Overview of School Based Training Requirements

Mentor Handbook 2016/17

Mentor

Handbook

2016/17

Contents

Introduction

Contact

Overview of school based training requirements

Trainee attendance and absence

School Based Training Dates 2016/17

Induction

SBT 1 – Timeline and Key Dates

SBT 2 – Timeline and Key Dates

Weekly Mentor Meetings

Tutor Visit Reports

Link Tutor Report

Mentor Responsibilities

Mentor Needs Analysis Audit

Mentoring conversations in challenging circumstances

Mentor Training 2016/17

References

Assessments

Progress Reviews

Professional Studies (PS)

Progress Support Plans and Cause for Concern

Appendix 1: Glossary for Mentors

Appendix 2: Weekly Mentor Meeting checklist (WMM)

Appendix 3: Weekly Mentor Meeting form (WMM)

Appendix 4: Lesson Plans

Appendix 5: Lesson observation form

Appendix 6: Class context sheet

Appendix 7: ATS level descriptors

Appendix 8: Tutor Visit Report form (TVR)

Appendix 9: Mentor needs analysis audit

Appendix 10: Weekly guidance for trainees, mentors and PCMs

Appendix 11: Teachers’ Standards Part 2 Exemplified

Appendix 12: Programme of Professional Studies

Appendix 13: Summary of assessment procedures

Appendix 14: Cause for Concern form

Mentor pro forma and appendices are available on the Secondary Wiki

Introduction

This handbook provides information and guidance on the role of the Mentor and provides links to supporting documentation and guidance. Additional information for Mentors and Trainees can be found in the Partnership Handbook and the Programme Handbook.

Contact

Mentors should send all reports to

Mentors can contact the Middlesex University Tutor:

Business StudiesLech

CitizenshipGavin

Computer ScienceCatherine

Drama with EnglishAlexandra

EnglishGareth

MathsRaza

MusicJoshua

ScienceKaren

Professional StudiesGareth

Mentor TrainingKaren

Director of SecondaryITTProgrammes

Eddie Ellis

0208 411 5000

Overview of school based training requirements

The information below indicates the amount of time that trainees should spend in school during the programme.

During their non-teaching time trainees should have the opportunity to plan, observe good practice throughout the school, attend professional studies sessions and contribute to the wider life of the school.

It would support trainee development if mentors could hold their weekly mentor meetings on a Thursday or Friday where possible, to review the week’s progress and set developmental targets for the following week.

PGCE Secondary Education

It is a requirement of the course that trainees teach Key Stage 3 and Key Stage 4, in two different school settings. The age range will be 11-16, 11-18 or 14-19, depending on the subject.

Trainees should also gain experience of pre-phase and post-phase education.

A minimum of 120 days in school is a requirement of the course.

Days in school and timetable

Trainees will be in school every week of their placement Tuesday-Friday and are expected to teach a 60% timetable by the end of each school based training placement. This is to allow the trainees time for PPA and completion of their PGCE assignments, which are done in parallel with SBT 1 and SBT 2.

WMM = weekly mentor meeting, which should be timetabled.

Trainees will spend every Monday and return week at University completing their professional studies programme and their assignments.

Timetabling should include opportunities to teach across the full ability range and subject. There should also be an opportunity, where possible, to gain experience of teaching exam classes.

Trainee attendance and absence

100% attendance is a requirement of the course.

If a Trainee is unable to attend school for any reason they should follow the school policy and inform the University on the first day of absence. The expectation is that normal school procedures will be followed and that as much notice as possible is given to the school.

A medical certificate must be supplied for any absence extending beyond 5 working days.

Days missed will need to be made up in order to ensure the 120-day requirement of the training. This decision will be made by the University in negotiation with the relevant school as appropriate.

School Based Training Dates 2016/17

SBT 1: 5th October 2016 - 20th January 2017

SBT 2: 30th January 2017 – 23rd June 2017

*SBT 3: 5th June 2017 – 23rd June 2017

*Some PGCE trainees may attend a placement in a SEND school/enrichment placement during the final three weeks of SBT2. These trainees must be on target to achieve a grade 1 or grade 2 by the end of their training at the point of application.

Induction

Prior to the trainees starting their school-based training, trainees attend University for Induction for a fortnight.

During this time the trainees:

• Gain an overview of the course, key documentation and target setting
• Complete Safeguarding and Prevent training
• Familiarise themselves with the Teachers’ Standards TS1-8
• Consider professionalism and Part 2 of the Teachers’ Standards
• Gain an overview of education, schools, the National Curriculum and key terminology
• Working with your mentor
• Plan lessons and carry out microteaching
• Attend workshops for academic writing
• Consider how to manage the demands of the PGCE course
• Prepare for SBT 1
• Arrange and carry out an induction visit to the school
• Write their ‘Why Teach?’ assignment, reflecting on the rationale for teaching their subject

SBT 1 – Timeline and Key Dates

SBT 2 – Timeline and Key Dates

A full copy of the PS programme can be found in the Appendix section of this handbook.

