University of East London New Mentor Training (Stage 1 Mentoring – London)

University of East London

New Mentor Training

(Stage 1 Mentoring – London)

WHY ARE YOU HERE?

Aims of the session• 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 know and understand the professional standards for teaching and how to help trainees gather evidence

• To answer any questions you may have!

OUR PROGRAMMESGraduate Teacher Programme (GTP)

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

Professional/PostgraduateCertificate of Education (PGCE)

36 weeks

University based training

Subject & whole school input

Supported & verified by UEL

Two contrasting placements

12 week placements

Achieve QTS & academic qualification

Support for trainees during the programme

At UEL

• Subject tutors

• Director of Secondary/GTP

• Admin Team

• SU/Student Services

In School

• Professional Coordinating Mentor

• Subject Mentor

Achieving QTS/PGCE

Graduate Teacher Programme (GTP)

Pass school experience

Meet QTS standards

Pass Assignment

Professional/PostgraduateCertificate of Education (PGCE)

Pass both placements

Meet QTS standards

Pass 3 assignments

The Professional Standards ….

• the award of Qualified Teacher Status (QTS) (Q)

• teachers on the main scale (Core) (C)

• teachers on the upper pay scale (Post Threshold Teachers) (P)

• Excellent Teachers (E)

• Advanced Skills Teachers (ASTs) (A)

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 ?

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.

Role : Mentor : School : ITT Provider :

SupportLesson Planning

Counsel,advice,Resource.

Curriculum/Scheme of work andcoverage

Follow guidelinesMonitorreport

Support Classroom Management

Demonstrate discuss ,help,observe

Explain rules and routines

MonitorRecord.

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)

Supporting your trainee

In groups ,suggest ways in which you can support trainees through each phase .

QTS STANDARDS• 3 categories

Professional attributes

Professional knowledge & understanding

Professional Skills

Professional Attributes

• Relationships

• Frameworks

• Communicating and working with others

• Personal professional development

Professional Knowledge & Understanding

• Teaching & learning

• Assessment & monitoring

• Subjects & curriculum

• Literacy, numeracy & ICT

• Achievement & diversity

• Health & well-being

Professional Skills

• Planning

• Teaching

• Assessing, monitoring and giving feedback

• Reviewing teaching & learning

• Learning environment

• Team work & collaboration

TASK

1. Think about possible evidence for the standards.

2. Which standards would be hard to find evidence for?

Responsibilities of the Mentor

WEEKLY MEETINGS

CONTACTINGUEL

FORMAL OBSERVATIONS

REPORT WRITING

SUPPORT TARGET SETTING

Refer to Mentor Handbookfor specific roles

Responsibilities of the PCM

PROF.STUDIES

MONITORING

1 FORMAL OBS.PER HALF-TERM

SUPERVISEREPORT WRITING

LIAISON

Refer to Mentor Handbookfor specific roles

UNIVERSITY OBSERVATIONS

• GTP – 6 BY UNI

• PGCE – 4 BY UNI

• Timetables to Uni ASAP

• Encourage trainees to check calendar

• 2/3 hour process, including documentation check.

• Joint observations

SCHOOL OBSERVATIONS

• Should have member of staff in all lessons

• Once every 2 weeks

• Must submit 3 formal observations per half term for PGCE and 2 per half term for GTP

• School experience report

• Standardisation

BEFORE THE LESSON

Meet the teacher for a few minutes

Understandcontext (syllabus/NC) objectives & the stages of the session

Agree purpose & focus of your observationhow you’re going to be introducedhow you’ll behave permission for any interaction

Timetabling

PGCE - Oct – December - 30% - 4 days

Jan – February – 50 % - 5 days

Feb – April – 50 % - 5 days

April - May - 60% - 5 days

Timetabling

GTP

• 30% Term 1

• 50% Term 2

• 80 / 90% Term 3

Timetabling

GTP – Term 1 - 30% - 4 days

GTP – Term 2 - 50/60 % - 4 days

GTP -Term 3 – 80/90- 4 days

TO BE TIMETABLEDWITH EXPERIENCEDMEMBERS OF STAFF

DOCUMENTATION• Observations – Commentary

Summary

• Reports – SE1

• School Based Training Plans

• Weekly Training Plans

• Standards Tracker• Mentor wiki

School based training …

• Pre/post session tasks in Subject TL guide

• Training plan activities

• Directed tasks

• Observation of colleagues

• Use Weekly Training Plan to log progress, set targets and record mentor meetings

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

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

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

QUESTIONS ?