Further Education Teacher Training Full-Time Pre Service Route

Further Education Teacher Training Full-Time Pre Service Route

Further Education Teacher Training
Full-time Pre Service route

style

2018-2019

Mentor Handbook

Professional Graduate Certificate in Education (FET)

Post Graduate Certificate in Education (FET)

University of Brighton Contacts

Course Leader:Kerry DoyleTel: 01273 643428

E-mail

Programme Assistant:Allie Fry Tel: 01273 643397

E-mail

CONTENTS

Section
1 / Introduction
2 / Mentorship
3 / Expectations
4 / Frequently Asked Questions
5 / Paperwork for completion by mentors/trainees
6 /

Assessment Requirements

The Teaching File
The Personal Development Journal
Assessment Tasks
7 / List of Appendices
Section 7.1 / Forms for completion by subject mentor
Appendix 1 / Teaching Observation: explanation and forms
Appendix 2 / Mentor Review: explanation and form
Appendix 3 / Enhanced support form: explanation (form available from UoB)
Section 7.2 / Forms for completion by trainee
Appendix 4
Appendix 5 / Record of Mentorship: explanation and form
Mentor Meeting Record
Appendix 6 / Record of teaching hours: explanation and form
Appendix 7 / Planning and Reflecting on Observation: explanation and form
Appendix 8 / Standard lesson planning form: explanation and form
Appendix 9 / Summary of mentor tasks/expectations
  1. Introduction

‘Inspiring learners, enriching communities’

Through the University of Brighton Initial Teacher Education Partnership we educate the next generation ofteachers to the highest standards. The teachers we train are:
  • Highly committed to their students’ learning and ambitious in what they want to help them achieve;
  • Inquisitive, critically reflective and motivated to keep learning and improving their own practice;
  • Quick to adapt to different learning contexts and confident to challenge inequalities;
  • An asset to the profession, willing to share their knowledge and experience and to collaborate with others;
  • Well prepared for the realities of teaching, with the confidence, resilience and skills to be innovative, to take risks and be creative.

Thank you for agreeing to mentor a University of Brighton student. This information pack is designed to assist you to understand the requirements of being a mentor and to clarify the relationship between the university and the college in the training of teachers.

You have agreed to take on the role of mentoring and supporting a trainee who will come to you with enthusiasm and subject knowledge but very little experience of teaching. They will be keen to benefit from your experience and although we recognise the constraints of your job, they will benefit most if you are able to give them some time, especially early on in the placement, in order to increase their confidence.

The key areas to consider are:

a)Listening – the questions they have may not be those you anticipate. Answering their real questions will help to establish an effective relationship.

b)Remain constructive – remember that they are learning and try not to be judgemental, especially if their ideas are different to your own.

c)Stay focused on the teaching. This is the main function of the placement, try to develop their confidence and offer opportunities for them to learn from others.

d)Remember that you are in a partnership with the University. If you are at all unsure, feel isolated or come across an issue you cannot resolve easily contact the University. As course co-ordinator I will be pleased to be involved.

Teacher Training for the further/higher education and training sector is viewed very much as a partnership and we are keen to support staff in our partner colleges as much as possible.Some funding is available for colleges engaged in this process, and we recommend that support be provided for a minimum of half an hour a week or an hour every two weeksthat is front loaded at the start of the placement.However, this is just a suggestion and you may find that other arrangements work as well, such as one key meeting each month and brief updates on a more regular basis. Whatever you decide, regularity of contact is the key to a successful mentor-mentee relationship.

The main reference source of information for mentors is the Partnership in Education Agreement and Handbook. This pack is designed as a supplement to that highlighting key aspects and answering questions that often arise as part of the mentoring process. It is available on the mentor blog. The partnership aspect is key to success and so if you have any questions or concerns about this process, please do not hesitate to contact me and thank you again for your support.

Kerry Doyle

Kerry Doyle

Principal Lecturer

School of Education

Checkland Building (room A103)

University of Brighton

Falmer Brighton

BN1 9PH

01273 643428

  1. Mentorship

Mentoring has been defined as ‘off-line help by one person to another in making significant transitions in knowledge work and thinking’ (Megginson and Clutterbuck 1999.3)[1]; off-line meaning a relationship outside the organisational hierarchy. In other words because the mentor does not have any managerial responsibility for the trainee, he or she can establish greater trust, empathy and openness.

