3 Expectations of a Mentor What would you expect of someone who was mentoring you in any context?
4 A mentor’s personal characteristics and their interpersonal skills and qualities are obviously important, as is their professional commitment. Mentors should:be enthusiastic about teaching;be willing to reflect on their own practice;be able to articulate their professional knowledge;be open-minded with the view that their approach to teaching and learning is not the only one, nor indeed the “best”;be willing to develop their own skills in, and understandings of, teaching and learning;be accessible, with a sympathetic and understanding approach;have a positive and encouraging attitude;have the ability to be critical in a constructive manner;be a good communicator and a good listener;be committed to the role of mentor;Brooks V. & Sikes P. (1997) The Good Mentor Guide, Buckingham, Open University Press
5 What is a Mentor?A mentor is a person who helps me to think things through; to get from where I am now to where I need/want to be.Coaching and Mentoring – progression possible.Further details of training throughout the year in Partnership Guidance or contact Angela Ashley
6 The Mentor The mentor should : Co-ordinate trainee experience in the school and the assessment of the trainee;Support planning process for trainee, liaise with class teacher and sign off files;Observe, feedback & identify targets;Meet the trainee to review targets and progress against the standards;Monitor the trainee file – weekly;Liaise with University link tutor.Refer to partnership guidance - responsibilities of the mentorTime for mentors to read and discuss
7 The Trainee The trainee should: Behave in professional way and demonstrate positive values, behaviour and attitudes expected of a teacher;Arrive by 8.15am and stay after school to attend meetings, work in classroom etc.Attendance on day link visits and block is compulsory.A record must be kept of attendance. Please contact the link tutor if the trainee is frequently absent for a day or has an absence of more than three consecutive days.
8 Link Tutor SupportLink tutor will contact mentor during the preparation weeks to check on trainee, offer support and arrange visitLink tutor visit – two for a final practice and for a school new to Middlesex. Link tutor will meet with mentor, do joint observation of teaching with mentor, give feedback (jointly if possible) to trainee and meet briefly with class teacher if appropriateLink tutor will provide contact details for mentor to seek supportShould there be difficulty in contacting the link tutor please contact Angela Ashley, Academic Placement CoordinatorSchools will be paid £650 at the end of School Based Training when final assessments have been given to student and university.
10 Trainee Teacher Information Primary trainees – 2 previous placements –BA SBT1 - Reception/KS1 and one atBA SBT2 - KS2 for most studentsBA SBT3- students have opted for a preferred KSTrainees must show you both previous assessment reports Standards and discuss how to address targets
11 Preparation Period Agree timetable with trainee ActivitySeven half daysTeaching + observation of one session of an experienced teacher, trainees should teach every day.Half dayPPA with CT and teamPlanning and resourcing sessions aloneSupporting in class, further observations of experienced teachers (including the class teacher)Agree timetable with traineeTrainee organises SBT FilesPrimary - complete ‘Thinking for Teaching’ + annotate medium term planshave first week’s planning and resources in placehave completed child profile conferences and set up assessment section of the file
12 Preparation Cont..Look at the expectations for planning in the Trainee Requirements – discuss in small groups. Planning changes after Mid PointLook at weekly file check sheet – are expectations clear?Look at checklist for Child Profiles – are expectations clear? SEN child included – discuss?Clarify expectations of planning – refer to Student Teacher Requirements and discuss in small groups. Take queries
13 Is the trainee ready to start? Look at the scenarios.What action would you take?Pairs to discuss and feedback
14 File SigningSign the School Based Training Checklist to authorise start of the placementSee examples of planning early on and offer guidanceIf the trainee has only a few minor adjustments to make you may sign off the file on the following Monday and the trainee may start teaching on TuesdayIf the trainee has been unable to reach a satisfactory standard having been well supported, issue a Cause for Concern form. Inform the link tutor. Send a copy of the form to the University. Do not let the trainee start teaching.
