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The University of Warwick

Postgraduate Diploma in Education (FE and Skills)

Subject Mentor’s Handbook

2015-16

Improving trainees’ teaching skills

Modelling good practice in teaching

Providing high-quality coaching and mentoring

Enhancing subject and curriculum knowledge

1 Subject Mentor’s Handbook 2015-16

Welcome and Introduction

Thank you for taking on the role of subject specialist mentor for a trainee teacher on the Postgraduate Diploma in Education (FE and Skills), University of Warwick.

The mentor is key to supporting the trainee to develop subject specific pedagogical skills and your input is valued. Working in partnership with you we aim to train teachers who will operate at the highest standards and who have a commitment to continually improve their skills, knowledge and understanding. We have ambitious expectations of our trainees and with your help and support we are aiming to enable them to become good or outstanding teachers in line with the professional standards for the sector.

This handbook will provide you with the relevant information and forms to aid you in your role as mentor. The provider placement contact has access to a placement handbook to which you may refer.

Good luck with your mentoring – we hope you enjoy the experience too!

Ellen Buttler – Director for Initial Teacher Training (FE)

024 7615 1297

The PGDE (FE and Skills) team p3Trainee details and checklist of mentor’s tasks p4List of useful documents and forms p5Part 1 About the role of the mentor p6Part 2 About the programme p7PGDE Schedule and mentor training p8Part 3 What are you responsible for? P10What if things go wrong? P13


Please note: This handbook is correct as of September 2015 but may be subject to change.

Welcome to the PGDE (FE & Skills) team:


Ellen ButtlerDirector of Initial Teacher Training

[email protected] 024 7615 1297

Anne SchofieldDeputy Director, Programme and English Lead


Bally KaurPGDE Tutor


Steve PardoeMaths Lead


Liz WhiteSEND Lead


Sara HattersleyICT Lead


Nataliya Goncharenko ITT Programme Co-ordinator


Sam BrosterITT Programme Assistant


Julie ChamberlainPlacement Co-ordinator


mailto:[email protected]


Contact Details: trainee and course tutor

Web support for mentors: http://www2.warwick.ac.uk/study/cll/courses/professionaldevelopment/itt/resources/suppment/

Your mentee:

Name

Email

Telephone

University course tutor:

Name(s)

Email

Telephone

Quick checklist of the mentor’s tasks

TICK

Attend University training for mentors

Read mentor handbook and visit the mentor website

Be aware of the placement provider contact’s handbook with additional information

Sign the mentor – mentee agreement form (Appendix 1)

Eight observations (one hour) of the mentee plus feedback report (Appendices 2, 3 and 4). Three of these observations will be carried out jointly with the University tutor.Weekly recorded meetings with mentee (Appendix 7)

Check trainees teaching practice log (Appendix 5)

Complete the on-line initial mentor questionnaire skills and experienceshttp://www2.warwick.ac.uk/study/cll/courses/professionaldevelopment/itt/resources/suppment/quest/Complete on line mentor evaluationhttp://www2.warwick.ac.uk/study/cll/courses/professionaldevelopment/itt/resources/suppment/quest1/Engage in professional dialogue with the mentee at the end of programme, completing the final evaluation to capture experiences (Appendix 8)


http://www2.warwick.ac.uk/study/cll/courses/professionaldevelopment/itt/resources/suppment/quest1/

http://www2.warwick.ac.uk/study/cll/courses/professionaldevelopment/itt/resources/suppment/quest1/

http://www2.warwick.ac.uk/study/cll/courses/professionaldevelopment/itt/resources/suppment/quest/

http://www2.warwick.ac.uk/study/cll/courses/professionaldevelopment/itt/resources/suppment/quest/

http://www2.warwick.ac.uk/study/cll/courses/professionaldevelopment/itt/resources/suppment/

Useful Documents and FormsAll the forms you need can be found as appendices to this document they are:

