Cass School of Education & Communities

University of East London

Cass School of Education & Communities

Mentor Handbook

2015-2016

Resource for School based Trainers

Cass School of Education & Communities

UEL Stratford Campus, Water Lane, Stratford E15 4LZ

Email: – 0208 223 6287

CONTENTS

How to Contact Us:

Mentor Skills...... 4

Mentor Training Resources...... 11

Stages of mentoring and trainee development...... 16

Teachers’ standards...... 18

Importance of Regular Mentoring and Observation...... 21

Advice to Mentors On lesson Observation and Debriefing...... 22

Cause for concern...... 25

Our ‘Wiki’...... 29

How to Contact Us:

Cass School of Education & Communities

UEL Stratford Campus, Water Lane,

STRATFORD E15 4LZ

Administrative Staff

Name / Role / Email / Telephone
Karen Holland / Partnership / / 0208 223 6287

Academic Staff

Name / Role / Email / Telephone
Caroline Brennan / Head of Secondary and Post-Compulsory Education, Modern Languages / / 020 8223 2843
Erica Cattle / Modern Languages / / 020 8223 2782
John Clarke / Mathematics / / 020 8223 6378
Christopher Dalladay / Music / / 020 8223 4204
Declan Hamblin / PE / / 020 8223 6280
Neil Herrington / Biology / / 020 8223 2247
Kate Hufton / Design Technology / / 020 8223 2407
Aniqa Kaliq / Mathematics / / 0208223 2346
Warren Kidd / Social Sciences / / 020 8223 6475
Elicia Lewis / Religious Education / / 0208 223 4551
Lynn Campbell / English & Drama / / 020 8223 4335
Sheeba Viswarajan / Chemistry / / 020 8223 2269
Alan Weller / Physics / / 020 8223 6372
David Wells / Computer Science / / 020 8223 4686
Simon Woodage / Mathematics / / 020 8223 2903

The Mentors’ Handbook

This Handbook aims to give additional advice and exemplification to school based trainers who are training intending new entrants to the profession in partnership with the UEL Secondary Team. It complements information that is already available in the relevant programme handbook.

Please note that this book should be used in conjunction with the current Assessment Toolkit for School Direct/PGCE or School Direct Salariedand School Based Training Handbooks. In these you will also find copies of the lesson observation forms for you to photocopy if necessary (these are also available for download on the mentor wiki site – see page 29)

Contacting Us

Contact details of individual tutors can be found on the first page of this Handbook. Please contact us at anytime if you need advice or if there is a problem.

Mentor Skills

Your role is as a school based trainer which involves understanding and supporting the process of professional growth in the trainee teacher. In order to do this effectively you need to have and develop a wide range of knowledge and abilities. The diversity of the role and the individual nature of trainer/trainee relationships mean that you have to make professional judgements about what is best for the development of your trainee at any particular time. You need to be able to liaise with other colleagues and tutors to direct trainees to undertake tasks and to provide school experiences which will effectively promote the professional development of the trainee.

Skills Needed

The following is a list of recommended skills for those working with trainees. This list of skills is not comprehensive, but may be useful as a guide for consideration:

reflection on own practice
breaking down teaching into manageable components
observing
describing and analysing teaching
negotiating goals
building self-esteem
offering constructive criticism
listening (empathetic and active)
counselling (support and challenge)
giving feedback
writing reports
resolving conflict effectively

To get the best out of the mentoring process

Mentors should possess:

experience and skills related to the trainee teacher’s area of work
well-developed interpersonal skills; ability to relate effectively with trainee teachers
a desire to help and develop potential new staff
an open mind, a flexible attitude and recognition of the value of support time and willingness to develop relationships with the trainee teacher

Trainee teachers should possess:

commitment to their own development
honesty and openness about their own behaviour
a positive approach to the value of feedback
time and willingness to develop relationships with their Mentor

The Mentor’s role will include the following activities:

preparing for the first meeting
planning the first day, the first week
introducing regular contacts to the trainee
gaining familiarity with the communication system within the placement
operating within a suitable work-base
ensuring suitable resources for the trainee
providing information such as, social facilities and care, parking, etc.
information about the site and the geography of the buildings
familiarisation with the organisation of the placement
developing relationships between staff at all levels and disciplines,both teaching & non-teaching staff
dealing with the management of trainees as appropriate

