1. Mentor Training: The wider mentor role Chris Dalladay 14 July 2011 3 November 2011

2. Objectives… to develop an awareness of the London Providers’ Framework for mentor training to consider aspects related to observing trainee teachers teach and the de-brief session to consider aspects and issues related to planning the school-based training programme suggested reading: Ellis, V (ed) (2002) “Learning and teaching in secondary schools”; Exeter: Learning Matters Ltd. Turner, M & Bash, L (1999) “Sharing expertise in Teacher Education”; London: Cassell Education Carroll, C & Simco, N (2001) “Succeeding as an Induction Tutor”; Exeter: Learning Matters Ltd.

3. The London Providers’ Framework Stage 1 (for new mentors): Access Stage Pre-requisites QTS and, normally, min. 2 yrs teaching exp. ability to model effective teaching good subject knowledge commitment to PD of new teachers good interpersonal & communication skills commitment to inclusion and equal ops. Programme min. 6 hours face-to-face training focused on Stage 1 learning outcomes Stage 1 attendance cert. issued by Provider

4. The London Providers’ Framework Stage 1 (for new mentors): Access Stage Taught element: Intro. to programme the tutoring role the pastoral role the assessment role Learning Outcomes: has an understanding of the requirements of the mentor’s role achieves stage 1 attendance certificate

6. Working with Trainees

7.  take responsibility for the school-based component of the training process as agreed by the partnership  co-ordinate and direct the training  train, observe, ensure feedback, complete appropriate paper work and set appropriate targets  hold regular (weekly) meetings to discuss progress, identify strengths and set targets  contribute to the formative and summative assessments at specified stages  attend partnership meetings as appropriate and mentor training sessions  liaise with the Professional and Pastoral Tutors The Mentor Role...

8. Mentor Qualities... A mentor must be ‘open’ and honest with themselves and with the Trainee. They must be prepared to:  share and examine their own teaching, their strengths and less successful episodes  articulate their professional knowledge and skills  be open minded when challenged by different views  recognise and promote alternative approaches that they might not use themselves but which would be successful for others  be constructive when being critical  demonstrate aspects of teaching to Trainees  work alongside a Trainee as a partner and collaborator in the classroom  be praising of success and understanding of a novice’s mistakes source: Oxford Brookes University / OU

9. Lesson observation be prepared in terms of both the purposes of the observation and the context of the lesson for the trainee and the pupils be aware of the effect you may have as an observer remember classrooms are complex environments and no one can observe everything think about where you will sit and how you will act beware of your own prejudices and of making snap judgements Carroll, C. & Simco, N. (2001) ‘Succeeding as an Induction Tutor’; Exeter: Learning Matters

10. Lesson observation Before some time before: agree content and objectives agree particular strategies / approaches consider aspects of differentiation immediately before: agree focus for observation view worksheets, etc. discuss any particular points

11. Lesson observation During try to observe the whole lesson be positive but also honest (and tactful!) use the Standards as a basis for notes identify any Standards met consider any active role you might take in the lesson make notes and keep a copy

12. Lesson observation After (the de-brief) try not to cover too many points make sure comments are balanced avoid global statements of praise (or criticism!) refer to Profiles and Standards wherever possible set clear targets for the future work with the trainee, not on him/her

15. Lesson observation

17. Co-analysis of practice Key points: co-analysis of practice supports the professional development of student teachers through:  helping the student teacher to analyse their own practice, including both those areas where good progress has been achieved and those where further development is needed  providing constructive feedback on the areas where the student teacher is making progress and those which need further development  exploring values and views about teaching and learning  helping the student teacher to carry out action planning  providing formative assessment of the student teacher  helping the student teacher as they carry out self-assessment source: The Open University ©

18. Use at least two visual sources/resources in your lesson with 8X on Friday (Q25, 14) Increase the pace of lessons (Q10) (etc.) observe mentor teach similar lesson to 8Y on Wed. explore “Google Earth” and “You Tube”; look through visual resources in stock cupboard. Plan lesson with indicative timings of activities then discuss these at mentor meeting.

19. Don’t talk over the students. Insist on quiet and get it. (Q10, 31) Use students as teachers to develop independent learning (Q25, 31) (etc.) observe mentor teach 8Y on Wed. and note management stratgies in use. Discuss at mentor meeting joint planning of the next lesson during Thurs. lunch

20. Sharing practice to be effective in sharing practice, mentors need to: source: The Open University ©  be open about their own competences and areas which need further development  be prepared to explore in detail the thinking behind their actions in the classroom  move the student teacher from simple to more complex analysis of teaching and learning.

21. Training Activities might include: observations of experienced teachers shadowing of pupils and/or colleagues (eg. TA) participation in joint planning / assessment moderation team teaching / teaching parts of lessons investigating resources pairing of teachers for informal support visits to other schools and sites school-based training (eg. INSET, Professional Studies) external conferences, seminars, workshops and training courses active research / reading / studying

22. Training Activities will be informed by: Subject-based Training Plans (SBTP) from UEL Lesson observation feedback and targets lessons observed by the trainee professional studies programmes anything else which has arisen and outlined in… Weekly Training Plan (WTP) – every week ensure the Standards for QTS are referenced

23. Professional Studies (PCMs) Possible topics might include: Teachers’ Professional Duties Policy & Equal Opportunities* SEN*, EAL, G&T, Inclusion Reporting Working with professional agencies Monitoring and Assessment* Support staff Behaviour management/Referral processes Every Child Matters* / Safeguarding* * materials available through London Providers

25. SMART Targets Example Target… “to consider strategies for managing behaviour in the classroom (Q31)” Example Training Activity… “observe Mr… on Tuesday and make notes on the management strategies employed and their success.”

26. http://uelsecondary.pbworks.com http://www.londonmentors.net New resources for Professional Studies are available from London Providers: Assessment SEN Equity Safeguarding ECM Partnership Mentoring