Mentorship aims to provide professional support and training to trainee teachers during placements. It is envisaged that this will be undertaken by an experienced subject teacher usually supported by a designated senior member of the college staff. The university provides a strong supportive role to the mentor/trainee relationship.

The main source of information for mentors is the University’s mentor blog. Please do make time to visit this site to access key documents, readings and resources.

Mentor blog :

This is an open access site. You will not need a password.

Schedule of mentorship fees

The current scale of payment is:

Full-time PGCE Stage 1: first placement £250

Full-time PGCE Stage 2: second placement £250

Mentor Induction/ReviewWorkshops

To be confirmed but normally in October and February

  • payment is made for attendance at these sessions
  • there will be follow up sessions mid-course to review progress

The focus of the mentor workshops is concerned with the current requirements of mentoring and will be affected to some extent by the stage of the course. The session will cover key documentation and role expectations.

The Role of the Mentor

The role of the mentor is to work in partnership with the University to provide trainee teachers with opportunities to develop and demonstrate skills and understanding in the teaching of their subject. University tutors will visit the student on placement and wherever possible you should try to meet with them as this will provide a valuable opportunity to link the two aspects of the course together. If you have any questions, feel isolated or come across an issue you cannot resolve easily then contact the University, the visiting tutor, if you have already him/her, or the Course Leader.

  1. Priorities for 2018/19

Following a review of our practices across the partnership, a number of key development areas have been identified and we would like you to help us address these.
  1. Many of our trainees struggle to establish and sustain effective relationships with their learners. This manifests itself in a number of ways: a lack of positive presence in the classroom; inconsistent or tentative interpersonal communication; ineffectual behaviour management.
  • You can help by building the trainee’s confidence and assertiveness, highlighting when they are struggling and providing constructive feedback; modelling good practice and suggesting observations of other teachers who excel in these areas; and communicating with us if further intervention is necessary.
  1. Some of our trainees feel vulnerable during the training because of a lack of self-belief or as a result of what they perceive as a poor teaching experience. Many are also having to work as well as train and study, which can result in concerns about completing the course or not performing at their best whilst teaching.
  • You can help by highlighting their strengths, providing helpful feedback and meeting on a regular basis (at least fortnightly) to listen to their concerns and help them find solutions.
  1. Our trainees have fed back to us that they feel less confident when working with SEN or EAL[2] learners. We will be introducing a range of materials and strategies to support them with this.
  • You can help by using your experience of working with such learners to provide additional support and information.
  1. Because the FET sector is broad and diverse, our trainees often do not appreciate the range of employment opportunities available. We will be introducing a greater focus on this in our taught sessions and providing alternative training experiences.
  • You can help by sharing your knowledge and experience of employment opportunities within your subject and related areas. You might also be in a position to facilitate access for the trainee to other contrasting areas within your institution.

  1. Expectations

The key focus of the mentor is to provide:

•access to teaching and support with teaching and learning strategies

•a nurturing and empathetic response to trainee concerns

•help with subject-specific pedagogy and curriculum (i.e. specific teaching and learning strategies)

•a role model

•ideas around teaching strategies

The university tutors provide:

•general tutorial support

•a focus on pedagogy

•help with generic planning and preparation for teaching

•help with generic teaching and learning issues

•ideas around teaching strategies

Trainee expectations of the mentor

•focus is access to teaching

•may need help in establishing own role/authority with students

•will need introductions to College policies, codes of practice, supporting resources

•may ask for help in meeting own targets (as set incourse documentation[3])

•may ask for contacts/information re written assignments for the university

Mentor expectations of the trainee:

•punctually attends any arranged meetings

•take responsibility for the success of the mentoring relationship and own development needs

•show respect for time and effort being devoted to them

•responsive to help, committed to change and keen to agree actions

•critically reflective and willing to learn from experience

•adheres to Professional Standards[4]

See Appendix 8 for a summary of course-related mentor expectations

Four Key Principles for a successful
mentor-trainee relationship
  1. Be friendly and approachable to help build rapport
  2. Listen actively and question appropriately
  3. Encourage reflection
  4. Challenge and support

What type of mentor are you?[5]

The laissez-fairementor sees their role as nurture and support, but offers little or no challenge to trainees.X

The imperial mentorhas strong views and is interventionist, but offers little or no challenge to the trainee as the needs of the novice teacher are not seen as important. X

The collaborative mentor combines challenge and support, empowering trainees to engage in critical reflection as they develop.