An effective Mentor will be prepared to:

listen
question and elicit facts
give information and knowledge about the organisation and information networks
offer different perspectives
offer support and encouragement
discuss current issues

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An effective Mentor will encourage the trainee teacher to:

listen
clarify understanding
share thinking
review and reflect on own behaviour and performance
challenge own assumptions
consider different perspectives
take responsibility for their own personal development
make decisions for maximising the outcomes of the Mentor relationship

In practical terms, a good Mentor:

knows the name of the trainee teachers and something about them as a person before meeting them
helps them to prioritise
is aware of their area of work – constraints, etc.
is aware of the tasks associated with the post occupied by the trainee teacher
helps the trainee teacher come to realistic understanding and targets
clearly defines the Mentor’s role
recognises the trainee teacher’s previous work experience and shows them sympathy and understanding whilst they are coming to terms with their new environment
meets with the trainee teacher regularly
introduces the trainee teacher to other members of staff
makes him/her feel comfortable outside their direct work role
routes him/her to other people
explains necessary administrative procedures
gives trainee teacher the opportunity to observe the Mentor and/or experienced staff at work
gives general information on health and safety issues to the trainee teacher
ensures that the trainee teacher knows they when they can be contacted

UEL Mentor Training Framework

Why have a mentor training framework?

This mentor development framework has been written in response to the new government implementation plan (‘Training our next generation of outstanding teachers’ DfE 2011), where the responsibility for training and development of teachers will be placed within the school context. A framework provides the basis for commonality without uniformity, and a shared view of the progression of achievement in the role. In his way mentoring as an activity can be recognized by both individuals and senior leaders, and a minimum standard of expectation and achievement can be set across a diverse range of settings and context.

What does the framework aim to achieve?

A key function of this framework is to provide consistency and coherence for mentor training and development across providers and sectors. It is designed to structure provision that is relevant to individual contexts and future needs. The framework is equally applicable in all mentoring situations including: ITE, NQTs, RQTs, middle leadership and leadership.

What are the benefits of the framework?

The framework highlights the complexity of developing as an effective mentor and the ways in which mentoring knowledge and practice are different from teaching knowledge and practice. Key quality indicators are identified at each stage of development along with examples of indicative training activities. In order to support career progression through the appraisal process, and raise the profile of mentoring, the framework has been organised into three stages. Stages 2 and 3 are linked to the option of masters level accreditation.

How will the framework be quality assured?

Teaching Schools, collegiates , consortia and SCITTs can develop specific quality criteria, in relation to he framework , that are fit for purpose in their context ,and thereby give appropriate recognition at each stage. The Cass School of Education and Communities at UEL will also use the framework.

Who developed the framework?

The framework has been developed by experienced mentors working from foundation stage to key stage 5, across a range of boroughs.

Stage 1 mentor training

2 years teaching experience
QTS

or potential identified by SLT where prerequisites are not deemed to be necessary

Ability to teach and model outstanding lessons
Ability to reflect and evaluate own practice
Effective:
interpersonal skills
communication skills
time management

/ Stage 2 mentor training
In addition to stage 1 prerequisites:

Attendance at stage 1 training or equivalent development
Experience of mentoring (minimum 1 term)
Awareness of current national and local policies relating to teacher training

Accreditation
Option -30 credits at Masters level / Stage 3 mentor training
In addition to stage 1 & 2 prerequisites:

Engagement with stage 2 mentor development activities/training or equivalent development
Have substantial teaching and mentoring experience (minimum 3 terms)
Commitment to developing and sustaining a culture of mentoring

Accreditation
Option-30 credits at Masters level

Prerequisites for mentor training

Stage 1 / Stage 2 / Stage 3
Learning Outcomes
Ability to give feedback appropriately to the stage of development of the mentee
The ability to move from being directive to being reflective appropriate to the stage of development of the mentee
Demonstrate an openness to new ideas and ability to critically review them / Demonstrate a deeper understanding of a range of feedback strategies
The ability to use a range of reflective strategies that provides a high level of challenge
To make modelling of practice explicit (explain why as well as how) / An ability to support and develop other mentors
A capacity to mentor in a wider range of contexts
Engagement with current literature and research in field of mentoring and coaching to inform role and practice
Suggestions for training at each stage

