Our Aim The ultimate aim is to produce innovative, reflective and self-motivated practitioners who are able to respond to the learning needs of their pupils in a creative way to facilitate engagement in the learning process and provide a range of appropriate learning experiences relevant throughout secondary age phases.
4 Aims of the session are to: Develop skills in mentoring Understanding the University of Huddersfield PGCE requirements for mentoring
Aims for teaching practice placement Provides the opportunity for trainees to achieve many of the outcomes for the course Acquire guided experience in teaching their own specialism Develop professional skills and techniques associated with the teaching role. Develop expertise in performing the teacher's role both in the classroom and the wider context Acquire personal experience of the structure, organisation and work of the placement. Involve themselves in effective working relationships with staff in the placement.
Information for you: Key resources Secondary PGCE Partnership Handbook (paper and electronic) http://www.hud.ac.uk/edu/resources/secondarypgce
Mentoring: Some thoughts Mentoring is a structured and trusted relationship that matches new professionals with more accomplished ones with the goal of guiding, supporting, and encouraging the development of the mentee. Mentoring is a structured, sustained process for supporting professional learners through significant career transitions
Mentoring: Building your trainee’s confidence 10
Joanne11 Mentoring: getting the balance right: Support Challenge
Logistics 1/2 Induction to department Organising the training experience Class induction. Planning to support the trainee's individual needs and teaching experiences Planning the timetable Collaborative planning
Logistics 2/2 Enabling observation of other practitioners Supporting lesson planning and teaching Supporting their role in the department (supporting host teachers) Helping them make progress; C4C Completing Interim and Summative reports Working with Professional Mentors Linking with the University Staff
Collaborative planning: suggestions Mentor and trainee planning the lessons together Mentor checking the planning of the lesson planned by the trainee Mentor planning an aspect of the lesson but the trainee actually taking that part of the lesson e.g. starter activity Trainee planning the lesson and this being taught by the mentor (particularly useful if the trainee teacher struggles with planning clear activities); Trainee working with an identified individual/small group for part/all the lesson, e.g. taking a group of more/less able pupils, working ‘one to one' with identified pupils in need of support, Trainee taking the beginning or end of a lesson, introducing a significant element of subject knowledge to the group; Trainee leading the lesson with the class teacher taking the role of teaching assistant - or vice versa. 14
Observations by you 1/2 Need to ensure that there is a minimum of one formally observed lesson per week by you or the host teachers. This lesson does not necessarily need to be graded.
Observations by you 2/2 We are asking that you jointly observe with your Professional Mentor at least once this term This lesson to be graded University Tutors will also you jointly observe with you or host teacher and grade the lesson
Lesson feedback Link to pupil learning/ impact on learning Link to standards Trainee reflection and evaluation Remember to be constructive.
Becoming reflective practitioners: Reviewing and reflecting Short term: Reflecting Their evaluation of lessons Medium term: Reviewing Weekly review of progress (ROP) Long term: Reflecting Summative Placement Reports 18
Medium term: Reviewing Review of Progress meetings -Pivotal central plank in the training process -Where the development of trainee from learner to teacher takes place … -Under the mentor’s guidance … 19
What is offered in the Review of Progress meeting? Mentor Encouragement Honesty Motivation Critical friend Coaching & Development Guidance Support
The Review of Progress meeting must be: A designated weekly time slot Private Professional SMART - targets set and discussed with all Teachers’ Standards covered Documented during meeting n
How...formal? Avoids (moaning) high dependency culture. Develops Professional Understanding and Professional Dialogue. Encourages Professional Evaluation. Leads to trainee’s having a more active role in their learning and development as a teacher.
Additional focus for RoP meetings- suggestions Planning learning objectives and outcomes including differentiation Preparing for involvement in parents' evenings; Understanding national frameworks and initiatives; Inclusion and diversity issues; Assessing, monitoring, reporting and recording and analysing data and report writing; Behaviour, classroom, resource and time management; 23
If the trainee is struggling Cause for concern can be used; talk to Professional mentors and do talk to us.
Enhancing the progress of trainees who are experiencing difficulties in their teaching Support can include: Reducing the teaching time but gradually increasing the trainee's teaching load when it is appropriate to do so and slowly taking away the support as their confidence increases Collaborative planning, teaching and evaluation, gradually increasing the trainee’s responsibilities as their confidence develops Modelling teaching (though it is important trainees develop their individuality and do not mimic their mentors) Directing the trainee to undertake lesson observations with a specific focus so as to help them improve areas for development. 25
Supporting trainees' individual needs: Emphasise the need for continual and rigorous self reflection, evaluation and self development, as a basis for continuing development for all teachers, including the most experienced and capable Focus increasingly on higher order teaching skills and subject pedagogy and they should be encouraged to undertake wider research and to reflect upon this in terms of their own practice Involve self-audit of, and reflection on subject knowledge, taking their understanding beyond the immediate needs of the placement Ensure that targets set are substantive and challenging Encourage such trainees to take risks and move beyond their comfort zone. 26
Supporting Mentoring There are some support documents which you can use with subject mentors or direct them towards these. http://consortium.hud.ac.uk/mentoring/
Ofsted’s recommendations: In order to improve trainees’ progress and attainment, the partnership should: –increase the proportion of trainees who are outstanding by the end of the training by developing further their ability to reflect on their own practice –reduce the variability in the quality of mentoring by ensuring all partners are clear about their responsibilities for monitoring the effectiveness of the feedback that trainees receive 28
The revised framework for judging the quality of an ITE partnership ITE inspection is primarily about evaluating how well trainees are trained to be good or better teachers. For each phase inspected, inspectors must evaluate: –the extent to which the ITE partnership secures consistently high-quality outcomes for trainees. To make this judgement, inspectors must evaluate each of the three key judgements: –Outcomes for trainees –Quality of training across the partnership –Leadership and management of the partnership. 29
Ofsted priorities –Improving Teacher Training for Behaviour –Supporting training for SEN, inclusion and EAL –Developing pupils’ literacy and numeracy skills –Training for the New Curriculum –Impact on pupil progress 30
Key Dates Interim Reviews: Friday 27 February 2015 Summative Placement Reports: Friday 27 March 2015 Monday 01 June 2015 31
All documentation... University of Huddersfield PGCE Secondary Website: http://www.hud.ac.uk/edu/resources/secondarypgce 32
Questions/Ideas/Suggestions ? Thank you for coming... and remember blue forms for payment!