A model of mentoring[6]

This model subscribes to the idea that ‘scaffolding’ - a form of support that establishes an environment in which experiences of failure for the trainee are reduced and, as a result, confidence builds. The support is progressively reduced in order to enable new teachers to develop greater autonomy and responsibility.

Mentoring is/should be… / Mentoring should not…
Off-line (i.e. separated from line-management or supervision) and non-hierarchical / Occur within hierarchical and power relationships– e.g. where mentors formally assess the work of mentees. This makes it difficult to establish relational trust and for mentees to openly share their professional learning and development needs
with mentors
Non-evaluative and non-judgemental / Be evaluative or judgemental, which can also
impede the establishment or maintenance of a
trusting relationship between mentor and mentee,
and (partly in consequence) impede mentees’
professional learning, development and well-being
Supportive of mentees’ psychosocial needs and
well-being / Focus solely on mentees’ “performance” or the
development of their capability with no
consideration for mentees’ emotional or
psychological state or their well-being. The latter
are both important in their own right and impact
on mentees’ capacity to learn and develop
Individualised – tailored to the specific and
changing needs (emotional as well as
developmental) of the mentee / Be one-size-fits-all, since any given mentoring
strategy will be more or less relevant to and
produce different (positive or negative) responses
in/from different mentees
Developmental and growth oriented – seeking to
promote mentees’ learnacy and provide them
with appropriate degrees of challenge / Be solely or selectively deployed as a remedial
strategy to “correct” perceived deficiencies in
professional practice. This can discourage mentees
from taking advantage of the “support” of
mentors, and encourage them to fabricate their
learning and development needs
Empowering – progressively non-directive to
support mentees to become more autonomous
and agentic / (Normally) be directive, in which mentors provide
“solutions” rather than supporting mentees to find
their own, and which accords mentees little
autonomy and agency. This encourages
mentees’ dependency on the mentor and does not
promote learnacy
  1. Frequently Asked Questions about Placement Organisation

