1. Mentor Training University of East London Cass School of Education and Training Post-Compulsory Education and Training

2. Programme for the day The mentoring role: your expectations and experiences What is the mentoring role? Principles of Effective Mentoring Requirements/ Doing the Paperwork Reflections on being mentored by past trainees Developing a subject pedagogy of mentoring Lesson Observation and Feedback Training

3. A range of provision: PGCE Cert Ed Full-Time Part-Time In-service Pre-service

4. Your expectations and experiences Tell us about … what excites you most about mentoring what worries you most about mentoring your expectations of the role for yourself your expectations of your trainee/colleague your expectations of UEL

5. What is the mentoring role? “…a nurturing process in which a more skilled or experienced person, serving as a role model, teaches, sponsors, encourages, counsels, and befriends a less skilled or less experienced person for the purpose of promoting the latter’s professional and/or personal development. Mentoring functions are carried out within the context of an ongoing, caring relationship between the mentor and protégé”

6. Trainees are learners too! They have expectations, prior knowledge and experience brought to any learning experience They need practical experience They need clear feedback on their learning They need confidence building They need to develop reflective skills

7. Principles of Effective Mentoring & Coaching 1.A learning agreement - agreeing and upholding expectations and responsibilities 2.A learning conversation - structured professional dialogue rooted in evidence from practice 3.A thoughtful relationship - based on trust, mutual respect and an understanding of the potential affective impact of professional formation 4.Action & reflection 5.Setting challenging goals - identifying and agreeing targets that develop the trainee’s professional practice

8. Principles of Effective Mentoring & Coaching 1.Theoretical underpinnings to professional development, evaluating and adapting practice in the light of theory and interpreting theory in the light of practice 2.Growing self direction - leading the trainee to become an independent professional learner 3.Experimenting and observing - creating a safe learning environment that supports risk-taking and innovation 4.Support from fellow practitioners - seeking out specialist expertise to support professional learning 5.Acknowledging benefits to mentors and coaches - accrediting and using their professional development and learning

9. The Mentoring Quiz

10. Question one How many hours of teaching observation should your mentee undertake?

11. Question two Over the course of their programme, how many teaching hours must your mentee complete?

12. Question three How many assessments of teaching practice (ATPS) of your mentee’s teaching should be carried out over the course of their programme: (a) By you or a trained observer at your college ? (b) By a UEL Professional Tutor?

13. Question four How frequently should you observe your mentee’s teaching?

14. Question five Both mentors and UEL tutors will grade lesson observations 1–4 True or False?

15. Question six An ATPS will automatically fail if the trainee does not provide a: Rationale – True or False? Professional Portfolio – True or False?

16. Question seven If a trainee fails an ATPS, they have failed the course True or False?

17. Question eight What must trainees always do after teaching a lesson? –speak to their mentor –write a lesson evaluation –complete a reflective journal entry

18. Question nine How many reports on your trainee’s progress do you need to submit to UEL and by when?

19. Question ten If you are seriously concerned about your mentee’s progress and performance, you should: wait and see what happens discuss your concerns with the trainee fill in a form F8 and contact the Programme Leader

20. Question eleven (For in service trainees) Which days of the week will UEL trainees be available to teach in college during the spring and summer terms?

21. Question twelve Can you name three examples of ‘Wider Professional Involvement’ which your mentee should be encouraged to participate in over the course of the programme?

22. When things go wrong… Talk to your trainee Use the Tutorials to discuss issues and agree solutions/targets If no progress, contact the UEL Professional Tutor and explain situation If you have serious concerns about the trainee’s professional ability and/or conduct fill in a Cause for Concern form F8 and send to the Programme Leader

23. Reflections on being supported PGCE PCET Trainees

24. “I do feel prepared. I feel more confident in front of students and able to more effectively deliver a lesson.” “Am confident about standing in front of a class.”

25. “Scared, anxious, apprehensive and excited too!” “I do not feel totally confident, but am assured that by the end of next year I will be a more authoritative teacher and it will feel more natural.”

26. “I am quite scared as the workload will be huge. I feel I am somewhat prepared to teach but am not as confident as I’d like to be.” “I am excited about putting my training into practice.”

27. “I have learnt patience and empathy” “More confident over the year; have developed better communication skills”

28. “It was a juggle between placement and course work.” “I learnt a lot from my placement in regards to my professional practice.”