Mentoring Agreement Appendix 1

Observation Pro-forma Appendix 2

Ofsted Descriptors Appendix 3

Professional Standards Appendix 4

Trainee’s Teaching Practice Log Appendix 5

Role of placement provider contact Appendix 6

Mentor log Appendix 7

End of Programme Evaluation – Professional Dialogue Appendix 8


Part 1. About the role of a subject mentor

What’s the job of a subject mentor? He or she is a critical friend, a role model for a teacher, a subject specific coach, someone who can facilitate, make links to useful other people and arrange for things to happen because they know the ropes. S/he will also be able to give constructive and supportive critical feedback to the trainee1 about the teaching of their subject specialism.

The University tutor will be your link to the programme itself.

What makes a good mentor?

Some suggested mentor attributes make the mentoring experience good for both parties:

Good listening skills Being able to put yourself in the trainee’s place – and empathise Giving space to make mistakes sometimes Giving encouragement to try new techniques and praise for real achievements Challenging the thinking of the trainee Giving constructive feedback

This is a professional relationship; the Mentoring Agreement (Appendix 1) sets out what you should both be expected to do.

The role of the mentor is critical in supporting the subject specific development of a trainee. The role:

is provided by experienced and expert mentors and as such we would respectfully ask that you complete the initial mentor questionnaire which can be located here:http://www2.warwick.ac.uk/study/cll/othercourses/itt/suppment/quest/

responds to trainees’ specific training needs, including enhancing subject and curriculum knowledge improves trainees’ teaching skills models good practice in teaching provides high-quality coaching and mentoring to enhance trainees’ professional development

Mentors and trainers are expected to work together collaboratively to meet the needs of the trainee.Your experiences are important to us and we would be grateful if you would provide us with feedback

though the on-line survey located below and through professional dialogue with your mentee at the end of programme.

http://www2.warwick.ac.uk/study/cll/othercourses/itt/suppment/quest1

Thank you

Part 2. Postgraduate Diploma in Education (FE and Skills) (PGDE)

1 You will find that the word ‘trainee’ is used throughout to mean the trainee teacher; this works better than using the word ‘student’ which can become confused with the learners the trainee is teaching.


http://www2.warwick.ac.uk/study/cll/othercourses/itt/suppment/quest1

http://www2.warwick.ac.uk/study/cll/othercourses/itt/suppment/quest/

The Postgraduate Diploma in Education (FE and Skills) is one of a range of Initial Teacher Training (ITT) programmes offered at the University of Warwick. This is a pre-service course designed for graduates who wish to teach in the dynamic FE and Skills sector.

You can find information about the PGDE programme in the Trainee Handbook, a copy of which will be provided.

See the following diagram for the structure of the programme:


PGDE Schedule and Mentor Training: 2015-16

All mentors must attend training to ensure they fully understand the role of the mentor - dates to be confirmed:

Teaching Toolkit (28.9.15 – 2.10.15. Times 9:30 -16:00)

Weeks Thursday (10-12) Thursday (1-3) Friday (10-12) Friday (1-3)

1 5.10 Induction Induction Induction Induction

2 12.10 Launch PDP

3 19.10 Launch Assign 1 (Learning Theories)

Launch Assign 1 (Practice Based Inquiry)

Launch Assign 2 (Assessment)

Half term (26 – 30.10.15) – Reflective Week

4 2.11 Specialist week

5 9.11 Launch Assign 1 (Economic & Political Influences)

6 16.11

7 23.11


9 7.12

10 14.12

CHRISTMAS (21.12.15 – 1.1.16)

11 4.1


13 18.1

14 25.1

15 1.2 Submit Assign 1 (Learning Theories)

Submit Assign 2

(Assessment)


Half term (15 – 19.2.16) – Reflective Week

17 22.2

18 29.2 Launch Assign 1 (Curriculum Design)

Launch Assign 2

(Inclusive Resources)

19 7.3 Submit Assign 1 (Economic & Political


Influences)


