Mentor Training and Guidance - Role of a mentor Placement timeline Paperwork Discussion points Concerns - Edge Hill University
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Mentor Training • Role of a mentor
and Guidance
• Placement timeline
• Paperwork
• Discussion points
• Concerns
How does a placement link to campus
based learning for trainees?
• Course leaders ensure that
the placement-based
training aligns with and
reinforces the content,
sequencing and progression
of the curriculum taught on
campus.
Training Routes - Types of Trainee
Our trainees follow a range of training pathways including both Undergraduate and
Postgraduate Teacher Training programmes;
• 1 Professional Practice per year
• English, Mathematics, Religious
Secondary Education
Undergraduate
(3 years)
Reflection Point:
How might these trainees
differ in terms of prior
• 2 Professional Practices experience, skills and
• English, Geography, History, knowledge?
Computing and IT, Mathematics,
Standard PGCE PE, Religious Education, Science What support will they need
(Biology)
(1 year) at different points in their
programme?
The Trainee Journey
Expectations of trainees over the PE Hybrid Initial and PIP
Trainees typically undertake three professional practice placements spread evenly over
Developmental/Consolidation
the duration of their programme. professional practices are as
follows:
• Undergraduate trainees complete one professional practice per year.
• PGCE trainees complete all professionalProfessional
practices in one year.
Professional
Practice PIP
ExpectationsPractice Virtualover the three professional
of trainees practices are as follows:
Developmental/Co
Initial Stage
nsolidation Stage
Engaging with Six
Week Virtual Observation,
Placement Scheme,
or physically in school exposure to
if PE or located teaching.
outside of England.
Engaging with Virtual
50/ 70 % Timetable
Placement Tasks.
Assessment:
Assessment:
Graded
Pass/Fail
The Placement Timeline
• School routines and
Each Week • Forms completed in
advance of Visiting Tutor
policies, planning visit
• Timetables • Learning Evaluation
and observation. • Joint learning evaluation
• Initial meeting with • Confirm progress against
Visiting Tutor • Weekly meeting
teacher's standards.
• Reference to grading
criteria Interim and
Induction
EOP
* Meetings may be virtual
due to current situation
Role of a Curriculum Mentor
The Curriculum Mentor bears the main responsibility for ensuring that their trainee
makes not only good progress against the Teachers’ Standards but becomes a reflective
practitioner who at the end of training will be able to continue to both improve their
own practice and contribute to the wider teaching profession.
In order to achieve this the relationship between the Curriculum Mentor and trainee
will change according to the stage of development of the trainee. This changing
relationship has been described by Furlong and Maynard (1995) as:
Furlong and Maynard (1995) :
1.Model
2. Coach
3. Critical friend
4. Co-enquirer
How might Covid impact mentoring trainees? • New ways of working – virtual teaching • Adapting to national circumstances • Wellbeing • Gaps in children’s knowledge 2020 Updates to Visiting Tutor Visits • Visit 1 (within 2 weeks) now a virtual meeting • Visit 2 (Interim visit) most likely to be face to face • Visit 3 (final visit) most likely to be virtual
January – February 2021 Lockdown: how trainees
can engage with virtual teaching & support
As most trainees have taken part in a Virtual Placement, they have gained
experience in interacting virtually with students and colleagues. Furthermore,
some trainees have gained experience in remote/online teaching and learning.
Trainees could take part in the following:
• Work with the mentor to plan, deliver, monitor and assess
remote learning,
• Create resources and engaging activities to support learning at
home/online
• Develop revision materials to support Key Stage 4,
• Contribute to the curriculum/ assessment development.
• Support Numeracy and Literacy Intervention Classes.
January – February 2021 Lockdown: how trainees can engage with in school teaching & support • Trainee’s should be managed and utilised in the same manner as a member of teaching staff. Trainees can be an extra set of hands supporting with: • Key worker children, • The pastoral team • Work with literacy and numeracy intervention classes.
Overview - Induction
Trainee
Inductio
Induction
n period
Trainee teachers become familiar with school routines and expectations.
They are not expected to teach, but will support teachers and learners in lessons.
Induction Checklist
The School
Health and Safety
• School mission statement
• Child protection procedures & named
• Staff names and responsibilities
safeguarding officer / teacher
• Tour of school and introductions
• Health and safety procedures
• Reporting accidents
Key Policies
• Emergency procedures
• Curriculum
• Assessment, including marking &
Trainee Housekeeping
record keeping
• Agree meeting times
• Behaviour management
• Expected hours of attendance
• Dress and conduct codes
Routines & Procedures
• Lunch and break arrangements
• Break times etc.
