2. Mentor Training Clare Dorothy Partnership Director Clare.dorothy@anglia.ac.uk 2013-2014

3. To examine the role of mentoring? To consider what is meant by ‘good mentoring’ To look more closely at the training programme and the assessment requirements as set out in the ARU school experience documentation. To consider the skills of target setting, observation and giving feedback To consider some of more likely mentoring dilemmas that might arise Aims

4. Setting up a ‘mentoring community’ Professional practice is a social process that is constructed in communities Professional practice is a social process that is constructed in communities Some mentors, while part of school communities, might be seen as discharging their mentoring responsibilities in a relatively isolated manner Some mentors, while part of school communities, might be seen as discharging their mentoring responsibilities in a relatively isolated manner How can we learn to mentor and sustain our growth as mentors? How can we learn to mentor and sustain our growth as mentors? How are you feeling about the prospect of being a mentor? Think of an occasion where you have been mentored. What was your experience?

5. Induction School UNI Getting off to a good start. Expectations, entitlements and responsibilities. The Handbooks - Quiz

6. University Visiting Tutor Personal tutor (Member of the teaching staff) School Schools Liaison Office Administrative support Jane Scott and Sandra Heard (pt)

7. What do I need Where will I find it? Partnership Guide (PG) BA and Evaluating the Quality of Teaching Booklet given out this week. Given to trainees to hand to mentors (trainees access this on the VLE) Also on www.anglia.ac.uk/schoolpartnership Observation and feedback forms In yellow booklet trainee prepares observation form and hands to observer. During the assessed block the trainee will email their observation grade to their personal tutor, mentor, visiting tutor and partnershipadmin@anglia.ac.uk Final mentor report Photocopy from book, copy to trainee and copy to partnership office Standards Tracking Document In the trainees PDP – mentors sign against evidence for standards. Mentors are encouraged to do this. End of course assessment will verify evidence in PDP What do I need and where do I get it from?

8. Models of mentoring TASK – Read the 11 statements and discuss how far you agree or disagree. Grade from 0 – 5. TASK – Read the 11 statements and discuss how far you agree or disagree. Grade from 0 – 5. Scale 0 = strongly agree 5 = strongly disagree Scale 0 = strongly agree 5 = strongly disagree Apprenticeship Competency Reflective Model

9. Reflective model Tomlinson (1995) describes a mentor as a ‘reflective coach’ and argues that teacher training students should be inducted into this kind of reflective practice from the onset of training by working alongside reflective practitioners who can model the reflective practitioner skills. Tomlinson (1995) describes a mentor as a ‘reflective coach’ and argues that teacher training students should be inducted into this kind of reflective practice from the onset of training by working alongside reflective practitioners who can model the reflective practitioner skills. ARU Mentoring Statement High quality mentoring is focussed on creating reflective, independent and innovative teachers through a structured, sustained and supportive mentoring process. This facilitates continuous personal, professional and subject knowledge development. ARU Mentoring Statement High quality mentoring is focussed on creating reflective, independent and innovative teachers through a structured, sustained and supportive mentoring process. This facilitates continuous personal, professional and subject knowledge development.

10. What trainees say – what mentors think? Consider the following questions and think about how you might be able to do the following? School Based Mentoring in ITT Andy Hobson and Angi Malderez Secondary teachers Issue 28 2012

12. Observation, Feedback and Target Setting Part 2

13. Developing Effective Verbal Feedback Performance orientation vs learning orientation Performance orientation vs learning orientation ‘Learners with a performance orientation persist less, have more negative views about their abilities and display helplessness when the task is difficult. By contrast, those with a learning orientation show greater persistence, have more flexible views of themselves, and are more likely to work effectively in solving difficult problems. So to emphasise performance rather than learning as a goal can be counter-productive’ (Carol Dweck) ‘Learners with a performance orientation persist less, have more negative views about their abilities and display helplessness when the task is difficult. By contrast, those with a learning orientation show greater persistence, have more flexible views of themselves, and are more likely to work effectively in solving difficult problems. So to emphasise performance rather than learning as a goal can be counter-productive’ (Carol Dweck) A learning conversation A thoughtful relationship Curee Framework

14. QTS Standards ATTAINMENT ATTAINMENT By the end of their course all teachers must have met the teacher standards evidence is provided on the Standard Tracking sheet in the PDP TEACHING To provide developmental feedback and targets during the training programme. To provide developmental feedback and targets during the training programme. To assess a trainee’s attainment at, or towards, the end of the training programme To assess a trainee’s attainment at, or towards, the end of the training programme Teaching Observations - Grades EDIT

15. Learning Centred Feedback  An explicit focus on the learning that has taken place: both the pupils’ and the trainees’ both the pupils’ and the trainees’  Practices such as learners generating their own questions  Learners being asked to make sense (to themselves and to others) of what they meet  Promotion of dialogue and collaboration

16. TASK Watch the video clip Watch the video clip Discuss what you have seen Discuss what you have seen Now assign roles – mentor/ trainee Now assign roles – mentor/ trainee Watch second part of clip Watch second part of clip

17. Good Quality Written Feedback Referenced to the Standards? Referenced to the Standards? Comments on PDP, Files, planning Comments on PDP, Files, planning Refers to observation grids Refers to observation grids Refers to pupil’s learning Refers to pupil’s learning Provides subject knowledge feedback? Provides subject knowledge feedback? De-constructs effective features? De-constructs effective features? Sets targets? Sets targets?

18. Cause for Concern Not meeting the standards Withdrawal of a Placement By trainee: By school

19. The Weekly Mentor Meeting The weekly mentor meeting is extremely important please have a look at the format. The trainee completes this for you to sign – evidence for the PDP Have a look at the written feedback these students have received and formulate a SMART target for them based on what you have read.

20. Induction School UNI Getting off to a good start. Expectations, entitlements and responsibilities. The Handbooks - Quiz

21. Teaching of Maths and Phonics SSP All trainees must have be able to observe plan and teach phonics session. There is likely to be a greater focus on the teaching of Maths. How can you support trainees in improving their: Subject knowledge? Assessing the impact of their teaching on the children’s learning? Trainees are gaining a post graduate certificate and have module assignments to work on.

22. Concerns Look at the trainee dilemmas and discuss possible approaches.

23. Don’t forget to celebrate the successes