Easter (21.3 – 1.4.16)

21 4.4

22 11.4

23 18.4


25 2.5

26 8.5

27 16.5 Submit Assign 1 (Action Research)

28 23.5 Specialist Week

Half term (30.5 – 3.6.16) – Reflective Week

29 6.6

30 13.6 Submit PDP Submit Assign 1 (Curriculum Design)

Submit Assign 2 (Inclusive Resources)

31 20.6 Module Evaluation Module Evaluation Module Evaluation Module Evaluation

The programme is assessed by the completion of six written assignments; a Professional Development Portfolio which focuses on impact on practice and completion of 150 teaching hours and eight observations. You will be required to counter-sign the trainee’s log (Appendix 5) at the end of the programme.

Your knowledge, skills and enthusiasm can make a huge difference to a trainee teacher. Your role as mentor is to support the trainee’s teaching of their specialist subject and to help them extend their teaching skills.

There is an expectation that you will hold weekly meetings which will be recorded using the form (Appendix 7). At these meetings, you will be required to record and sign to confirm the number of cumulative teaching hours completed to date. In addition, you will carry out all eight observations, of which three will be conducted jointly with a University tutor.


Keep in touch

It is vital that everyone working with the trainee is aware of what is happening so please keep in touch with course tutors. Your trainee’s Professional Development Portfolio (holding a range of evidence about their developing teaching skills) is a key document to help with this, so make sure that you see it regularly.

Part 3. What are you responsible for doing?

We ask you to:

attend mentor training and access on-line training resources here:http://www2.warwick.ac.uk/study/cll/courses/professionaldevelopment/itt/resources/suppment/

help your trainee to negotiate his or her teaching timetable so they can complete the required 150 hours teaching practice;

work with placement provider contact to agree a timetable for induction (Appendix 6);

get to know as much as possible about your trainee and his/her work and the learners involved;

see yourself as a supportive but critical friend;

decide on their experience level so that you can negotiate the level and amount of support they may need;

develop a relationship with the trainee so you are aware of their individual needs;

consider the amount of teaching the trainee has to do in any one week to make a judgement about the relative demands of each group and the challenge your trainee is facing;

through feedback, discuss with the trainee whether the following are appropriate, relevant, and of good quality: the scheme of work /ILPs; the lesson planning; resources used; progress made by learners in taught sessions; marking of learners’ work (See the document on the right hand side of the University’s mentoring web page for questions to facilitate discussions: http://www2.warwick.ac.uk/study/cll/courses/professionaldevelopment/itt/resources/suppment/obs/);

look at your trainee’s paperwork or course management files. Trainees will benefit from developing good organisational skills which prevent problems building up later;

develop your trainee’s ability to self-evaluate their teaching: discuss sessions taught which have gone well and those which have not help trainees to make connections between the causes of good and bad sessions help trainees to regularly identify what learning has taken place in a session and how this was

measured discuss how sessions could be improved (when appropriate);

further the trainee’s understanding of their learners’ needs: discuss differentiation for specific learners enable the trainee to get the learners’ perspective on their teaching and


http://www2.warwick.ac.uk/study/cll/courses/professionaldevelopment/itt/resources/suppment/obs/


push forward your trainee’s professional development by: encouraging the trainee to widen his or her experience of teaching different levels, groups and

contexts encouraging the trainee to maintain subject specific currency encouraging the trainee to develop a range of teaching, learning and assessment strategies to

engage, motivate and enthuse learners encouraging the trainee to use a range of assessment tools encouraging them to be innovative and take risks reviewing success in the above action planning future development in small ways and by setting achievable targets reading and commenting on the trainee’s log (Appendix 5)

How long will this take?

Ideally meeting for fifteen minutes a week can be most effective but you may need to make different arrangements that suit both you and your trainee. Decide with the trainee what you will do in that time so you both know what to prepare for the meeting. Over the course of a year, this may build up to approximately 10 hours depending on your trainee’s skills and confidence. If meeting each week is not possible, perhaps you could arrange to hold your meeting over the telephone or using Skype. The mentor log (Appendix 7) needs to be updated on a weekly basis.

