Mentor Training

Clare DorothyClare Dorothy

Partnership DirectorPartnership Director

Clare.Clare.dorothydorothy@@angliaanglia.ac..ac.ukuk

2013-2014

To examine the role of mentoring?

To consider what is meant by ‘good mentoring’

To look more closely at the training programme and the assessment requirements as set out in the ARU school experience documentation.

To consider the skills of target setting, observation and giving feedback

To consider some of more likely mentoring dilemmas that might arise

Aims

Setting up a ‘mentoring community’

Professional practice is a social process that is constructed Professional practice is a social process that is constructed in communitiesin communities

Some mentors, while part of school communities, might be Some mentors, while part of school communities, might be seen as discharging their mentoring responsibilities in a seen as discharging their mentoring responsibilities in a relatively isolated mannerrelatively isolated manner

How can we learn to mentor and sustain our growth as How can we learn to mentor and sustain our growth as mentors?mentors?

How are you feeling about the prospect of being a mentor?

Think of an occasion where you have been mentored. What was your experience?

Induction

SchoolUNI

Getting off to a good start.

Expectations, entitlements and responsibilities.

The Handbooks - Quiz

UniversityVisiting Tutor

Personal tutor(Member of the teaching staff)

School

Schools Liaison OfficeAdministrative support

Jane Scott and Sandra Heard (pt)

What do I needWhat do I need Where will I find it?Where will I find it?

Partnership Guide (PG)Partnership Guide (PG)

BA and Evaluating the Quality BA and Evaluating the Quality of Teaching Booklet given out of Teaching Booklet given out this week.this week.

Given to trainees to hand to mentors (trainees access this Given to trainees to hand to mentors (trainees access this on the VLE)on the VLE)

Also on www.anglia.ac.uk/schoolpartnershipAlso on www.anglia.ac.uk/schoolpartnership

Observation and feedback Observation and feedback formsforms

In yellow booklet trainee prepares observation form and In yellow booklet trainee prepares observation form and hands to observer. hands to observer.

During the assessed block the trainee will email their During the assessed block the trainee will email their observation grade to their personal tutor , mentor, visiting observation grade to their personal tutor , mentor, visiting tutor and partnershipadmin@anglia.ac.uktutor and partnershipadmin@anglia.ac.uk

Final mentor reportFinal mentor report Photocopy from book, copy to trainee and copy to Photocopy from book, copy to trainee and copy to partnership officepartnership office

Standards Tracking DocumentStandards Tracking Document In the trainees PDP – mentors sign against evidence for In the trainees PDP – mentors sign against evidence for standards. Mentors are encouraged to do this. End of standards. Mentors are encouraged to do this. End of course assessment will verify evidence in PDPcourse assessment will verify evidence in PDP

What do I need and where do I get it from?

Models of mentoring

TASK – Read the 11 statements and discuss how TASK – Read the 11 statements and discuss how far you agree or disagree. Grade from 0 – 5. far you agree or disagree. Grade from 0 – 5. Scale 0 = strongly agree 5 = strongly disagree Scale 0 = strongly agree 5 = strongly disagree

Apprenticeship

Competency

Reflective Model

Reflective model

Tomlinson (1995) describes a mentor as a ‘reflective coach’ and Tomlinson (1995) describes a mentor as a ‘reflective coach’ and argues that teacher training students should be inducted into this argues that teacher training students should be inducted into this kind of reflective practice from the onset of training by working kind of reflective practice from the onset of training by working alongside reflective practitioners who can model the reflective alongside reflective practitioners who can model the reflective practitioner skills.practitioner skills.

ARU Mentoring StatementARU Mentoring StatementHigh quality mentoring is focussed on creating reflective, High quality mentoring is focussed on creating reflective, independent and innovative teachers through a structured, independent and innovative teachers through a structured, sustained and supportive mentoring process. This facilitates sustained and supportive mentoring process. This facilitates continuous personal , professional and subject knowledge continuous personal , professional and subject knowledge developmentdevelopment..

What trainees say – what mentors think?

Consider the following questions and think about how you might be able to do the following?

School Based Mentoring in ITT

Andy Hobson and Angi Malderez

Secondary teachers Issue 28 2012

Observation, Feedback and Target Setting

Part 2

Developing Effective Verbal Feedback

Performance orientation vs learning orientationPerformance orientation vs learning orientation

‘‘Learners with a performance orientation persist less, have Learners with a performance orientation persist less, have more negative views about their abilities and display more negative views about their abilities and display helplessness when the task is difficult. By contrast, those helplessness when the task is difficult. By contrast, those with a learning orientation show greater persistence, have with a learning orientation show greater persistence, have more flexible views of themselves, and are more likely to more flexible views of themselves, and are more likely to work effectively in solving difficult problems. So to work effectively in solving difficult problems. So to emphasise performance rather than learning as a goal can emphasise performance rather than learning as a goal can be counter-productive’ (Carol Dweck)be counter-productive’ (Carol Dweck)

A learning conversationA learning conversation

A thoughtful relationshipA thoughtful relationshipCuree FrameworkCuree Framework

QTS Standards

ATTAINMENTATTAINMENT

By the end of their course all teachers must have met the By the end of their course all teachers must have met the teacher standards evidence is provided on the Standard teacher standards evidence is provided on the Standard Tracking sheet in the PDPTracking sheet in the PDP

TEACHINGTEACHINGTo provide developmental feedback and To provide developmental feedback and targets during the training programme.targets during the training programme.To assess a trainee’s attainment at, or towards, To assess a trainee’s attainment at, or towards, the end of the training programmethe end of the training programme

Teaching Observations - Grades EDIT

Learning Centred Feedback

An explicit focus on the learning that has An explicit focus on the learning that has taken place:taken place:

both the pupils’ and the trainees’both the pupils’ and the trainees’ Practices such as learners generating their Practices such as learners generating their

own questionsown questions Learners being asked to make sense (to Learners being asked to make sense (to

themselves and to others) of what they themselves and to others) of what they meetmeet

Promotion of dialogue and collaborationPromotion of dialogue and collaboration

TASK

Watch the video clip Watch the video clip Discuss what you have seenDiscuss what you have seen

Now assign roles – mentor/ traineeNow assign roles – mentor/ trainee Watch second part of clipWatch second part of clip

Good Quality Written Feedback

Referenced to the Standards?Referenced to the Standards? Comments on PDP, Files, planningComments on PDP, Files, planning Refers to observation gridsRefers to observation grids Refers to pupil’s learningRefers to pupil’s learning Provides subject knowledge feedback?Provides subject knowledge feedback? De-constructs effective features?De-constructs effective features? Sets targets?Sets targets?

•Cause for Concern

•Not meeting the standards

•Withdrawal of a Placement

By trainee:

By school

The Weekly Mentor Meeting

The weekly mentor meeting is extremely important please have a look at the format . The trainee completes this for you to sign – evidence for the PDP

Have a look at the written feedback these students have received and formulate a SMART target for them based on what you have read.

Induction

SchoolUNI

Getting off to a good start.

Expectations, entitlements and responsibilities.

The Handbooks - Quiz

Teaching of Maths and Phonics SSP

All trainees must have be able to observe plan and teach phonics session.

There is likely to be a greater focus on the teaching of Maths.

How can you support trainees in improving their:

Subject knowledge?

Assessing the impact of their teaching on the children’s learning?

Trainees are gaining a post graduate certificate and have module assignments to work on.

Concerns

Look at the trainee dilemmas and discuss possible approaches.

Don’t forget to celebrate the successes