Detailed weekly guidance for trainees, mentors and PCMs can be found in the Appendix section.

Weekly Mentor Meetings

A WMM form should be completed by the trainee and the mentor for every week of their school-based training experience. A WMM checklist can be found in the Appendix section.

Tutor Visit Reports

Each time a University tutor visits the school they will complete a TVR and send it to the mentor, the trainee and the PCM at the school. The TVR will record the activities carried out during the visit, is used to Quality Assure provision of training at the school and highlights any actions that need to be taken following the visit.

Each trainee can expect a minimum of one visit during SBT 1 and two visits during SBT 2.

Link Tutor Report

The Link tutor will provide a summary report at the end of each school-based training placement and an electronic survey for mentors and trainees will be circulated at this time too.

Mentor Responsibilities

National standards for school-based initial teacher training (ITT) mentors

A mentor is a suitably experienced teacher who has formal responsibility to work collaboratively within the ITT partnership to help ensure the trainee receives the highest quality training.

Mentors have a crucial role to play in supporting teacher trainees during their ITT through to successful teacher accreditation and beyond the early stages of their careers.

An effective mentor sets high expectations for pupil achievement, models high-quality teaching, and acts as an ambassador for the profession. ITT providers that have invested in effective mentoring will support trainees to become high-quality teachers, and build their resilience so that they are more likely to remain in teaching once their initial training is complete.

Headteachers and providers have a key role to play in the selection, monitoring and ongoing support and training for mentors.

The Standards below set out the minimum expectations for those working as school-based ITT mentor.

The Mentor Standards

Standard 1 - Personal qualities

Establish trusting relationships, modelling high standards of practice, and understand how to support a trainee through initial teacher training

The mentor should:

• Be approachable, make time for the trainee, and prioritise meetings and discussions with them;

• use a range of effective interpersonal skills to respond to the needs of the trainee;

• offer support with integrity, honesty and respect;

• use appropriate challenge to encourage the trainee to reflect on their practice; and

• support the improvement of a trainee’s teaching by modelling exemplary practice in planning, teaching and assessment.

Standard 2 – Teaching

Support trainees to develop their teaching practice in order to set high expectations of all pupils and to meet their needs

The mentor should:

• support the trainee in forming good relationships with pupils, and in developing effective behaviour and classroom management strategies;

• support the trainee in developing effective approaches to planning, teaching and assessment;

• support the trainee with marking and assessment of pupil work through moderation or double marking;

• give constructive, clear and timely feedback on lesson observations;

• broker opportunities to observe best practice;

• support the trainee in accessing expert subject and pedagogical knowledge;

• resolve in-school issues on the trainee’s behalf where they lack the confidence or experience to do so themselves;

• enable and encourage the trainee to evaluate and improve their teaching; and

• enable the trainee to access, utilise and interpret robust educational research to inform their teaching.

Standard 3 – Professionalism

Set high expectations and induct the trainee to understand their role and responsibilities as a teacher

The mentor should:

• encourage the trainee to participate in the life of the school and understand its role within the wider community;

• support the trainee in developing the highest standards of professional and personal conduct;

• support the trainee in promoting equality and diversity;

• ensure the trainee understands and complies with relevant legislation, including that related to the safeguarding of children; and

• support the trainee to develop skills to manage time effectively.

Standard 4 – Self-development and working in partnership

Continue to develop their own professional knowledge, skills and understanding and invest time in developing a good working relationship within relevant ITT partnerships.

The mentor should:

• ensure consistency by working with other mentors and partners to moderate judgements; and

• continue to develop their own mentoring practice and subject and pedagogical expertise by accessing appropriate professional development and engaging with robust research.

Mentor Needs Analysis Audit

The purpose of the mentor audit is to enable mentors to review their practice against the standards, highlight any training needs and areas of good practice.

Copies of weekly mentor meeting forms visit reports and the audit can be found in the Appendix section of this handbook.

Lesson observations

Mentors should observe trainees at least once a week and this observation should be recorded on the Middlesex lesson observation form. This can be found in the Appendix section of this handbook.

There is an expectation that trainees will receive high quality feedback linked to their weekly targets and the ATS level descriptors each week.

In addition to this, it is likely that trainees will receive informal feedback from their mentor and from other teachers within the department. We encourage trainees to keep an informal journal for this feedback. Where possible, this feedback should also relate to the trainees’ weekly targets.