How do I know whether my trainee has reached an appropriate standard of work?

The programme takes a developmental approach to bringing on the teaching skills of the trainee. Whatever their starting-point, they should be improving as the course progresses. You should expect your mentee to bring his or her Teaching Observation File with them when they talk to you so that you can see the observation reports completed by other observers. The ‘Agreed areas for development’ section at the end will identify areas where your mentee needs to improve his/her teaching skills.

The descriptors for the different standards of teaching (Appendix 3) and the Professional Standards for Teachers and Trainers in Education and Training - England (Appendix 4) will both help you to see what is expected as an appropriate standard. The partnership programme is committed to helping trainees to become good or outstanding teachers by the end of their course. Three joint lesson observations will be carried out with the University in order to maintain consistency and to support you in making judgements. Professional dialogues will take place between you and the University tutor. Some possible questions to support this process may include the following:

Mentor and tutor following Observation

Student/Mentor/Tutor

How is the student progressing? Where do you think they need to

develop? How could you help the student

further?

Mentor to lead on the feedback from the lesson, but to stress the shared views of both tutor and mentor in a way that builds confidence in the student.

Is there anything you’d like your mentor to help with?

Would more observations of your mentor, opportunities to work with different classes or team-


teaching benefit you?

Use this occasion to discuss your role. You may wish to consider these questions:

Is there any support you would like the University to give you in your role? Would you like to gain a mentor qualification?

Observations

You will observe your mentee on eight occasions using the Observation Report Form (Appendix 2). Guidance on how to complete the observation form can be found here:


Each observation should take between 45 and 60 minutes; feedback should take in the region of 20 to 30 minutes. Your trainee will have a Teaching Observation File which holds all the observation reports. For three of the observations, you will be joined by a tutor from the University. It is anticipated that trainees will build on and develop their practice throughout these observations, in line with Ofsted standards. Teaching observations form a key aspect of the summative assessment for this course. There is more information about observations on the University’s mentoring pages: http://www2.warwick.ac.uk/study/cll/courses/professionaldevelopment/itt/resources/suppment/obs/

Areas for development which you record must be shared with the tutor so they can follow up targets and/or actions at the next observation.

Trainee Feedback

Please ask to see a sample of work your trainee has marked and discuss with them how they track or monitor learner progress. Please record on the Record of Mentoring (Appendix 7) any actions for the development of assessment practice, feedback and/or the monitoring of learner progress.

Quality Assurance

All mentors are expected to access training to prepare them for the role. Training will be provided by the University and can be accessed on-line here:


Once the programme has started the mentoring experience is monitored through various mechanisms including: trainee and mentor feedback, the management of joint lesson observations (mentor and tutor combined) and the sample moderation of observation reports and records of mentor / mentee meetings. The latter will be carried out by college and/or UoW tutors.

Record of Mentoring

Please sign the mentoring agreement (Appendix 1) and encourage the trainee to maintain the Record of Mentoring (Appendix 5) as a means of tracking your meetings with them, although it is the trainee’s responsibility to do this. The trainee will have an electronic portfolio (e-PDP), and you will be given access to this page.





If at any time, you have any major concerns about your trainee’s teaching please consult the Programme Lead.

You might find it useful to use this checklist at points during your mentoring discussions:

Subject knowledge: what level does the trainee have? Understanding learners’ needs: differentiation between learners Planning: long and short-term Delivery and resources Managing the learning Assessment Evaluation and Reflection Managing classroom or workshop behaviour Equality and Diversity issues Motivating learners ILT skills of the trainee

Each one of the above list is an important part of the teacher’s role. Whilst you are talking to your trainee, try to assess his or her level of understanding about what is appropriate within your subject area on each of these topics then use this to set the next target.

What if things go wrong?