Developing observation and feedback skills
Activities based on case studies to explore issues around feedback
Look at stages of development of the mentee across a year in relation to the mentor role
Knowing how to seek appropriate support for challenging mentoring situations
Familiarisation and practice of recording and reporting requirements

Developing observation and feedback with a focus on asking challenging questions
Activities based on case studies to explore different approaches to feedback
Familiarisation with, and practise of, a range of strategies for development through reflection
Provide an understanding of explicit modelling and opportunities to practice explaining the why as well as the how
Update of recording and reporting requirements

Triangulated and moderated observation and feedback to mentees
Opportunities to shadow, observe, collaborate with colleagues mentoring in other contexts
Opportunities to access and critically discuss relevant literature and research
Using research to inform practice and practice to critique research
Provide appropriate support for challenging mentoring situations
To be involved in the review and revision of recording and reporting requirements

UEL mentor Training

Mentor training at UEL will address the above learning outcomes and include the suggested training activities outlined in this mentor training framework.

Training at stages 2 and 3 can be linked to the submission of a portfolio which is equivalent to 30 Masters level credits on entry to a Masters level postgraduate programme. Portfolio activities will draw directly upon school based mentoring activity and experience and will be supported by a UEL tutor. In order to make a claim for credit you will need to enrol on a Masters level module at UEL as part of one of the following awards:

Postgraduate Certificate(60 credits ) comprising a mentor training related claim and one M level module
Postgraduate Diploma (120 credits) comprising up 2 mentor training related claims and 2 M level modules OR one mentor training related claim and three M level modules.
MA (180 Credits) comprising postgraduate diploma plus a dissertation.

Mentor Training Resources

Related publications:

Suggested reading Mentoring:

Generic:

Arthur, J.; Davison, J. and Moss, J. (1997) Subject mentoring in the secondary school.

London: Routledge

Burns, K. (2012) The School Mentor Handbook: Essential Skills and Strategies for Working with Student Teachers London:Routledge

Colley, H (2003) Mentoring for Social Inclusion: A Critical Approach to Nurturing Mentor Relationships Routledge/Falmer

Downie, C. & Basford, P. (eds.) (2003) Mentoring in Practice: A Reader; London: School of Health and Social Care, University of Greenwich

Edwards, A & Collison, J (1996) Mentoring and developing Practice in Primary Schools Open University Press

Fletcher, S. (2000) Mentoring in schools: a handbook of good practice. London: Kogan Page

Furlong, L. and Maynard, T. (1997) ‘Subject mentoring and student development.’ In Wilkin, M.; Furlong, L.; Miles, S. and Maynard, T. (eds)The subject mentor handbook for secondary school. London: Kogan Page, pp. 5-19

Malderez, A. and Bodóczky, C. (1999) Mentor courses. A resource book for trainer-trainers. Cambridge: CUP

Maynard, T. (ed) (1997) An introduction to primary mentoring. London: Cassell

Punter, A. (ed.) (2007) Mentor Development for Teacher Training; University of HertfordshireSchool of Education

Rhodes, C, Stokes, M & Hampton, G (2004) A Practical guide to mentoring, Coaching and Peer Networking Falmer

Stephens, P. (1996) Essential mentoring skills: a practical handbook for school-based educators. Cheltenham: Stanley Thornes

White, E. & Jarvis, J. (2013) School-based Teacher Training: A Handbook for Tutors and Mentors London: Sage

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Related publications

Bleach, K. (1999) The induction and mentoring of newly qualified teachers: a new deal for teachers. London: David Fulton

Campbell, A & Kane, I (1998) School based teacher education: telling tales from a fictional primary school.London: David Fulton

Field, D.; Holden, P. and Lawlor, H. (2000) Effective subject leadership.

