Mentor Training Level 1 Brunel University Primary Partnership

1. Mentor TrainingLevel 1Brunel University Primary Partnership An introduction to the mentoring of beginning teachers Wednesday 4th March 2009 Introductions and welcomeIntroductions and welcome

2. Objectives To contextualise SSE2 within the Professional Standards for QTS (TDA, 2007) To explain the roles and responsibilities for trainees, mentors, Professional Tutors and Link Tutors within the Brunel Primary Partnership on Sustained School Experience (SSE) 2 To provide an overview of paired placements To introduce the Training Plan and its various components To give a brief overview of the processes and procedures for trainee development (eg monitoring and feedback) and for assessment at the end of SSE2

3. Dates Serial Days: Tuesdays, 24th February, 3rd and 10th March 2009 Block Experience: Mon 16th March � Fri 5th June 2009

4. The Standards - published 2007 Three inter-linked sections: Professional attributes Professional knowledge and understanding Professional skills 33 standards at QTS Look at the standards booklet � just to ensure that everyone knows the bookletLook at the standards booklet � just to ensure that everyone knows the booklet

5. Major emphases within the Standards The Standards reflect the following agendas: Policy awareness and the promotion of diversity ECM and Safeguarding Children Curriculum change and innovation

6. Professional Attributes (PA) Q1 � Q9 Some key ideas�. Communication Collaboration Policies Creativity and innovation Wellbeing

7. Professional Knowledge and Understanding (PKU) Q10 � Q21 Some key emphases�.. Knowledge of Policies and their impact Personalising provision Using statistics Promotion of diversity

8. Specific strategies and teacher behaviours including: Planning for progression in learning Teaching drawing on appropriate strategies Assessment for learning Reviewing teaching and learning Team work and collaboration Professional Skills (PS) Q22 � Q33

9. Serial Day Activities Observation of classroom management and organisation and some teaching of core subjects. Participating in classroom routines and teaching under the direction of the class teacher, to include one session per day planned, taught and evaluated by the Trainee (with groups or whole class). Finding out about school's planning and assessment frameworks. Setting up planning and assessment frameworks for Main Block School Experience. Trainees to discuss their Profile of Professional Development with class teacher/ school based mentor. ** Training Task Schedule for serial visit days: p73-75 of the School Experience Handbook **

13. BRUNEL PARTNERSHIP: ROLES AND RESPONSIBILITIES

14. Role of Link Tutor Initial contact Weeks 1-7 review Trainee's progress against the Standards with class teacher and/or School Based Mentor review and set appropriate targets in relation to the Standards review Interim report and ensure trainee is working towards targets ensure assessment procedures for the final weeks are clear to all parties Weeks 8-9 assess Trainee against the Standards with class teacher and/or School Based Mentor and Link Tutor; identify areas of strength and those for further development (in preparation for the trainee to complete Transition Point 1 of the Career Entry and Development Profile on return to university).

15. Role of Student Students should: Undertake planning, teaching & assessment as specified Be professional Punctuality Dress/appearance Fit in with school Absenteeism

16. Mentor Tasks Devising and implementing an Individualised Training Plan Explaining the school�s policies and systems for planning, assessing and record keeping Ensuring that trainees have opportunities to observe and discuss good practice in planning, teaching and assessing in the relevant Key Stage Sharing non-confidential records on children�s progress with the trainee Ensuring that the trainee has the opportunity to assess children in the core subjects Directing the trainee in terms of pupil tracking Monitoring and assessing trainee progress throughout the SSE through regular observation, debriefing and target setting Assessing the trainee against the Standards for QTS

17. Mentor Checklist Have I regularly: Seen and reviewed my trainee�s weekly planning prior to the lessons and subsequent lesson evaluations? Discussed a weekly training log of tasks related to the Standards? Discussed/ seen examples of annotated samples of children�s work? Seen tracking assessment sheets for the whole class in the core subjects? Just for the lessons that the trainee teaches. Seen both school experience files: planning file and assessment file? Met with the trainee to review their weekly training experiences (noted on the weekly training sheet)? Conducted a formal lesson observation (one per week)? Reviewed the trainee�s teaching requirements for the week (% of teaching time, group support time and planning/ preparation time)? HAVING CONSIDERED THE ABOVE, HAVE I FACILITED THE TRAINING NEEDS OF MY TRAINEE?