For a few trainees, teaching practice does not have a successful outcome. Should your trainee be one of these, you will be involved in the discussion about whether this trainee should fail their teaching practice or not. The teacher training team will have evidence which you should look at. Your opinion of the trainee and his/her teaching will be evidence to be considered by the Programme Lead. It will be important at this stage that you have evidence of the trainee’s commitment and achievements so keep some notes for yourself

Finally thank you for giving your time and energy to be a mentor and for sharing your skills, knowledge and experience with your mentee.


Appendix 1

Mentoring AgreementWe agree to the following:

Mentor will:

Maintain confidentiality about the discussions held between us Respect the work load of the mentee and not make unfair demands on time Be responsible for arranging, planning and structuring mentoring meetings on a regular

basis Support and guide the mentee in a sensitive and open manner, offering praise and

constructive criticism when required Encourage ongoing dialogue and active investigation into what constitutes good teaching Work co-operatively with the mentee to agree appropriate targets Respect the boundaries of the mentoring relationship Work closely with the teacher training Programme Manager in supporting the trainee,

particularly when problems arise.

Mentee will:

Maintain confidentiality about the discussions held between us Respect the work load of the mentor and not make unfair demands on time Attend meetings promptly Prepare for meetings according to the plan agreed at the previous meeting Participate in ongoing dialogue and active investigation into what constitutes good teaching

and learning Be open to feedback given, using it to build skills in self-evaluation and reflection Keep records of all meetings, phone calls and emails in Record of Mentoring document Respect the boundaries of the mentoring relationship

Signed

Mentor …………………………………………………………… Date ……………………………………………

Mentee …………………………………………………………. Date ……………………………………………


Appendix 2

University of Warwick

Postgraduate Diploma in Education (Further Education and Skills)

Observation Report Form

(Completed by tutor or mentor)

Trainee Teacher Date/time

Observer Location

Group

Trainee’s programme and year

Teaching Context

Action points identified in last observation


Target set at last Teaching Progress Review: Outstanding Good Competent

Lesson planning including planning for differentiation, development of English, maths and employability skills (professional standards 12 & 14)

Development of the skills of learners (professional standards 9 & 13)

Development of the skills of learners including development of English, maths, ICT and employability skills (professional standards 15 & 16)

Use of Resources including ILT: include any on-line activity to support independent learning (professional


standard 15)

Assessment and checking for understanding including assessing learning that has taken place in the session (professional standards 9 & 18)

Progress checks - comment on verbal and written (assignments, coursework) feedback provided to learners where applicable (professional standards 13 & 18)

Group management and communication skills including strategies to promote positive behaviour (professional standards 6 & 11 )


Learner centredness/learner engagement /learner independence/differentiation (professional standards 3, 4 & 17)

Embedding of equality and diversity issues (professional standard 5)

Summary


Up to 3 agreed key strengths (professional standard 1)

Agreed areas for development (professional standards 2, 10 and 20)


Signature of observer Date

Signature of teacher observed Date

Note to the trainee: Please add this observation report with your evaluation of the lesson, the extended lesson plan and your reflection on the whole observation and feedback process to the Teaching File which is part of your PDP.

No observations can take place unless you bring your Teaching File with you for your observer when you are being observed. This is because each observer is looking for the progress you make and seeing your last observation reports will help the observer greatly.


Appendix 3 - Characteristics of an outstanding, good, competent and inadequate teacher

Characteristics of an outstanding teacher.

