Faculty of Education and Children’s Services

MentorGuide: 2017-2018

Mentor Development Leads: Jenn Simmonds and Sian Duffty

Contents

Who to Contact at the University of Chester / 3
Sense of Purpose / 5
Roles, Responsibilities and Relationships / 7
Mentee Entitlements / 7
Visit Procedures and Expectations / 9
Teachers’ Standards / 11
Mentor Support and Development / 12
Certification and Accreditation Pathways / 13
Mentor Profile / 16
Appendix 1: Weekly Observation Proforma / 18
Appendix 2: Examples of completed Observation Proformas / 21
Appendix 3: Coaching Script / 26
Appendix 4: School Based Learning Checklist / 27
Appendix 5: Weekly Review of Progress with Exemplar / 28
Appendix 6: Examples of Target Setting / 35
Appendix 7: Example of Secondary Professional Programme / 41
Appendix 8: Example of completed Review / 42
Appendix 10: Quality Assurance / 47
Postal Contact Details: / Telephone and Email
ITE Administration Office
Faculty of Education and Children’s Services
Riverside CRV137
University of Chester
Castle Drive
Chester CH1 1SF
/ Partnership Administration
Tel: 01244 511586
Fax:01244 511694



For online access to ITE Partnership materials please visit the Professional Journey website

The following table shows staff responsibilities for the Partnership and how they can be contacted.

Name and Role: / Telephone and Email
Liz Fleet
Deputy Dean: Quality Assurance / 01244 511580

Jo Bacon
Associate DeanAcademic Development and Resources (including Marketing and Recruitment) / 01244 51369

Andrew Connell
Head of ITE Programmes / 01244 511002

Tricia Sterling
Head of Academic and Professional Programmes / 01244 511002

Jon Clough
Primary Programmes Leader (Undergraduate) / 01244 511013

Arthur Kelly
PGCE Primary Programmes Leader (Postgraduate) Core and SD / 01244 512801

Sarah Ankers
PGCE Primary Core Cohort Leader / 01244 512390

Deidre Hewitt
Early Years Programme Leader / 01244 512121

Deborah Ravenscroft
Post Graduate Certificate in Early Years Practice with Early Years Teacher Status (EYITT) Programme Leader / 01244 511015

Michael Bird
PGCE Secondary Programmes Leader (Postgraduate) Core and SD / 01244 512142

Una Meehan
PGCE Secondary Core Cohort Leader & Acting Director of Partnership Core Secondary / 01244 512394

Karen Griffiths
PCET Lead / 01244 513934

Kathryn Arthur
Acting Director of Partnership: Core Primary / 01244 513239

Steven Tones
Director of Partnership: School Direct / 01244 513433

Jenn Simmonds
Mentor Development Lead / 01244 513022

Sian Duffty
Mentor Development Lead / 01244 511590

Jane Weavers
Alumni Officer / 01244 511424

Pauline Hughes
ITE Administration Supervisor / 01244 511594

Zoe Garratt
PGCE Administrator / 01244 513444

Katherine Hesketh: Administrative Assistant
PGCE School Direct (Primary and Secondary) / 01244 511585

Matthew Roberts: Administrative Assistant
PGCE Core (Primary and Secondary) / 01244 511026


Laura Petley: Administrative Assistant
Undergraduate Programmes / 01244 511752

Ann Mills: Administrative Assistant
School Based LearningSecondary Partnerships / 01244 511006

Helen Roberts: Administrative Assistant
School Based Learning Primary Partnerships / 01244 511380

Pamela Welsh: Administrator - Mentor Development / 01244 511573

The NCTL (National College of Teaching and Learning)currently identifies the three main aims of mentoring as:

  • Fostering greater consistency in the practice of mentoring;
  • Raising the profile of mentoring;
  • Contributing to the building of a coaching and mentoring culture in schools.

