1. Departmental Mentoring
Raising the standard of Teaching and Learning
Teacher Training,
Departmental Mentoring
and
Lesson
Observations

2. Becoming a Qualified Teacher
2 main routes
Level 3 Award in Education and Training
Level 5 Professional Graduate /Certificate in Education (Post compulsory Education)

3. Becoming a Qualified Teacher
Level 3 Award in Education and Training
This is the minimum requirement to allow a tutor to teach in the classroom.
City and Guilds
17 weeks course – 3 hours per week
3 Units / 5 written assignments/micro teach
Roles and Responsibilities of a Tutor
Understanding Assessment in Education and Training
Understanding and using Inclusive Teaching and Learning

4. Becoming a Qualified Teacher
Level 5 - Professional Graduate/Certificate in Education (PCE)
All staff within their first year contract have to complete this course.
Taught in partnership with University of Wolverhampton
2 year course – 3 hours per week (in class)
3 modules in year 1
Professional Development (4 observations)
Introduction to teaching in the lifelong learning sector
Subject specific studies
3 modules in year 2
Professional development (4 observations)
Subject specific and e-learning
Curriculum, policies and practice

5. Cross College Observations
Once qualified, a teacher joins the cross college observation cycle
See Observation flowchart
Notification
October - notified of mentoring and observation schedule
Monday prior to observation - notified of day and time (start or end of lesson)
Pre-observation
Department
Mentoring
Mentoring phase to last 2-3 weeks - departments to be informed of exact dates. Time frame dependent upon size/needs of the department
Mentoring team meet with departments and individuals to ascertain their needs
Previous QA reports and individuals' observation reports used to identify the department/individual needs.
Student consultations to take place - group sessions and discussions with individuals
Individual and/or Group mentoring sessions - work with individuals may include informal observations to then discuss strengths and areas for improvement in preparation for formal observation
Observation period
Observation conducted by observation team (minimum 30 mins)
Ungraded Walkthroughs (PIP programme only)
Post-observation
Staff to complete post-observation reflection within two working days
Feedback
Within a maximum of five working days
Discussion on observation, post-observation reflection and previous lesson observation action plan (if applicable)
Professional standards met or 'shared development' process commences
Developmental review
If required. Staff notified of date and time.
Review of lesson observation developmental points outlined in action plan
No paperwork required
15-20 minutes

6. Dudley College Teaching Standards
See handout – Dudley College Teaching Standards
The Dudley College Teaching Standards are a combination of The Education and Training Foundation (ETF) Professional Standards for Teachers and Trainers, Ofsted guidelines and Dudley College requirements.
The standards were updated for to reflect the changes in the new CIF – most significantly to include British Values

7. Mentoring Phase
4 members of the OP team provide mentoring for a 2/3 week period
After mentoring there is a 2/3 week development phase
After the development phase, 4 different members of the OP team conduct ungraded lesson observations

8. Mentoring Phase
The type of mentoring a department receives will be dependent upon their needs
We want tutors to be responsible for developing their own teaching – research has shown that teachers improve more when the teacher identifies and takes responsibility for their own areas of development

9. Mentoring – The Teacher’s Needs
We ask tutors to identify what THEIR needs are
We look at their past strengths and areas for development – but also advise that these may have changed since they were last observed
Initially all tutors are allocated an OP - we liaise with individuals to help identify how we can meet their needs

10. Types of mentoring
Invite us into their classes/we recommend we visit their class and see them teaching
Complete video mentoring
Arrange a 1:1 discussion
Collaborative (departments that work collaboratively are stronger)
Group training
Departmental training
Revisiting OPT training sessions via BB
Whatever THEY feel THEY need to raise THEIR standard of teaching.

11. Student views
The new Ofsted framework has a greater emphasis on the learner journey.
The mentoring team holds focus groups with the students to find out their needs regarding teaching and learning
The observation team also speaks to individual students during lesson observations

12. Observations 2015/16 Ungraded – what are the differences?
Tutors know the exact date and time of their observation
Shorter ungraded observations (minimum 30minutes)
Functional skills lessons will also be observed
Walkthrough observations (PIP lessons only)
Assessor observations will be conducted at the same time as their department

13. Outcomes of non-graded observation
Teaching Standards Met
Teaching Standards Met (Development Review Required)
Teaching Standards Not Met – Re-observation needed

14. Feedback
Tutor feeds back their Post Observation Reflection within 48hours
Observer gives feedback within 5 working days
Maximum of 3 strengths
Maximum 3 areas of development
Action plan

15. Walkthrough observations
Observer will stay minutes
May arrive at any point of lesson
Will not ask to see lesson plan
Will complete evidence form
Evidence forms part of overall QA report

16. What next? Actions from individuals observations feed into their PMR
All of the findings feed into the QA report
Actions from the QA report will now be added to the QIP

17. Questions?