Characteristics of a good teacher Characteristics of a teacher who meets the minimum requirements of the

Professional Standards

Characteristics of an Inadequate teacher

The very large majority of learners consistently make very good progress

Learners make good progress Learners make progress but there are weaknesses in learning and assessment

Learners or groups of learners are making inadequate progress and have been unsuccessful in attaining their learning goals

Consistently high expectations of all learners High expectations of all learners Expectations of learners enable most of them to work hard and achieve satisfactorily

Does not have sufficiently high expectations of learners

Highly adept at working with and developing skills and knowledge in learners from different backgrounds

Able to develop the learners’ skills and knowledge regardless of background

Able to work with and develop skills and knowledge in learners from different backgrounds satisfactorily

Not able to work effectively with learners from different backgrounds

Excellent subject knowledge and/or industry experience

Well-developed subject specialist skills and expertise

Satisfactory subject specialist skills Lacks expertise and the ability to promote learning

Planning and the setting of challenging tasks are based on systematic and accurate assessment of learners’ prior skills, knowledge and understanding

Plan effectively and set challenging tasks based on assessment of prior skills, knowledge and understanding

Careful initial and on-going assessment of learners’ progress takes place but is not always conducted rigorously enough, which may result in some unnecessary repetition of work for learners and less effective planning

Poor initial and on-going assessment of learners’ progress which leads to ineffective planning.

Well-judged and imaginative teaching strategies that meet individual needs

Effective teaching, learning and assessment strategies match most learners’ individual needs

Teaching strategies ensure that learners’ individual needs are usually met

Poor teaching strategies mean that learners’ needs are not met

High levels of enthusiasm for participation in and commitment to learning are evident

Enthuse and motivate most learners to participate in a wide range of learning activities

Most learners are motivated to engage with a range of learning activities.

Teaching fails to excite, enthuse, engage or motivate particular groups of learners, including those with LD and or D.

High levels of confidence and independence in learners are developed when they tackle challenging activities

Teaching generally develops learners’ confidence and independence when tackling challenging activities

Teaching enables some learners to develop confidence to work independently with some challenging activities

Teaching does not result in learners working confidently and independently because activities do not challenge

L earners’ understanding is effectively checked throughout learning sessions,

Listen perceptively to, carefully observe and skilfully question learners during learning sessions

Learners’ work is monitored and appropriate tasks set and plans are adjusted to support learning; occasionally these adjustments are not timely and

Little or no checking of understanding throughout the session


this slows learning for some learners

The teaching of learners’ English, maths and functional skills is consistently good with much outstanding.

Learners’ literacy and numeracy skills are developed

There is some development of English, maths and functional skills but some opportunities have been missed.

Teaching of English, maths and FS is inadequate; significant proportion of learners do not get appropriate support to address these needs.

High quality learning materials and resources including ICT, are used during and between taught sessions

Good use of resources, including ICT contribute well to learners’ progress

Available resources are used well Learning activities and resources are not sufficiently well matched to the needs of learners so inadequate progress is made.

High standards of marking and constructive feedback are frequently used and lead to high levels of engagement and interest

Learners’ progress is assessed regularly and accurately and discuss assessments with them so that learners know how well they have done and what they need to do to improve

Learners are informed about the progress they are making and how to improve further through marking and dialogue with staff that is usually timely and encouraging so most learners want to work hard and improve

Poor feedback does not specify how learners can improve or what progress they are making which leads to a lack of motivation

Equality and diversity are integrated fully into the learning experience

Equality and diversity are promoted, although some work is still needed to integrate aspects of diversity and equality into learning fully

The promotion of equality and support for diversity in teaching and learning is satisfactory

Equality and diversity are insufficiently promoted in teaching sessions.

Learners’ behaviour is managed skilfully Learners’ behaviour is well managed Learners’ behaviour is managed satisfactorily. Student behaviour is poorly managed

Advice, guidance and support motivate learners to secure best possible opportunities for success in their learning and progression

Advice, guidance and support provide good opportunities for learners to be motivated & make the connection between learning & successful progression

Advice guidance and support help to motivate learners to succeed in their learning and progress

Poor advice and guidance leads to learners not making the connection between learning and successful progression


Appendix 4a - Professional Standards for Teachers and Trainers in Education and Training (England)

As a professional teacher or trainer you should demonstrate commitment to the following in your professional practice.