July 2016: National Standards for school-based initial teacher training (ITT) mentors

We are delighted that you are taking on the role of mentor for our Associate teacher(s)in this vital aspect of each Programme. The role of the mentor is a significant one and one from which you will gain a great deal. As Andrew Carter commented in July 2016, on sharing the National Standards for school-based initial teacher training (ITT) mentors:

The contribution mentors make to their colleagues’ practice will help raise standards and in turn improve the quality of teaching across the profession, leading to improved outcomes for children. An effective mentor sets high expectations for pupil achievement, models high-quality teaching and acts as an ambassador for the profession.

From discussions with our current mentors the following comments detail the Chester mentor perspective.

Mentor Comment

“I really enjoy watching my class working with someone else, so I can observe them from a different angle. The first time I mentored I was shocked about how little I knew about my class and the good thing about having an associate teacher working with me allowed me to step back and observe not just the AT but the pupils in my class”.
“The important thing when working with a mentee is, right at the outset, for both to understand what the relationship is there to do”.

“The rule of thumb for any observation is to use the Standards to frame those two-way exchanges”
“As you would do with any other teaching activity, set goals and targets. The point is, what are you trying to achieve and over what period?”

“You do need to be careful though in the weekly review not to fall into chat mode. The documentation allows you to remain focused”.
“Using the weekly reflection is a good way of ensuring your working relationship grows, try setting a topic/theme together at the end of the weekly review meeting so you can both reflect on this issue/area/topic/theme before the next session”.
“But quite often, and I know I was the same, you don’t actually think about the mentoring session until two minutes before the person arrives because you’re just too busy. In those circumstances, what I find is that the documentation allows you to move into focus quickly”.

“Make time to allow your mentee to talk about what’s front of mind with them at that moment and together you can discuss and targets fall out of this naturally”.
“I learned quickly that if the relationship was to work between us I needed to enjoy getting to the bottom of what my mentees ever changing needs were”.

“There has to be the ability to empathise and connect with people who are different from me, as a mentor I can demonstrate I am able to remember what it was like when I was a learner... remembering a time when I was younger, less successful and less clear about choosing the right methods and the right resources, this ensures that the mentee feels that I identify with their challenges and can support them as they progress”

“I’ve never had a problem being enthused about other people’s challenges and I get a big kick out of actually getting under the skin of things and relating them to my own past experiences in order to support my mentee.”
“There isn’t a one-size-fits-all approach to mentoring and it’s easy to overcomplicate it, sometimes I use coaching techniques, sometimes I use mentoring...”

“Senior staff in my school have recognised that being a mentor is a vital part of the toolkit for leadership development. I was asked to be a part of the whole school departmental monitoring procedure because my observation skills were recognised as high order. Staff evaluations showed that the dialogue I fostered after the observations rather than old fashioned feedback was valued and seen as developmental. I have been asked to prepare a report for the governing body on how we might develop this process further this year”.

“Every AT that you will work with will be in a different place which is very much dependent on their previous experience and training. Every AT will need guidance, support and advice on how best to make progress within the Teachers’ Standards. Even those who come to you on a final placement are not yet ‘the finished article,’ they will still need support around planning, teaching and assessment in order to achieve a good or outstanding outcome. Each AT is expected to be proactive in school, to drive their own learning and training. It is your role as mentor/coach to support this process”.

Roles, Responsibilities and Relationships:

The University Link Tutor (ULT)and the Setting Based Mentors(Professional/Subject/Class/Setting/Workplace) are jointly responsible for assuring the quality of the learning opportunities and the assessment of Associate Teachers and Trainees placed in the school/setting/workplace.Associate Teacher/Trainee entitlements are listed in the appropriate Programme documents.

All School-based Learning handbooks and documentation, relevant to each placement, are located on the Professional Journey Website 2017-2018, and are clearly marked for each Programme and year group where necessary.

Please consult the Policies and Procedures document for further advice.

Any issues or queries which arise during a placement should be shared and discussed with the appropriate contacts listed on the previous page.