15 National Priorities How are we addressing the following? SEN – child profile, focus across the subjects, dedicated coordinatorReading + Phonics – workshops, focus in lectures, observation visits. In school students must observe phonics teaching and teach phonics. Mentors, Class teachers or Link Tutors should observe students teaching phonics. English staff coordinating
16 Observation and Feedback Show Oasis and assessment booklet
17 Observing the Trainee – when? Trainees have two observations per week, total 2 hoursOne by the mentor. One by class teacherTime should be pre-arrangedDo observe in the first weekVary subjects/activities/context and time of dayDo a joint observation with link tutor and another colleagueRefer to Assessment Booklet
18 Observing the Student Teacher Week 1 - perhaps just observe in a general way.Week 2 onwards trainee must identify a specific focus, for observation with standard specified on form.Mentors and class teachers should also be involved in identifying a focus for observations.Trainee should provide you with a teacher-led activity/lesson plan and filesAgree where to be positioned during observationAvoid engaging with the children during direct teaching but interact/listen during independent work to gain greater insight into planning of teachingOnly in cases of danger/health & safety issues or serious disruption should the class teacher ‘take over’ the lesson
19 Example Observation Is there consistency of expectation? Observe the student teacher- identify positives aspects of her practice- prioritise areas to improve and strategies to develop practiceIntroduce to lesson plan observation formWatch video clip – Year 1 Numeracy London ProviderGroup in 3 – discuss their observation – role play feedback one person to observeHow did you start?Approach/philosophy?Professional dialogueA mentor is a person who helps me to think things through to get from where I am now to where I need/want to beRefer to page 4 in Assessment bookletBlank forms and examples of completed forms. Critique targets on the latter
20 Giving Oral Feedback One person feedback as mentor Another role play the student teacherThird person observeObserver to identify effective skills and strategies that mentor usesAfter 10 minutes group to agree effective skills and strategies and to suggest how feedback could have been even betterRemind of definition of mentor used at start
21 Giving Written Feedback Use the Middlesex University Observation FormReadable handwriting is fine, better than word processed days later!Don’t need to complete every section every timeBe positive and constructive in your praise and criticismsSet suitable targets and expect to review them before the next observation (liaise with class teacher)
22 Setting Targets: The right words? Target setting and meeting them is a major part of trainee’s developmentTarget and an appropriate strategy – suggestions?Less is more – don’t overwhelm, liaise with class teacherTrainees should consolidate targets on the weekly review of targets formDiscuss targets at weekly timetabled mentor meetingThe hardest targets - more able trainee, avoid starting with ‘continue to…..’Activity – suggestions for more able traineeShow weekly review of targets form – look at completed example?
23 Standards for Teaching DfE 2012 Part One – Teaching – the 8 StandardsPart Two – Personal and Professional ConductSet of statements which define the behaviour and attitudes expectedDiscuss how easy you find it to use and meet the standards in your own teachingActivity: Sorting the Standards
25 Assessment RecordTo ensure that the trainee is clear about how the block is progressingTo build self-esteem and confidence by summarising trainee strengths at this stageJoint process with trainee, mentor and class teacher – professional dialogueTo set clear targets which are accompanied by strategies to meet themExplain what we mean by specialist coaching opps
26 Role of TraineePrior to meeting the mentor (and class teacher) for mid point:Student should have reflected on feedback, identified strengths and targets for the remainder of the block from weekly review of targetsStudent should have highlighted the Assessment of Standards Criteria to show the level they feel they are currently achieving. Mentor can alter theseEngaged in professional dialogue with mentor prior to mid point meeting
27 Role of the MentorPrior to meeting liaise with CT and link tutor to identify strengths, targets and strategiesLiaise with CT and link tutor to identify the grade in each of 8 standards, at mid-point (best fit)Meet with student teacher (and CT if possible) to finalise and discuss progressMonitor that student teacher has worked on targets using given strategies
28 Expected Level of Student Teacher Students must achieve a minimum of grade 3 in all standards by mid point. Expectation is that they will achieve grade 1 or 2 by the endA student teacher not achieving grade 3 in any of the standards must be issued with a Cause for Concern and a Progress Support Plan and the link tutor informedIf a finalist has an overall grade 3 at mid point then this may also trigger a Cause for Concern Notification or an additional visit from the link tutor. However not all students at Grade 3, at mid point, will be a cause for concern. These students will be on track to achieve Grade 2 by the end of the placement, and will therefore only need a progress support plan. All trainee issued with a cause for concern will also require a progress support plan, as part of the cause for concern procedures.Refer to page 5 Assessment Booklet
29 Grading using the Assessment of Standards Criteria ActivityRead Guidance NotesConsider tableSort the levels given for each of the eight standardsCommentsUse example of highlighted features
30 Mid-point Review with Link Tutor The link tutor and mentor must liaise prior to grading student and particular concerns will be discussedStudents will have a mid-point review meeting with link tutorsTargets, strategies and grades will be discussedStudents with “Cause for Concern Notifications” will be supportedStudents with a grade 3 at mid point will also be given additional support
32 What is required:On a final placement the link tutor will make a second visit to discuss final reporting procedures.Professional dialogue with trainee and class teacher prior to gradingSchool Based Training Assessment Record showing grades from previous SBTs as well as SBT3Expectation is that all student teachers will be grade 1 or 2 by the end of placementAssessment of Standards Criteria highlighted to show agreed levelsSummative Report
33 Purposes Both assessments are used as QTS evidence Tutors gain information from these assessments to inform action plans and course contentStudents share these assessments with mentors and class teachers in NQT yearThe summative report is part of University reference for first teaching appointmentsAssessments for final placements are used to inform Career Entry & Development Profiles
34 Issues Identified by Student Teachers and Schools Strength or target only identified as a numberSomething identified as a strength and then given as a targetNo clear target “Continue to …”Strategies not givenContradicts mid-point assessment
35 Summative Report Transfer the grade entered on the Assessment Record Write 3 – 4 substantial paragraphs summarising the studentDoes narrative relate to the grade given?Does this report give a “feel” for the individual?It should be more holistic than the assessment of standardsRemember it will form part of the trainee reference for his/her first appointmentGive a copy of each assessment to the trainee by the end of the placementto the link tutorCritique report given
36 And finally…Thank you for your support of initial teacher training at Middlesex.I hope you have enjoyed mentoring and I look forward to working with you at Stage 2 training.Angela AshleyAcademic Placement Coordinator