacher for a few minutes Understand context (syllabus/NC) objectives & the stages of the session Agree purpose & focus of your observation how you’re going to be introduced how you’ll behave permission for any interaction

Timetabling PGCE - Oct – December - 30% - 4 days Jan – February – 50 % - 5 days Feb – April – 50 % - 5 days April - May - 60% - 5 days

Timetabling GTP 30% Term 1 50% Term 2 80 / 90% Term 3

Timetabling GTP – Term % - 4 days GTP – Term /60 % - 4 days GTP -Term 3 – 80/90- 4 days TO BE TIMETABLED WITH EXPERIENCED MEMBERS OF STAFF

DOCUMENTATION Observations – Commentary Summary Reports – SE1 School Based Training Plans Weekly Training Plans Standards Tracker Mentor wiki

School based training … Pre/post session tasks in Subject TL guide Training plan activities Directed tasks Observation of colleagues Use Weekly Training Plan to log progress, set targets and record mentor meetings

Weekly Training Plans Review progress and set targets Track progress towards completion of training plan Allows for variation/additions to training plan Targets may be longer term

Stress Points - Highs Early progress reports by mentor – style of report tends to look for strong points – confidence booster Reaching end of first term Response to successful lessons Taking on responsibility for managing own lessons Liaising with other trainees on the course – important on social level & to vent frustrations & celebrate successes Successful observations by UEL tutor Participating in extra curricular activities Parents’ evenings

Stress points - Lows Preparation for assessment as well as juggling HEI based work such as assignments Initial insecurity about not knowing pupils/school Coming back in January to new term & challenges Pressure of marking increases gradually during placement A lot of energy put into production of resources often not maximised Transition to more lessons & more difficult classes Mentor not always finding time for trainee – trainee feels guilty for making demands Job hunting – nervous wait

QUESTIONS ?