Mentee Entitlements

Each student/associate teacher/trainee placed in a setting/school/work placement is entitled to the following:

  • A Formal Weekly Observation and resulting dialogue where together you agree the level at which the AT/trainee has achieved the Standards and any targets and ways of achieving these which again you agree together (a copy of the observation should be signed and given to the mentee, either electronically or as a hard copy and lodged in the mentee files).

For the process involved in the weekly observation please access the Professional Journey file (PJF 2017-2018, Page 19.

For a copy of the Formal Weekly Observation proforma please see Page 21/22 (PJF) and Appendix 1 in this guide.

For examples of completed observations please see Appendix 2.

For an example of how to promote dialogue following the observation please see Appendix 3 in this guide.

AND

  • A Weekly Review Meetingto capture and review AT/trainee Progress. During the meeting Standards are verified, SMART targets are set, dialogue occurs concerning the Formal Weekly Observation, the weekly activity plan is reviewed, impact on pupil learning and progress is discussed and further profession development activities are identified and added to the activity plan.

For the process involved in the Weekly Review please consult the PJF Section 2, Page 19 and Page 24for further guidance.

For an example of a completed Weekly Review please see Appendix 4, Page 39.

AND

In Secondary Programmes

  • A Professional Programmeof activities written to Standards (please ensure mentees have a copy of the Programme for their files.) Please see Appendix 6, Page 49.

Please note: Primary and Early Years ATs will have a Professional Development Activities booklet for each placement.

AND

  • Formal Review Point Reports These documents evidence the formal assessmentreview points. The ULT will collect these reviews. Please save a signed anddated copy for your records,ensure mentees also have a copy for theirevidence files, and that the professionalmentor/QA Lead/workplace supervisoris sent a copy for their records.

For further information please see the Professional Journey File (PJF) Page 24.

ITE Mentors please note that:

Each student/associate teacher placed in a setting/school/work placement should have shared with his/her mentor a copy of his/her profile, the personal philosophy of teaching (where appropriate), initial audits against the Standards and Subject Audits. In order to show progression mentees should be encouraged to refine/revisit/update these documents regularly throughout their training. Mentors are asked to monitor this process, as are ULTs.

All mentees have an attendance sheet which should be signed off by the mentor on a weekly basis. This simple exercise will save tensions concerning actual registered days on which the mentee has been present in the setting/school/work placement. Please note interview dayscount as school days, but travelling days do not. The agreement is that 5 days are allowed and others above these will need to be completed as extra school based learning days.

It is most important that all mentees are given the opportunity to achieve the best possible outcomes, and additional days, in the event of illness/family issues/bereavement will be added at the end of the Programme.

It is the responsibility of each mentee to complete paperwork. ATs/trainees may keep electronic copies of paperwork but these must also be printed off and kept as a hard copy in A4 files. Mentor annotation with initials and date seen, is essential in order to show the mentoring process in action. These documents are:

  • Weekly Review
  • Target Setting and Weekly Activity Plan
  • Planning (Lesson/Session and Medium Term) and all related documents.
  • Lesson/Session Evaluations
  • Evidence against the Standards
  • Progress along the Standards Continuum

During each placement you and your AT will be visited by the University Link Tutor (ULT). These visits are largely one of quality assurance, but is also an opportunity for you to receive further support and training regarding your role. The visit normally involves a joint lesson observation, and dialogue, but as circumstances vary, this may not always be the case. The ULT will also be involved in the triangulation discussion at a Review Point which involves you as the mentor, the AT and the ULT. If you require further training around any aspect of your role these visits are an opportunity to facilitate this.Part of the role of the ULT is to provide a first point of contact for School/Setting/Workplace-based Mentors (except in the case of School Direct where the QA Lead is the first point of contact) to offer advice and support on specific educational issues or general issues, as appropriate.

Visit Procedures and Expectations

Each AT/Trainee will be assigned a ULT, for the placement who will visit the school /setting/ workplace during the placement. This will be determined by the AT’s /Trainee’s Programme. On the next page is guidance regarding procedures and expectations for the visit (s).