18. PAIRED PLACEMENTS

19. Paired Placements: Basic Principles Two or more trainees work together on a school placement They share responsibility for at least one class They engage in planning, teaching, reviewing lessons together They get feedback and support from a mentor both collectively and individually

20. Trainees : Personal security Emotional support, Peer support Developing skills of co-coaching, peer coaching, and critical analysis � learn from each other and together. Opportunities to develop self and peer evaluation Instant feedback from partner Focused continual observation - More time to assess for learning Having the opportunity to plan and share ideas and information together Confidence to be innovative Increased opportunities to evaluate pupil learning Working towards the standards, in particular those relating to team teaching and collaboration (Q32 & Q33) Paired Placements: Benefits It can�t be emphasised enough that trainees benefit hugely by working with another initially in confidence and the sharing of ideas. Observation of each other provides excellent opportunities to see different styles of approach and how the children respond. Can this help with behaviour management? Confidence through support, discussion and having a peer colleague available to talk things through � �not alone� Having the opportunity to plan and share together in order to gain continuity for the children, whilst engaging in continuous teaching over the placement. Opportunity for peer review focuses both the person being observed and the person providing feedback and is an excellent form of professional development for both parties The opportunity to work as a teaching assistant in a lesson that has been carefully planned by both trainees provides focused learning for both the children and the trainee. It is a rare opportunity for the trainee to be able to explore in depth questioning, provide challenging and quality learning experiences and assess individual learning. A majority of trainees benefited from sharing the observation and assessment of pupils. This helped them to: � quickly develop skills in identifying individual need � develop focused questioning leading to the provision of more challenging and quality learning experiences � recognise which assessment information was the most useful for which purpose Working with peers, not only extended ideas and improved innovation, but also prepared the trainee for developing classroom management and organisation beyond the daily lesson, giving both trainees opportunities to develop effective planning for another adult. Team work and collaboration are essential teacher attributes. In this situation the trainees learned to work together, to address the issues of working productively and professionally, finding great benefits in being able to share ideas with each other. It can�t be emphasised enough that trainees benefit hugely by working with another initially in confidence and the sharing of ideas. Observation of each other provides excellent opportunities to see different styles of approach and how the children respond. Can this help with behaviour management? Confidence through support, discussion and having a peer colleague available to talk things through � �not alone� Having the opportunity to plan and share together in order to gain continuity for the children, whilst engaging in continuous teaching over the placement. Opportunity for peer review focuses both the person being observed and the person providing feedback and is an excellent form of professional development for both parties The opportunity to work as a teaching assistant in a lesson that has been carefully planned by both trainees provides focused learning for both the children and the trainee. It is a rare opportunity for the trainee to be able to explore in depth questioning, provide challenging and quality learning experiences and assess individual learning. A majority of trainees benefited from sharing the observation and assessment of pupils. This helped them to: � quickly develop skills in identifying individual need � develop focused questioning leading to the provision of more challenging and quality learning experiences � recognise which assessment information was the most useful for which purpose Working with peers, not only extended ideas and improved innovation, but also prepared the trainee for developing classroom management and organisation beyond the daily lesson, giving both trainees opportunities to develop effective planning for another adult. Team work and collaboration are essential teacher attributes. In this situation the trainees learned to work together, to address the issues of working productively and professionally, finding great benefits in being able to share ideas with each other.

21. Mentors : Trainees more innovative and less reliant on mentor for ideas More in-depth discussions at mentor meetings Provides excellent basis for joint tutorial discussions � lively debate and engagement in professional dialogue Three way feedback � Paired Placements: Benefits

22. Pupils : More support in class More innovative and imaginative teaching Opportunities for more creative learning experiences. Less disruption to classes � Paired Placements: Benefits Working in pairs - team teaching, class sharing, working as TA, - is advantageous if they share ideas in planning, design and share activities together, recognise progression through joint systems, and share and record the assessment of achievement. The children gain by accessing the strengths of two teachers who often complement each other in their styles of teaching. Ideas from two people working together often results in innovation. More adults in the classroom equates to more individual support, teaching and therefore greater engagement in learning The paired placements were seen as a successful experience for the schools and the pupils. The classes quickly responded to the trainee �job-share� situation and particularly enjoyed and benefited from: � the difference in teaching styles � the great variety of approach to which they were exposed � the additional expertise offered in the classroom. Working in pairs - team teaching, class sharing, working as TA, - is advantageous if they share ideas in planning, design and share activities together, recognise progression through joint systems, and share and record the assessment of achievement. The children gain by accessing the strengths of two teachers who often complement each other in their styles of teaching. Ideas from two people working together often results in innovation. More adults in the classroom equates to more individual support, teaching and therefore greater engagement in learning The paired placements were seen as a successful experience for the schools and the pupils. The classes quickly responded to the trainee �job-share� situation and particularly enjoyed and benefited from: � the difference in teaching styles � the great variety of approach to which they were exposed � the additional expertise offered in the classroom.