Professional values and attributes

Develop your own judgement of what works and does not work in your teaching and training

1 Reflect on what works best in your teaching and learning to meet the diverse needs of learners2 Evaluate and challenge your practice, values and beliefs3 Inspire, motivate and raise aspirations of learners through your enthusiasm and knowledge4 Be creative and innovative in selecting and adapting strategies to help learners to learn5 Value and promote social and cultural diversity, equality of opportunity and inclusion6 Build positive and collaborative relationships with colleagues and learners

Professional knowledge and understanding

Develop deep and critically informed knowledge and understanding in theory and practice

7 Maintain and update knowledge of your subject and/or vocational area 8 Maintain and update your knowledge of educational research to develop evidence-based

practice9 Apply theoretical understanding of effective practice in teaching, learning and assessment

drawing on research and other evidence10 Evaluate your practice with others and assess its impact on learning11 Manage and promote positive learner behaviour12 Understand the teaching and professional role and your responsibilities

Professional skills

Develop your expertise and skills to ensure the best outcomes for learners

13 Motivate and inspire learners to promote achievement and develop their skills to enable progression

14 Plan and deliver effective learning programmes for diverse groups or individuals in a safe and inclusive environment

15 Promote the benefits of technology and support learners in its use16 Address the mathematics and English needs of learners and work creatively to overcome

individual barriers to learning17 Enable learners to share responsibility for their own learning and assessment, setting goals that

stretch and challenge18 Apply appropriate and fair methods of assessment and provide constructive and timely feedback

to support progression and achievement19 Maintain and update your teaching and training expertise and vocational skills through

collaboration with employers20 Contribute to organisational development and quality improvement through collaboration with

others

Full guidance on how to use the standards can be accessed at the link below:


http://www.et-foundation.co.uk/wp-content/uploads/2014/06/ETF-Prof-Standards-Guidance-v3-4Jun2014.pdf




Appendix 1b – What does good or outstanding look like

What does ‘Outstanding’ and ‘Good’ look like in the context of the professional standards?

1 Reflect on what works best in your teaching and learning to meet the diverse needs of learners

Outstanding Good

Trainees quickly and accurately discern their learners’ strengths and needs and are proactive in differentiating and employing a range of effective intervention strategies to secure progress for all learners, they have an astute understanding of how effective different teaching approaches impact on learning and are able to use effective strategies to support the learning and progress of all learners

Trainees consistently adapt their teaching to meet the needs of individual and groups of learners to support their progress. They know how to secure progress for learners and how to identify when groups and individuals have made progress. They are able to use a range of effective strategies to reduce barriers to learning and to respond to the strengths and needs of their learners including the appropriate deployment of available support staff.

2 Evaluate and challenge your practice, values and beliefs

Outstanding Good

Trainees persistently extend and update their subject, curriculum and pedagogical knowledge and are able to demonstrate excellent progress with appropriate professional development strategies in their early career. They are able to critically reflect and evaluate their practice.

Trainees extend and update their subject, curriculum and pedagogical knowledge and are able to demonstrate good progress with appropriate professional development strategies in their early career. Trainees are reflective in evaluating their practice.

3 Inspire, motivate and raise aspirations of learners through your enthusiasm and knowledge

Outstanding Good

Trainees constantly motivate learners to participate and bring about an atmosphere highly conducive to learning. They consistently set high expectations which challenge all learners in different training contexts. Trainees are highly effective in promoting learners’ resilience, confidence and independence and they generate high levels of enthusiasm, participation and commitment to learning.

Trainees motivate learners to participate and contribute in an atmosphere conducive to learning. They set high expectations, which challenge learners to make good progress, effectively promote learners’ resilience, confidence and independence. They are well respected by learners.

4 Be creative and innovative in selecting and adapting strategies to help learners to learn


Outstanding Good

Trainees plan interesting lessons that often use well-chosen, imaginative and creative strategies that match individuals’ needs and interests. They take risks when teaching to ensure the lesson remains interesting effectively using new technology to support learning.