Before a ULT visits the school/setting/workplace he/she will:

  • Email the Class/Subject Mentor/Placement Supervisor and Associate Teacher to arrange the visit;
  • Ensure a mutually agreeable date is arrived at, and that all parties are clear on the purpose of the visit (to take part in a paired observation, and/or participate in post observation reflective dialogue, and/or witness the Weekly Review meeting, check AT files, or observe a Professional Session, or complete a Review/ Triangulation);
  • Copy the QA lead and the Professional mentor into the final confirmation of the visit.

When a ULT visits the school/setting/workplace he/she will:

  • Monitor that the Associate Teacher/Traineehas received information on specific areas such as Safeguarding/Child Protection, PREVENT, e-Safety, Health and Safety, as appropriate to the school/setting/workplace;
  • Ensure Associate Teacher/Trainee assessment procedures are rigorous and robust, supporting consistent and accurate judgements;
  • Observe where appropriate, jointly with the Mentor, the Associate Teacher/Trainee teaching, support or monitor the resulting dialogue and target setting process and offer support and guidance as required;
  • Moderate judgements with Professional/Subject Mentors/class teachers/workplace supervisors against the appropriate Standards;
  • Monitor that the Associate Teacher/Trainee is receiving appropriate feedback and guidance on planning, teaching and assessment which allows for significant documentary evidence to be gathered and stored within the School-based/Setting/Workplace learning Files;
  • Model good practice, particularly during a weekly meeting, or following a lesson observation. (Please see coaching script: Appendix 3);
  • Monitor that clear targets are being set and related actions supported to enable the Associate Teacher/Trainee to progress;
  • Ensure that all requirements of placement are met by schools/settings/workplaces and Associate Teachers/Trainees;
  • Meet with the Associate Teacher/Trainee and Mentor to moderate formative and summative reports and judgements;
  • Discuss the next Review and check/engage in target setting with the Mentor and/or mentee;
  • Monitor the quality of School/Setting/Workplace-based Training and complete relevant QA forms;
  • Foster Mentor recognition and accreditation;
  • Support, advise and work with Mentors in schools/settings/workplacesspecifically on subject OR phase issues OR on general issues as appropriate;
  • Involve teachers and other professionals in developing the subject/phase University and school-based training elements of the Programme;
  • Work with colleagues to encourage schools/setting and workplaces to involve themselves fully in the School/Setting/Workplace Learning provision;
  • Work with schools/settings/workplaces to identify their educational needs and possible CPD opportunities with the University (notify the Director of Partnerships for the Professional Programmes in regard to CPD requests).

Mentoring Support and Development at Chester.

At Chester we see a direct correlation between outstanding mentors and outstanding ATs. We see the partnership as a team involved in ensuring the highest quality ATs are entering the profession, and see this as a joint and shared responsibility. We recognise the wide variety of skills and expertise mentors have prior to engaging with training ATs from Chester.

The mentor recognition and certification routes initially enabled mentors to be formally recognised by Chester at ‘Beginning’, ‘Developing’ or ‘Skilled’ Mentoring level. This route suggests possible CPD plans for each individual with ongoing recognition awarded as mentors continue to develop in their roles. Sessions were timetabled to coincide with placement preparation and transitions (for all years and programmes) and interim and final review points. This validated the principle that we aim to cater for and to the needs of all ATs and mentors.

A vital element of mentor development and training focuses on key skills, in mentoring and coaching, and these take place throughout the year. Bespoke support (delivered in school) is also available from our mentor development team, and can be arranged on request. Truly ‘in partnership’ we actively seek mentors and specialists in schools to become part of the development schedule for colleagues in schools. We rely on mentors working together and learning from each other to ensure the highest quality of mentoring and support for all partnership colleagues.We are refining our ways of working with schools and looking towards facilitation in ‘hub schools’ within areas of the partnership. Your Quality Assurance Lead will be working with you to identify training needs and a cluster ‘hub’ school or schools, where training can be facilitated.