23. Placements work well where: everyone is committed and confident it will work guidance is clear to all parties there is flexibility organisation of all aspects is carefully monitored, particularly at the beginning expectations are defined from the beginning mentors don�t feel alone each trainee is recognised as an individual with different needs Paired Placements: Best Practice

24. Paired Placements: How it could look Teacher and classroom assistant mode � one leads the other takes a support role Team teaching - lesson is compartmentalised with separate responsibility for sections Pre-teaching observation � one watches the other teach ,reviews and feeds back and then uses the same material with another class Planning/teaching split mode � one plans and the other teaches and vice versa Class division mode � the class is separated and each teaches different sections

25. Contact with pupils should build up to 50 % of an NQT�s timetable, whether leading lessons or supporting partner trainee. Lead classes involve : Collaborative planning, including the use of support from the partner trainee and other staff Individual teaching Joint evaluation Focused observation concentrating on pupil learning� Shared classes involve : Class teacher and trainees working in partnership to deliver lessons Collaborative planning, including how activities / lessons will be divided Joint evaluation Paired Placements: Possible Models

27. Paired Placements �Collaboration and partnership are a way of life. People work together. There is a consistent approach which is supportive. People are not left to sink or swim. People are available to each other. Team teaching, mentoring, peer coaching, joint planning and mutual observation and feedback are a normal part of the everyday life of the school.� (�A Profile of Change�, 2001, MacBeath and Stoll in �Improving School Effectiveness�, MacBeath and Mortimer)

28. Developing an Individualised Training Programme 1 Generic Training Programme for SSE2 : Handbook pages 73 - 80. Please individualise the document by taking into account: trainees� individual starting points and needs, as identified in previous paperwork, with particular reference to enhancing the quality of teaching in the core subjects and ICT the routines and timetables of the school and class in which the trainee is working Training Plan should be adapted in discussion with the trainee where possible and always with reference to the Standards Any difficulties with this process, please contact your University Link Tutor. Mentors are asked to develop Individualised Training Plans for their trainees.Mentors are asked to develop Individualised Training Plans for their trainees.

29. Developing an individualised Training Programme 2 Possible components: observing other teachers observing children�s learning focused interviews with teachers / school personnel data collection for assignments team planning, teaching and assessing, followed by discussion solo planning, teaching and assessing, followed by de-briefing space for self-evaluation and target setting formal target setting, formative and summative assessment processes

30. Task Choose one of the standards below for each trainee. Devise a training programme to support each trainee in meeting the standard. a) Maintaining high expectations (Q1) b) Using a range of behaviour management strategies (Q10) c) Making provision for EAL learners (Q19)

31. Feedback and formative assessment issues Encourage self review and evaluation in your trainee Engage in constructive evaluation Tell the trainee how to teach / what to do Provide information and knowledge Affirm worth and positive features Recognise and deal with feelings Challenge actions and ideas Promote independent development Engage in constructive evaluation (s/he is an adult but also a learner and as such may sometimes be insecure and vulnerable or full of false bravado!) Engage in constructive evaluation (s/he is an adult but also a learner and as such may sometimes be insecure and vulnerable or full of false bravado!)

32. Monitoring trainee progress: formal and informal processes Formal observation skills � seeing the snapshots of lessons Informal observations and professional inter-actions Monitoring the development of trainee files Weekly training meetings with the trainee How is the monitoring recorded?

33. Paperwork Observation sheet (1per week) appendix 19 p.108 Weekly training sheet (1per week) appendix 20 p.109 Interim report (week 4 0r 5) appendix 21 p.110 Indicative criteria for assessment (on-going for informal formative assessment; week 8 / 9 for summative assessment) appendix 26 p.115 Action Plan (if necessary) appendix 22 p.112 For paired placement: When trainees are delivering a lesson jointly, it is appropriate to use one observation form and it will be up to your professional judgement, whether it is appropriate to provide feedback individually or jointly. As trainees take more responsibility individually, it would be most useful to carry out individual observations, with individual feedback. This depends on the relationship between the trainees and again would be up to your professional judgement. For paired placement: When trainees are delivering a lesson jointly, it is appropriate to use one observation form and it will be up to your professional judgement, whether it is appropriate to provide feedback individually or jointly. As trainees take more responsibility individually, it would be most useful to carry out individual observations, with individual feedback. This depends on the relationship between the trainees and again would be up to your professional judgement.

34. Task In pairs look at the example of a lesson observation. 1) Using the Standards crib sheet (laminated) please add in the relevant Standard number for each comment. 2) Identify those comments which are subject specific.

35. Subject Specific Guidance for Mentors and Tutors Supervising School Experience Lesson observation feedback should include comments relating to subject specific issues as well as more general teaching skills. See handout: Subject Specific Guidance for Mentors and Tutors Supervising School Experience: English

36. Providing Feedback � paired placements When trainees are delivering a lesson jointly, it is appropriate to use one observation form and it will be up to your professional judgement, whether it is appropriate to provide feedback individually or jointly. As trainees take more responsibility individually, it would be most useful to carry out individual observations, with individual feedback. This depends on the relationship between the trainees and again would be up to your professional judgement.

37. Further Information and Training Next mentor training session : Wednesday 6th May: Assessment of SSE2 Partnership website: http://www.brunel.ac.uk/about/acad/sse/schpart/mentor Our Partnership Officer can be contacted on: e.mail: dipa.bilimoria@brunel.ac.uk Tel: 01895 267141

38. Thank you for attending the training sessiontoday?Please complete the evaluation formin your pack