Mentoring conversations in challenging circumstances

All trainees are expected to exceed the standards. This can only be achieved if they are challenged to improve their performance in the classroom. This requires mentors to be constructively critical while maintaining the trainee’s moral and self-esteem.

• Base conversations on evidence and fact, for example from lesson observations and student voice feedback
• Start a challenging conversation as early as possible
• Link the conversation clearly to the Teachers’ Standards
• Choose a time and place conducive to an effective conversation
• Ask for support from a colleague or senior leader at school or University, if you feel that you need it
• Be honest and open but do not focus on personal issues
• Ask whether the trainee is aware of the issue and ask for their take on the issue

Mentor Training 2016/17

Mentor training will take place on 30th September 2016 at the RAF Museum in Hendon.

Additional mentor training sessions will take place at satellite schools during the week beginning 3rd October 2016.

Subject Mentor training will take place in January/February.

All mentors should attend mentor training sessions.

To reserve a place please contact Kathleen Zielinska 020 8411 6914

Link Tutor Responsibilities and Quality Assurance

Outlined in the Partnership Handbook.

Trainee Responsibilities

• Attend school regularly
• Be punctual
• Be aware of and follow school procedures and policy, including Health and Safety procedures
• Professionalism
• Submit ATS a week before the review date
• Plan and evaluate lessons, reflecting on progress of themselves and the pupils they are teaching
• Submit lesson plans at least 48 hours in advance of lesson
• Complete thorough reflections each week, in preparation for the weekly mentor meeting
• Ensure that the subject mentor is informed and aware of the paperwork and relevant deadlines

References

Mentors may, on occasion, be required to contribute to University references for trainees when they apply for teaching positions. The comments made by mentors on Part Three of the ATS form are often taken into account when University Tutors write these references.

Assessments

Mentors are required to complete reports of the Trainees’ progress against the Teachers’ Standards at 4 key points throughout the SBT placements, as appropriate. Mentors complete these reports and end of SBT assessment of Teachers’ Standards at the review point. Mentors should then e-mail a copy of the reports and the Link Tutor and subject tutor. Receipt of the reports triggers the payment of the fee.

ATS form

The Assessment of Teachers’ Standards form (ATS) is the critical document for trainees as they progress through their PGCE. The form consists of several sections and mentors need to be aware of:

• Key review point dates, where mentors need to grade trainees against each of the eight Teachers’ Standards and comment on their progress against Part 2 (professionalism)
• ATS 1 Wednesday 18 Jan 2017
• ATS 2 Wednesday 29 March 2017
• ATS 3 Wednesday 24 May 2017
• ATS 4 Thursday 22 June 2017
• The entry profile, where trainees outline their qualifications, prior experience and any school experience they have had at the start of the course
• An initial training plan and three key targets for the start of the course, agreed at University during induction
• Evidence and supporting claims for each of the Teachers’ Standards (Part 1 and Part 2). This section is added to throughout the year and builds up to provide a comprehensive selection of evidence for meeting and exceeding the Teachers’ Standards
• Part One - Review of targets from each phase of training, completed by the trainee and mentor at each review point
• Part Two – Assessment of Trainees’ performance. A key part of the document for mentors, where trainees self-assess at each review point and mentors grade trainees against Teachers’ Standards 1-8
• Part Three – Comments on Part 2 (professionalism) of the Teachers’ Standards, completed by mentors at each review point
• Part Four – 11-16 pre-phase experience
• Part Five – Alternative setting
• Part six –Transition to Teaching
• Record of attendance, completed by mentor or PCM at the end of each SBT placement
• Final Assessment – we complete this part at University at the end of the course

Progress Reviews

Progress Reviews are carried out at Middlesex in partnership with the Trainee and their University Tutor after every ATS Review point. These progress reports will inform detailed developmental targets during the start of the next phase of training.

Professional Studies (PS)

Professional Studies is an important part of the subject pedagogy module and takes place in tutor groups on alternate Mondays throughout the year. It is mapped against the Teachers’ Standards and provides a valuable insight into pedagogical approaches as well as providing clear evidence of achievement against the Teachers’ Standards. The PS programme supports the wider professional development of each trainee teacher and is crucial to their development. The purpose behind the programme is:

• To develop trainee teachers to have high ethical standards and to uphold a constant care of duty for all students
• To develop their understanding of the components in lesson planning for progression
• To understand the opportunities and challenges of inclusive education
• To understand the historical background of the National Curriculum and how it has changed over time
• To promote teacher trainees’ responsibility for their own learning and aspire to the highest standard in a continual process of self-assessment.

The programme consists of engaging keynote lectures, moving on sessions as well as practical school-based tasks that marry practice and theory. The Professional Studies programme is delivered across subjects to share excellent practice and pedagogical approaches inherent in excellent teachers.