University of East London

1. University of East London Stage 1 Mentoring Kate Jones Erica Cattle

2. WHY ARE YOU HERE?

3. Aims of the session • To know and understand the Teachers’standards for teaching. • To gain an overview of the programmes at UEL • To gain an understanding of what is required of you as a mentor • To gain an understanding of the documentation schedule for the year • To answer any questions you may have!

4. OUR PROGRAMMES School Direct Salaried Programme (SDS) Whole academic year Paid member of staff School based training Supported & verified by UEL Main placement school 4 week experience in 2nd school Achieve QTS Postgraduate Certificate of Education (PGCE) School Direct (SD) 36 weeks University based training Subject & whole school input Supported & verified by UEL Two contrasting placements 12 week placements * Achieve QTS & academic qualification

5. Skills tests 2013 -14 cohort • All trainees – (SDS/SD/PGCE) will have passed Literacy & Numeracy Skills tests before commencing their training programmes.

6. Support for trainees during the programme At UEL • Subject tutors • Director of Secondary • Admin Team • SU/Student Services In School • Professional Coordinating Mentor • Subject Mentor

7. Achieving QTS/PGCE School Direct Salaried Programme (SDS) Pass school experience Meet QTS standards Pass Assignment Professional/Postgraduate Certificate of Education (PGCE) School Direct (SD) Pass both placements Meet QTS standards Pass 3 assignments

8. The Professional Standards …. • the award of Qualified Teacher Status (QTS) • Same as teachers on the main scale

9. New standards 2012 • Single set of standards for all teachers • 8 standards for teaching

10. QTS STANDARDS • Part 1 – Teaching - 8 categories • Part 2 : Personal & Professional conduct

11. Teachers’ standards TS1 - Set high expectations which inspire, motivate and challenge pupils. TS2 – Promote good progress and outcomes by pupils TS3 – Demonstrate good subject and curriculum knowledge TS4 – Plan and teach well structured lessons

12. Teachers’ standards contd .. TS5 – Adapt teaching to respond to the strengths and needs of all pupils. TS6 - Make accurate and productive use of assessment. TS7 – Manage behaviour effectively to ensure a good and safe learning environment. TS8 – Fulfil wider professional responsibilities.

13. PART TWO: Personal and professional conduct

14. TASK • Think about possible evidence for the standards. • Which standards would be hard to find evidence for? QTS Standards – hard copy in pack

15. Aim : to analyse your own understanding of the mentor’s role • Make a list –as detailed as possible ,of all the things you feel are part of your role as a mentor. • Once you have made your list ,show it to someone else. Discuss – what would they add to it or change ? Activity 2

16. Aim : to refine the analysis of your role • Look at the list again and consider ,for each item ,what your responsibilities are likely to be • You may find it useful to draw four columns and construct a grid e.g. Activity 2 & Activity 3

18. Activity 4 • Consider what you need to do to prepare them prior to starting their block practice.

19. Development of the trainee over the year…. The common stages.!!!! • Early idealism • Survival • Recognising difficulties • The plateau • Moving on • Reading /theorising (putting their own experiences into wider contexts)

20. Supporting your trainee In groups ,suggest ways in which you can support trainees through each phase .

21. Responsibilities of the Mentor WEEKLY MEETINGS SUPPORT TARGET SETTING FORMAL OBSERVATIONS Refer to Mentor Handbook for specific roles CONTACTING UEL REPORT WRITING

22. Responsibilities of the PCM PROF. STUDIES LIAISON 1 FORMAL OBS. PER HALF-TERM Refer to Mentor Handbook for specific roles MONITORING SUPERVISE REPORT WRITING

23. UNIVERSITY OBSERVATIONS • SDS– 6 BY UNI • PGCE/SD– 4 BY UNI • Timetables to Uni ASAP • Encourage trainees to check calendar • 2/3 hour process, including documentation check. • Joint observations

24. SCHOOL OBSERVATIONS • PGCE/SD - Should have member of staff in all lessons • Once every 2 weeks • Must submit 3 formal observations per half term for PGCE/SD and 2 per half term for SDS • School experience report • Standardisation

25. Timetabling PGCE/SD - Oct – December - 30% - 4 days Jan – February – 50 % - 5 days Feb – April – 50 % - 5 days April - May - 60% - 5 days

26. Timetabling SDS • 30% Term 1 • 50% Term 2 • 80 / 90% Term 3

27. Timetabling SDS – Term 1 - 30% - 4 days SDS– Term 2 - 50/60 % - 4 days SDS-Term 3 – 80/90- 4 days WHERE AGREED – TO BE TIMETABLED WITH EXPERIENCED MEMBERS OF STAFF

28. DOCUMENTATION –all on Mentor wiki • Mentor Handbook • Secondary School based training handbook(PGCE/SD) • Secondary SDS programme handbook • Observations – Commentary Summary • Reports – SE1 • School Based Training Plans • Weekly Training Plans • Standards Tracker • Mentor wiki- https://uelsecondary.pbworks.com/w/page/7021711/FrontPage

29. School based training … • Pre/post session tasks in Subject programme guide • Training plan activities • Directed tasks • Observation of colleagues • Use Weekly Training Plan to log progress, set targets and record mentor meetings Overview of Core sessions at UEL – subject mentors may also provide subject session overviews. Check your subject page on Mentor wiki

30. Weekly Training Plans • Review progress and set targets • Track progress towards completion of training plan • Allows for variation/additions to training plan • Targets may be longer term Example WTP

31. Stress Points - Highs • Early progress reports by mentor – style of report tends to look for strong points – confidence booster • Reaching end of first term • Response to successful lessons • Taking on responsibility for managing own lessons • Liaising with other trainees on the course – important on social level & to vent frustrations & celebrate successes • Successful observations by UEL tutor • Participating in extra curricular activities • Parents’ evenings

32. Stress points - Lows • Preparation for assessment as well as juggling HEI based work such as assignments • Initial insecurity about not knowing pupils/school • Coming back in January to new term & challenges • Pressure of marking increases gradually during placement • A lot of energy put into production of resources often not maximised • Transition to more lessons & more difficult classes • Mentor not always finding time for trainee – trainee feels guilty for making demands • Job hunting – nervous wait

33. OBSERVATIONS - BEFORE THE LESSON • Meet the teacher for a few minutes • Understand • context (syllabus/NC) • objectives & the stages of the session • Agree • purpose & focus of your observation • how you’re going to be introduced • how you’ll behave • permission for any interaction

34. Maintaining good professional relationships • Activity 5

35. QUESTIONS ?

36. Mentor wiki task We want all of our Mentors to feel confident about using & navigating the wiki so we have set you a few tasks( green paper): Guest log in: Username- conf5 Password – London1 Have fun !!

37. Many thanks for coming today. We hope that you have found it useful. Please feel free to contact us if you have any questions about being a Mentor. e.cattle@uel.ac.uk k.jones2@uel.ac.uk