1. MMU Faculty of Education Subject Mentor Training 2015-2016

2. Mentoring.  “Mentoring is: a relationship between two parties, who are not connected within a line-management structure, in which one party (the mentor) guides the other (the mentee) through a period of change towards an agreed objective, or assists them to become acquainted with a new situation.”

3. Carter Review - Jan 2015  Effective mentors are outstanding teachers who are also skilled in deconstructing and explaining their practice – outstanding practitioners are not automatically outstanding mentors  Effective mentors are subject and phase experts, aware of the latest developments. Subject mentors should be members of subject mentor networks and should access resources from subject associations  The most effective mentors have a secure understanding of the Teachers’ Standards, including a range of methods for assessing against the standards, in a way that goes beyond the minimum requirements for meeting them  Effective mentors are strong role-models of all the Teachers’ Standards – for example, they are skilled in managing behaviour effectively. Effective mentors are also good role-models in relation to their own engagement with research

4. Partnership website for resources  http://www.ioe.mmu.ac.uk/partnerships/resources/secondary/ http://www.ioe.mmu.ac.uk/partnerships/resources/secondary/

5. 2015-2016 - Core

6. 2015-2016 – School Direct

7. First Meeting..  The first meeting has three main goals:  1.Establishing rapport.  2.Establishing a sense of common purpose.  3.Building an understanding of what each should expect of the other.  To this end, mentors should make every effort to put trainees at their ease. They should have  School/departmental Induction- alongside PM  Observations of outstanding staff and classes trainee will teach  Pupil Trail(s)  School and department ethos  Knowledge of key people in dept. school  Professionalism / expectations discussion

8. SM in Induction / Block A/Placement Key aspects of this phase:  Induction is key as this starts to show trainees what teaching is all about – whole school and departmental  Engagement with Progress Indicators – Enables trainees to show, and you to monitor, progress against the standards.  Subject Audits – leading to a progressive timetable to address subject knowledge gaps – gradualism process  Addressing areas for development through clear target setting keeping the University Tutor informed of issues/lack of progress.  Joint observation with University Tutor.  Remediation and AROF procedures– to support trainees at risk of failing.  Support and advice for trainees in their assignment writing.  Contribution to Review 2a/b

9. Lesson Observations  One must be written observation each week.  Connecting these to weekly meetings- joint target setting from lesson observations.  Encouraging critical reflection.  Commenting on teaching and learning.  Commenting on trainees impact on pupil progress ( very important)  Make sure you focus on pupil progress rather than a list of ‘ what occurred, at what times’ which is often not challenging. Questions are useful to stretch trainees  Make sure you are not afraid to have “difficult conversations” that will stretch trainees and allow them think about how to achieve best practice

10. Top tips for observing lessons Website for examples of good practice Useful phrases to focus on Pupil progress on website New Pro forma joint with UOM Start with ‘ what did you think of the learning in that lesson’ to focus on impact of pupil learning Explicitly link everything to the learning and progress of the pupils Always start with positives Limit number of development targets so they are attainable Give suggestions of practical strategies Arrange a time scale for strategies to be implemented

11. Joint observation with University Tutor.  University tutor (UT) will tell you when they will be visiting at the start of the teaching block  You may wish to contact them to arrange an earlier visit if you have any concerns about your trainee ( List of all contacts are on the partnership website)  You will lead the feedback and the UT will observe your feedback. This is to quality assure the mentoring process  The UT will give you feedback on your feedback

12. Weekly Meeting/ Lesson Observations  To support trainee in managing their own learning.  To encourage self-directed reflection, analysis and problem-solving  To be a sounding board – to challenge assumptions, ideas and behaviours.  To motivate the mentee to achieve objectives.  To inspire.  To Hold difficult conversations  To 'open doors'...  To provide a safe, objective, non-judgmental... space for the trainee  To provide guidance or advice...  To be a credible role model.  You are not OFSTED grading each lesson

13. Progress indicators

14.  The first step to effective use of the Progress Indicators is for you, and the trainee to engage with the document and familiarise yourself with it.  For each phase of the programme, it is important to familiarise yourself with the standards associated with that phase and use these as a focus within the Progress Indicators.  Set aside time regularly to discuss progress made against the Standards and identify where on the Progress Indicator chart the trainee is best placed for each of the focus standards.  Use the trainee’s position on the progress Indicators chart to begin a discussion about the rate of progress to date and to also identify strategies for further progress.  Good practice from Partnership schools tells us that this works best when trainees self- assess their performance at the same time as the SM assesses it, leading to further discussion.

15. Remediation /AROF process  Occasionally trainees may need extra support as they are failing to make progress against the indicators. You must immediately identify targets for the trainee in order that their progress to become satisfactory.  Must inform the Professional Mentor of your concerns and that you are able to identify specific areas of concern  If the trainee does not, or is not able to address the areas of concern then the remediation process must be undertaken. Trainees who are placed on remediation as soon as weaknesses are identified are much more likely to come out of remediation successfully. They need maximum time to address the issues and to re-gain their confidence.  You will be supported throughout the process by both the PM and the trainee’s UT who will visit the school, carry out a joint observation and work with the school to set appropriate targets for the trainee.  If after the specified time ( usually 2 weeks) the trainee has still not made progress, you need to initiate the AROF procedures  All Remediation and AROF documentation is on line

16. The Responsibilities of the SM  To carry out a weekly formal observation on your trainee.  To carry out a weekly mentor meeting with your trainee. and  To induct the trainee into the department and clarify departmental expectations.  To help create a suitable timetable which supports the development of subject knowledge and allows the principle of gradualism to be applied.  To engage in joint / supported planning with the trainee.  To monitor progress towards meeting the standards, setting targets and reviewing trainee progress, ensuring that trainees work towards Good or Outstanding outcomes.  To contribute to Review 2a/b. To contribute to the Ofsted grading of your trainee (on reviews)  To support the trainee with their assignments.  To support the trainee with their assignment activities.  To monitor the trainees collection of evidence for their SEF / RPD.

17. Key Contacts  Core Partnership Office at Brooks – Bev Ingham secondary.placements@mmu.ac.uk  School Direct Office – Daniel Baker  School.direct@mmu.ac.uk School.direct@mmu.ac.uk  Secondary ITT Partnership Leader – Karen Duffy k.j.duffy@mmu.ac.ukk.j.duffy@mmu.ac.uk