1. Mentor Training and Assessing Teaching: a case study
Shelley Tracey

2. Background International Adult Literacy Survey (IALS) Moser Report
Skills for Life (England)
Essential Skills Strategy (Northern Ireland)

3. Tutor qualifications for adult literacy and numeracy tutors
Queen’s University Belfast
LLUK (FENTO)
Certificate courses:
subject specialisms
30 hours
of practice
Diploma courses:
teaching qualifications
70 hours
of practice

4. Assessing practice
FENTO (LLUK) Standards in Teaching and Supporting Learning in FE in England and Wales
Planning and preparing learning, delivery, assessment, evaluation, professional practice and development

5. Teacher education framework
Reflective
practitioner model
Mentoring
system

6. Mentoring programme
30- hour Continuing Professional Development course for experienced practitioners
Aims:
1. Enhance reflective practice
2. Support students in developing skills and awareness of learning process

7. Mentorship for Essential Skills Course
Theories and models of mentoring
Mentoring skills
Essential skills context
Preparation for observing teaching

8. Observing teaching: Issues
“Translating” the Standards:
What does it mean to be
an effective teacher?
Reflective practitioner dimension
Feedback
Power

9. Establishing standards for teaching
“Golden Standards”
Engaging mentors and students in developing and articulating standards

10. Giving feedback
Transactional Analysis (Berne) P A C