1. PGCE PCE Mentoring Training
Jocelyn Sumner
Partnership Director

2. Aims Introduce the documents
Discuss and work on the Framework for Dialogue about Teaching, suggesting activities that could form part of a training session.
Assessing trainees’ progress
Discussion on documentation
Discussion on cascading the training
Learning outcomes!!
You will have a clear understanding of the proposed documentation (which may be amended during the course of this morning)
You will know how you are going to cascade this throughout the tutors and mentors attached to the PCE course at your colleges
You will understand how to use (and how to encourage others to use) the framework for dialogue about teaching

3. Mentoring Mentoring Guidelines Purpose of meetings
Handbook for Mentors and Tutors
Purpose of meetings
Dialogue about teaching
Define mentors/tutors/mentoring
Spend time explaining the mentoring handbook up as far as the bits that go in the ILP
Explain purpose of meetings (as described in mentoring handbook)
Say that the dialogue is explained in more detail next…..

4. Framework for Dialogue about Teaching
Larger copy on back of handbook
Theory of teacher education
Explained in forthcoming pages

5. Professional Standards: teacher/ tutor/ trainer education in the Lifelong Learning Sector
Domain A Professional values and practice
Domain B Learning and teaching
Domain C Specialist learning and teaching
Domain D Planning for learning
Domain E Assessment for learning
Domain F Access and progression
Professional Standards
These should be exemplified throughout the framework. Dialogue should consider:
Professional values and practice: understanding how to be a professional and the requirements of professional behaviour.
Learning and teaching: having appropriate teaching and interpersonal skills, both in the classroom and as a colleague within the school community
Specialist learning and teaching: having appropriate intellectual and specialist subject knowledge and understanding of how students learn about your subject.
Planning for learning: planning to promote equality, support diversity and to meet the aims and learning needs of learners, including them in the planning of learning and evaluating own effectiveness in planning learning.
Assessment for learning: designing and using assessment and feedback tools fairly and in both formative and summative ways.
Access and progression: Encouraging learners to seek initial and further learning opportunities and to use services within and outside the organisation to provide support for learners and to further own professional development

6. Subject Knowledge Academic Knowledge Curricular Knowledge
Pedagogic Knowledge
Create a list of questions that will provoke dialogue about this
Subject Knowledge
This addresses all aspects of the trainee’s subject knowledge and encompasses:
Academic knowledge – knowledge, understanding and skills of the subject
Pedagogic knowledge - how to teach the subject
Curriculum knowledge - the relevant National Curriculum, frameworks, schemes of work and examination specifications.

7. Professional Knowledge and Enquiry
Research
Theory
Aspirational practice
What can you ask trainees about these areas that will guide them in the right direction?
What is the right direction?
Professional Knowledge and Enquiry
This addresses the ongoing pursuit of improving professional practice and might include consideration of:
Research - accounts of research studies, and how these can inform practice.
Theory - understanding theories of teaching and learning, for example, theories of motivation or identity.
Aspirational practice – ‘best practice’, including striving towards ideal practice.

8. Core Curriculum Language and Literacy Numeracy ICT
Create a list of questions that will provoke dialogue about this
This addresses the elements of the knowledge and understanding and personal skills in English, Mathematics and ICT required of teachers in the lifelong learning sector.
Trainees should be encouraged to develop their own
Language and Literacy
Numeracy
ICT
to meet their particular needs and to develop the literacy, language, numeracy and ICT skills of their learners. All trainees need to be confident in managing the literacy, language, numeracy and ICT skills expected of learners.

9. College Communities College and national policies
Attitudes, expectations and ethos
Working with others
Create a list of questions that will provoke dialogue about this
College Communities
This addresses the contextualised nature of teaching and learning through considering:
College and national policies - how members of the college community interpret national policies and how the values of society impact on the college.
Attitudes, expectations and ethos - understanding the ethos of the college and the part that students, teachers, governors and parents play in creating this; including the complex ways in which underlying values and beliefs influence approaches to teaching and learning Working with others - how to work collaboratively with college colleagues, parents and external agencies.
It is acknowledged that the consideration of parents will not always be relevant.

10. Understanding learning and development
Theories of learning and development
Progression
Assessment
Create a list of questions that will provoke dialogue about this
Understanding Learning and Development
This addresses how people learn and develop and encompasses:
Theories of learning and development - including understanding the significance of personal, emotional, social, cognitive, linguistic and cultural influences
Progression – helping students broaden and deepen their understanding, including support for individual needs
Assessment - understanding the purposes and application of formative, diagnostic and summative assessment.

11. New Professional Standards
Familiarization with new standards
Select a lesson you have taught recently and discuss with a partner which standards an observer might have noted.
Use the practice criterion detailed at end of handbook to discuss which of these an observer might have mentioned within your lesson as an area of strength and an area for further development.

12. Helping the trainees to address the standards
Imagine an observation in the early stages of the course; what would you expect to see, make a note so that you can use this with future trainees.
Talk about how the standards mapping will feed into the ILP

13. Assessing trainee progress
Formative Assessment
Summative Assessment processes
and documents
MAKE SURE THEY UNDERSTAND THESE TERMS!
The final decision is made on assignments, observations and meeting the standards for QTLS
Most assessment in PCE is summative but in a supportive fashion offering advice and direction for improvement for next time.

14. ILP What is it? Helping the trainee to complete it
Tracking the standards
Contents and list
Discussion on what constitutes evidence

15. Identifying the trainee’s needs
Initial Needs Analysis
Mentor/Tutor Meeting Record
Introduce these documents
Initial action plan and SWOT in ILP
ILP forms the bottom line

16. Recording progress Individual Learning Plan
Mentor/Tutor Meeting record
Observations
Target Setting
Cause for Concern
Discuss the cfc..is it important…how will trainee know otherwise

17. Lesson Observations Using Teaching Observation Feedback Form
Formative and summative observations.
Box at bottom of form to indicate whether it will be one of the summative or formative ones
Talk about the need for spreading out the formal obs in line with suggested dates on the form

18. Summative Assessment Meeting the standards
Satisfactory Teaching Session
Moderation of Observations
Assignment Marks
Final Summative Report