Trainees show a willingness to try out range of approaches to teaching and learning, including new technology. They learn from both success and ‘failure’ asking for support in trying out new approaches and in evaluating how well they work.

5 Value and promote social and cultural diversity, equality of opportunity and inclusion

Outstanding Good

Trainees fully exploit possibilities to promote learners’ understanding and appreciation of social and cultural diversity. They consistently employ effective and innovative approaches to the integration of social and cultural diversity using a range of effective strategies to support the learning and progress of all learners, including those with ‘Protected Characteristics’ as stated in the Equality Act (2010). Trainees are highly skilled in meeting the learning requirements of a wide range of learners.

Trainees make links with and explore possibilities to develop learners’ understanding and appreciation of social and cultural diversity. They employ a range of approaches to the integration of social and cultural diversity ensuring that all learners are included in all activities.


Appendix 5 – Trainee’s Teaching Log

Lesson No Group Level Subject No of hours per class

1 BTEC First Information Technology 2 Database design – relational databases and the process of normalisation 1.5

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17


18

19

20

21

22

23

24

25

26

27

28

29

30

31

32

33

34

35

36

***Continue on a separate sheet


Mentor Signature: Date:


Appendix 6

Role of the main placement provider contact

The placement provider will ensure there is a designated contact for each individual placement agreed with the University.

The role of this person will include:

1. Selecting and approving an appropriate mentor for each trainee;

2. Ensuring the mentor understands the requirements of the role and is enthusiastic to take it on;

3. Ensuring the mentor is provided with contact details of the PGDE Programme Lead at the University;

4. Ensuring a suitable induction programme takes place to include Health and Safety, Equal Opportunities, Equality, Diversity and Inclusivity, Safeguarding, E-safety, and other relevant policies, procedures and processes;

5. Ensuring the trainee is provided with a working space which may be shared and an organisation ID badge;

6. Making sure the mentor can have the necessary time away from normal duties to attend mentor training, meet with the trainee, do observations and carry out all other necessary parts of the role;

7. Establishing with the mentor that the trainee is provided with an appropriate incremental timetable for the length of the placement, ensuring a minimum of 150 hours for the placement, with the first week a Teaching Toolkit at University, next three weeks observing, shadowing and completing a range of tasks on placement, next six weeks with four-six hours teaching a week, and after Christmas, 21 weeks with six-eight hours of teaching a week;

8. Liaising with the designated person at the University to arrange payment to be made to the placement provide


Appendix 7 - Mentor Log

Mentors should meet with trainee once a week. Discussions should be summarised and recorded in this log. Targets, above and beyond those agreed as a result of observations, should also be recorded and revisited as necessary.

Date Summary of discussions Any agreed targets (dated) Review of targets (dated) and with brief comments on evidence and impact


Appendix 8

Postgraduate Diploma in Education (Further Education and Skills)Mentoring End of Programme Evaluation - Professional Dialogue

This form is to be completed by the mentor/mentee at the end of the Postgraduate Diploma in Education (FE and Skills) programme.

Agreed trainee strengths in delivery of subject pedagogy:

Agreed future areas for development (this might be strategies that the trainee would like to experiment with in the future):

Agreed benefits of mentoring from the perspective of the trainee (you may wish to discuss what has gone well, new teaching strategies adopted linked to subject pedagogy, the impact on practice, opportunities to experiment and try out new resources and ideas etc):

Agreed benefits of mentoring from the perspective of the mentor (you may wish to discuss what has gone well for you – have you learnt anything from working with the trainee that you may wish to adopt in practice e.g. fresh ideas?):

Are there any areas for future consideration for the mentor e.g. anything the mentor might do differently next time?

Name of Trainee: Signature of Trainee:

Name of Mentor: Signature of Mentor:

Date:

One copy of this form should be retained by the mentor and mentee and an additional electronic copy should also be emailed to [email protected] within 7 days of the date of the meeting.