• Car parking
• Stock
• Notifying absence
• Photocopying
• Who to approach for helpOverview – Developmental Stage
• Trainee teachers plan and teach approximately 50% timetable
across the age and ability range, this can include some team
teaching and small group work. (approximately 10 hours)
• They plan/adapt medium term plans and reflect on their
efficacy.
• Trainees plan all lessons (with guidance and support from
trainer or teacher where appropriate – this should reduce over
time).
• Trainees review and evaluate all lessons.
• Trainees share usual teacher responsibilities: form tutor, break
duty, extra-curricular activities, parents’ evenings, open days.
• Trainees undertake further focussed observations of teaching in
order to facilitate reflection on their own development.
• They work on targets established at the end of the previous
practice.
• Trainees receive regular feedback and target setting from you :
• At least one recorded formative observation of teaching and
learning every week
• At least one hour of meeting time to discuss progress, give
advice and set targets.
• They maintain and update their Teachers’ Standards Log.Overview – Consolidation Stage
• Trainee teachers plan and teach approximately 70% timetable across
the age and ability range, this can include some team teaching and
small group work. (approximately 14 hours).
• They developing greater professional autonomy, refining their
understanding of effective teaching, learning and pupil formative and
summative assessment.
• They take ownership of planning, delivering and evaluating lessons.
With your guidance, they can develop more effective and productive
approaches to lesson planning.
• They use the departmental assessment system to regularly mark
pupils’ work and set targets for their own and learners, progress and
improvement.
• Trainees should show reflections upon and evaluations of practice
with clear evidence to show how the Standards are being addressed
and how the evaluative process is informing self improvement and
pupil learning.Overview – End of Professional Practice Report
• Towards the end of professional practice
the visiting tutor, trainee and curriculum
mentor will agree targets for the trainee’s
development.
• These are recorded using an end of
professional practice report form.
• All parties also complete an evaluation of
the professional practice process.Workload
• High workload is one of the most commonly cited drivers for
teachers leaving the profession
• Together, we are looking to strike the balance between realistic
work expectations and cumbersome workloads
The primary focus of all activities
that trainees are asked to
undertake should always be on
those which contribute directly to
pupil outcomes and effective
development of the traineeLesson Planning
Reducing the expectation on trainees to
develop their own individual lesson plans and
curriculum resources for every lesson they
teach
1. Use and adapt existing high quality resources to base lessons
around
2. As trainees become more confident, encourage them to evaluate
the quality of existing resources and make judgements on how /
when they are best used
3. Once they have a good understanding of what makes a quality
lesson, they have the skills necessary to develop their ownMonitoring
Monitor the workload of trainees and collaborate
with the trainee to identify strategies to manage
workload and eliminate unnecessary tasks.
Are all tasks necessary? Does a task directly improve trainee
development / pupil progress? If
Is work appropriately
not, can it be eliminated?
staggered?
When evidencing progress against
Is the trainee marking or
Teaching Standards, is quality over
assessing pupils’ work in an
quantity emphasized?
efficient manner?
Is time ring-fenced to devote to potentially time-consuming tasks?Core Paperwork Overview • Weekly Progress Review Record • Formative Assessment of Learning & Teaching • Interim Report • End of Practice Report Additional information including Handbooks are found on the Faculty of Education website and the latest version of all of the above documents are stored on our Information for Partners webpages: https://www.edgehill.ac.uk/educationpartnership/
Weekly Progress Review Record
This form is a weekly form and should take into account a
formal lesson observation and the trainee’s general
progress and actions across the week.
The form is aimed to reflect on the Learning Objectives for
the lesson and the trainee’s targets across the week and
used to provide feedback about what the pupils learned
and how to improve learner progress, linking to the Teacher
Standards.
Future targets should be specific and linked to the
standards.Teaching and Evaluation Record This document will allow the Mentor to track the progress of their trainee. This should be used to inform: • Each Weekly Progress Review Record Form • The Interim Assessment Form • End of Professional Practice Report Form
Interim Assessment This is discussed, agreed and returned to the University halfway through the professional practice. It is used to comment and reflect on key issues of progression.
End of Professional Practice Report Form The End of Professional Practice Report Form is completed in advance and then signed off by the Trainee, School- Based Mentor and Visiting Tutor at the end of the professional practice. It reflects the progression of the trainee throughout the duration of the professional practice.