London: Routledge Falmer

Glover, D & Mardle, G (1995) The management of Mentoring Routledge/Falmer

Lave, J & Wenger, E (1991) Situated Learning: Legitimate Peripheral Participation Cambridge University Press

Mercer, N (1995) The Guided Construction of Knowledge Multilingual matters Ltd

Ruding. E., (2000) Middle management in action. Practical approaches to school improvement. London: Routledge Falmer

Watkins, C.; Carnell, E., Lodge, C., Wagner, P. and Whalley, C. (2000) Learning about learning. Resources for supporting effective learning.London: Routledge Falmer and NAPCE

Other useful resources

Teacher’s TV (Teacher’s TV has been discontinued but the archived resources are still available)

Teacher Training Resource Bank (TTRB) (The TTRB has been discontinued but the archived resources are still available)

Stage 2 record of professional Training & Learning

Name: / School: / Primary / Secondary
Please sign and date at least one of the following declarations:
I am an experienced mentor and have undertaken at least 12 hours of mentoring activities since 2007 and I am familiar with the Professional Standards 2007
I have a certificate for Stage 1 training on
______(date)
and have undertaken at least 12 hours of mentoring activities.

Stage 2 Mentor training Sessions attended. ( 12 hours)

Provider / Date(s)

Mentoring experience following Stage 2 training [to include details of students mentored, route and time frame within which tutors mentored]

Number of trainees mentored / Time period of mentoring hours
(Minimum 24 hours)
Total contact time for mentoring activities

Provide details of mentoring students/trainees:

In placement 1/phase A (how many students and which programme? PGCE, GTP,SD,SDS)

In placement 2/Phase B (how many students and which programme? PGCE, GTP, SD, SDS)

Stage 2:Portfolio Summary

This sheet should be used to summarise and reflect on the evidence of the knowledge, understanding and abilities you have developed during Stage 2 mentoring activities. It should be placed at the front of your portfolio when completed.

With reference to your portfolio evidence: Critically analyse and reflect on how your work as a mentor has impacted on your practice. Select evidence (no more than 5 pieces for each section- Tutorial, Pastoral and Assessment) to demonstrate your learning against the outcomes for Stage 2 of the Framework. Portfolio content should be signposted and/or annotated to indicate what the evidence is demonstrating.

Evaluate your learning using the following questions as a guide:

- what evidence can you provide to show that your student(s) has improved because of your

intervention in their learning?

- what have I learnt?

- how has this impacted on my practice?

- how will this inform my future practice?

Tutorial
Pastoral
Assessment
Your own professional development(You may wish to comment on your continuing professional development needs in mentoring).

Signed : Mentor Date:

Signed : Provider Date:

Stages of mentoring and trainee development

Without the support of the Mentor, trainees can easily find themselves at a loss as to how to move forward in their teaching. This plateau effect can affect all trainees. If an approach works, it will often be used again uncritically and they may fail to come up with alternative strategies. If something doesn't work then the idea may be abandoned wholesale instead of improved upon. Either way the trainee will end up with a limited range of ideas and strategies. A key role of the Mentor is to deploy various strategies at the appropriate time to move the trainee on. The model below (adapted from Furlong and Maynard 1995) is flexible and not always sequential: often stages will co-exist and can vary according to the group being taught, levels of subject knowledge and the trainee's confidence. For example, on the PGCE programme, the beginning of the second placement may require a return to the induction phase. This may also occur as SDS trainees increase their teaching load by taking on new classes.

1. Induction Phase
Focus of trainee learning / Mentoring role / Key mentoring strategies
Rules and routines
Establishing authority / Model / Trainee observation
Small group work
Collaborative teaching focused on rules and routines
▼2. Collaborative Teaching Phase
Focus of trainee learning / Mentoring role / Key mentoring strategies
Teachers’ Standards / Model / Trainee observation
Systematic observation and feedback on trainee's performance
Mentor facilitates reflection-on-action
▼3. Supervised Teaching Phase
Focus of trainee learning / Mentoring role / Key mentoring strategies
Understanding student learning
Developing effective teaching / Critical friend / Systematic observation and feedback on trainee's performance
Re-examination of lesson planning
▼4. Independent Teaching Phase
Focus of trainee learning / Mentoring role / Key mentoring strategies
Investigating the grounds for practice / Co-enquirer / Partnership teaching
Partnership supervision