  1. How many days should my trainee be in college?
/ The trainees are told that they can expect to be in college the equivalent of two days a week. This may be spread over three days (normally Monday-Wednesday) and can include evenings.Increasingly there is an expectation that trainees experience more than one placement setting to broaden their knowledge of the sector, so it is important that time is allocated for this in the form of dual placements, visits to other institutions or similar opportunities. This will be arranged by the Course Leader or the trainees themselves. It is also possible that you may also have suggestions or contacts.
  1. How are trainees advised to use this time?
/ At the start of the placement the trainee will benefit from observation of as a broad a range of teaching and teachers as possible. Although initially they will need help with this once contacts are made the trainees should be able to continue this process themselves.
Access to you and experienced teachers is key to their success. Trainees are aware of the pressures on college staff so it is vital that they attend sufficiently to be available when teachers will have an opportunity to speak to them, particularly on days when the mentor has some non-contact time.
They will also need time for orientation and will need to locate areas such as Learner Support, the library, Quality Assurance and HR to provide information required for written assignments.
  1. How can I help my trainee feel part of the institution and begin to understand how it operates?
/ Arranging for ID badges to be issued. Organising a work space and a computer log-in. Introducing them to the subject team.
Trainees are expected to be self-directed but would benefit from help with accessing college systems and key personnel who may assist with different aspects of their university work. For example: Specialists in Learning Support, Quality Assurance and Human Resources etc.
Time to discuss their ideas and questions is the most valuable help that you can provide.
  1. What if my trainee doesn’t seem to want to stay on site?
/ Trainees are often nervous and teaching workrooms can sometimes seem unwelcoming or even quite scary places. Some trainees may have long journeys or care commitments, so it is important to check for these types of issues. Nonetheless the two day equivalent is recommended to enable them to access the people and the systems needed for success. They are expected to be available for team meetings and out of hours’ activities such as enrichment and parents’ evenings in order to meet the professional requirements of the course. If this remains unresolved please contact the Course Leader.
  1. What are the general expectations regarding behaviour?
/ Trainees are advised that they should dress and behave according to college requirements and regulations. They remain University of Brighton students however and are subject to the Code of Professional Conduct (see PIE Handbook) and Equal Opportunities policy (PIE)
  1. How much teaching do they need?
/ Trainees need access to at least 4-6 hours a week (average figure) of actual teaching contact. The selection of hours/courses to be negotiated but down to you.
  1. Should this be provided evenly across the year?
/ Trainees require between 100 and 150 hours in total by the end of the year, with a minimum of 40 hours in semester 1 (by end of January). This pattern allows time for the trainees to establish themselves and it is usually easier for them to pick up additional hours in the second semester when they are more confident. They can also be used to provide exam revision or additional support classes to individuals or small groups as required.
Clearly the more practice a trainee gets, the better teacher he or she becomes.
  1. How do I get them started?
/ They should start with observation, then assisting or team teaching, followed by
whole class including planning and delivery. They should be supported to meet and talk with students so that they establish a strong foundation for building and sustaining effective relationships as they move on to teach independently.
Encouraging them to deliver the first or last 15 minutes is a useful introduction as this will require planning on their part and also help them to establish a credible presence.
  1. How should I introduce them to the groups?
/ As a trainee teacher who is working with you. If the trainee is not formally introduced they may be perceived as some type of ‘helper’ or assistant and again this may hinder their ability to establish their role as someone with classroom presence.
  1. How long should I stay in the classroom with them?
/ This will vary according to the trainee and your own levels of confidence. Whilst initially observation of their practice is necessary, it is important to remember that it can be difficult for the trainee to develop a sense of classroom presence with the ‘real’ teacher sitting at the back of the room.
  1. How soon should I observe their teaching?
/ They are likely to begin with assisting or team teaching so you will begin informal observation almost immediately. An early formal observation can be very helpful as it can pick up early errors and provide positive reinforcement to aid confidence. The key factor is that they are able to respond positively to feedback rather than get everything right at the start. If there are any concerns about a trainee again an early observation is important to alert the whole team to potential problems. A University tutor would normally carry out the first observation before the Christmas break.
  1. What if my trainee always turns up just in time to teach?
/ This would be considered unacceptable behaviour and would mean that the trainee could not meet the ‘professional requirements’ of the course. See question 3 above.
  1. What else besides teaching should I be arranging for them?
/ The trainees are expected to use their initiative and not be reliant on you. The Mentorship Record (see Appendix 4) provides some useful guidance as to requirements at different stages. The trainee should bring this to your meetings but a copy is in the PIE Handbook.
  1. What types of questions other than those about teaching might they ask me?
/ See the Course requirements and Assessment Tasks listed below and also found within the PIE Handbook
  1. How long is the placement for?
/ All placements are planned for October to the end of January in the first instance. They are reviewed in December by the Course Leader who will talk to the trainees and contact the mentors. In most cases the placement is extended and trainees remain at the placement until the end of May.
Trainees usually only change placements (but see question 1) if the first is unable to provide the range of opportunities necessary for the trainee to meet the requirements of the course, or if the college has requested a one semester placement only for example in the case of Ofsted inspections.However, there is now an expectation that trainees experience a broader range of practice across courses, departments and, if possible, institutions. This will help them become aware of the range of employment opportunities in the sector.
  1. Can they stay longer?
/ The course officially finishes at the beginning of June. Trainees can stay on at their placement if they have not yet reached their target hours and require further opportunities to achieve this. Occasionally trainees are involved in projects or with a group of students and elect to stay until the group or the project finishes. This would need to be negotiated on an individual basis with the trainee.
  1. Can a trainee fail the placement?
/ Yes. The Enhanced Support procedure (PIE) is designed as a supportive process, occasionally trainees do fail to make the necessary progress in their practice. See also appendix 4 in the PIE.
  1. Who should I contact if I am concerned?
/ There are a number of people who can help. You would usually contact the Course Leader or the Senior Programme assistant in the first instance. Alternatively, if you have already met the university tutor who is observing the trainee it may be more appropriate to contact them.
  1. Paperwork to be completed by Mentor

Copies of Paperwork required for the course are located in section 8 as appendices and also within the PIE handbook (listed as templates). We have kept the paperwork to a minimum. Much of what is listed below is more about authentication than completion of documents. The bracketed words indicate the responsibilities.

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