End of Professional Practice Report Form
End of Professional Practice Report Form
Reflective Practice Reflective practice is a personal tool that teachers can use to observe and evaluate their experiences. It can be both a private process as well as one that you discuss with colleagues. When you collect information regarding what have experienced in school or on virtual placement, take the time to analyse it from a distance, you can identify more than just what what works well but also how it relates to your practice. You will be able to look at the underlying principles and beliefs that define the way that you want work. This kind of self-awareness is a powerful tool for a teacher. Reflective practice is a quieter and more systemic approach to looking at what happened which can then inform future choices, planning and practice. Examples of Reflective Cycles (Theory) are provided later in this PowerPoint. A possible tool to aid the reflective process is the use of a ‘Reflective Diary’. This tool will allow the Trainee to record thoughts, experiences and practice that they might find useful when building their teaching philosophy and teaching practice. Use of a ‘Reflective Diary’ might aid the student when completing the Weekly Progress Review Record.
Kolb’s Experiential Cycle
Gibbs Reflective Cycle (1988)
Description Feelings Evaluation
• Here you should write • What went well, what
• Describe what, when, didn’t go well, what
where, and how an what where your
feelings before and needs to be improved
event happened. for next time?
after the event.
Action Plan Conclusion Analysis
• Describe what you • What you have learnt • Give a thought to
would do if you face from the experience? what happened?
the same situation in Is there anything that What choices were
the future. you would do made and what were
differently? the effects?What if things don’t go to plan?
A trainee becomes a Cause for Concern if they are at risk of failing
the Professional Practice and requires additional support with regular
reviews for at least a two-week period.
If the Curriculum
Mentor and/or
With the Visiting Tutor The trainee is
A problem is
Curriculum consider the trainee then invited to
identified by the
mentor and is still not making attend a
Curriculum
Contact the trainee the sufficient progress, supportive
mentor. Trainee
Visiting Tutor Visiting Tutor will the trainee will Departmental
receives support
immediately. set targets to be informed the Progress
and guidance but
support the Professional Practice Meeting to
progress is not
trainee in making has been discuss next
made.
progress. unsuccessful and the steps.
practice will
be terminated.Your Perspective…
• What challenges as a mentor have
you experienced?
• What methods did you employ to
overcome those challenges?Partnership Agreement • The Edge Hill University Partnership Agreement outlines the key responsibilities relating to both the school and the university. • The Edge Hill University Partnership Agreement can be located on the 'Partnership Agreements' Page Edge Hill’s Partnership Agreement: https://www.edgehill.ac.uk/educationpartnershi p/partnership-agreements/
Safeguarding • The Faculty of Education safeguarding policy is intended to guide the actions of student/trainees who may have concern for the safeguarding and welfare of children/venerable adults during the professional practice elements of the programmes. • Trainee teachers in your setting will follow the safeguarding procedures that your setting has and will report any concerns you as appropriate. • Members of staff from out partnership need to be aware that any safeguarding concerns reported to your setting will also be reported to the designed senior manager with safeguarding responsibilities in of education at Edge Hill University and you will be contacted by this member of staff with regards to the concern raised. This is to ensure supported throughout any process of enquiry. Edge Hill’s Safeguarding Overview: https://www.edgehill.ac.uk/educationpartnership/safeguarding/
Further Training Opportunities Accreditation for Mentors: PGCert Mentoring & Coaching: The Postgraduate Certificate in Mentoring and Coaching has been developed to address the needs of teachers and other professionals working in a range of educational contexts. It provides a professional route in mentoring and coaching at a reduced price for those who hold, or are seeking to hold, specialist roles in schools and colleges and other educational settings. For further information please contact the Professional Learning Administration Team on 01695 657 207 or email professionallearning@edgehill.ac.uk ARC Training and Mentoring for Secondary English: Providing mentoring and training during this pivotal NQT year, ARC offers SLT reassurance that they are providing outstanding support and training without placing additional pressure on your school team. NQTs are equally reassured, as in addition to training on key areas of NQT development, they have access to ongoing support, working in partnership with your school ethos. The programme will offer a series of online and face-to-face training in twilight forums, alongside future career guidance, access to high quality mentoring, support from subject-based, early career peers, support for all stakeholders in making meaningful progression between ITT and Early Careers Frameworks, and support for SLT in the national aim of teacher retention.
Mentor Training Feedback Survey Thank you for taking the time to take part in Edge Hill University Mentor Training. Please complete the Online Mentor Training Feedback Survey via the link: https://edgehill.onlinesurveys.ac.uk/mentor-training- feedback-survey
Contact Us: Lorraine Partington (Head of Partnership Development Team) 01695 650899 partingl@edgehill.ac.uk Jen McKown (Partnership Development Officer – Secondary Education) 01695 584399 jenniffer.mckown@edgehill.ac.uk Mike Pennington (Partnership Quality Officer) 01695 584403 penningm@edgehill.ac.uk Ian Molyneux (Partnership Quality Officer) 07928 128787 Molynia@edgehill.ac.uk
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