Mentor Handbook 2016/17
Mentor
Handbook
School Direct
2016/17
Contents
Introduction
Contact
Overview of school based training requirements
Trainee attendance and absence
Induction
Term 1 – Timeline and Key Dates
Term 2 – Timeline and Key Dates
Term 3 – 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
Professional Studies (PS)
Progress Support Plans and Cause for Concern
Stage 1: Progress support plan
Stage 2: A Cause for Concern process
Appendix 1: Glossary for Mentors
Appendix 2: Weekly Mentor Meeting checklist (WMM)
Appendix 3: Weekly Mentor Meeting form (WMM)
Appendix 4: Lesson Plans
Lesson Evaluation
Activities/tasks
What are pupils doing? How does the teacher support this learning?
Purpose of activity relevant to LO
Assessment Opportunities
Activities/tasks
What are pupils doing? How does the teacher support this learning?
Purpose of activity relevant to LO
Why are they doing this?
Assessment Opportunities
How will you assess learning?
Activities/tasks
What are pupils doing? How does the teacher support this learning?
Purpose of activity relevant to LO
Why are they doing this?
Assessment Opportunities
How will you assess learning?
Activities/tasks
What are pupils doing? How does the teacher support this learning?
Purpose of activity relevant to LO
Why are they doing this?
Assessment Opportunities
How will you assess learning?
Lesson Evaluation
Appendix 5: Lesson observation form
A MEMBER OF THE LONDON PROVIDERS PARTNERSHIP
Lesson time
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: Teachers’ Standards Part 2 Exemplified
Appendix 11: Programme of Professional Studies
Appendix 12: 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 SD Programme Handbook.
Contact
Mentors can contact the Middlesex University Tutor:
School Direct LeadTremaine
Business StudiesLech
CitizenshipGavin
Computer ScienceCatherine
Drama with EnglishAlexandra
EnglishGareth
MathsRaza
MusicJoshua
ScienceKaren
Professional StudiesGareth
Mentor TrainingKaren
Director of SecondaryITTProgrammes
Eddie Ellis
0208 411 5000
Head of ITT Programmes
Victoria Brook
Overview of school based training requirements
The information below indicates the amount of time that trainees 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.
School Direct
It is a requirement of the course that trainees teachacross at least 4 years of the age range for which they are training to teach, 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
As a school based training model trainees will largely be based in school. However they are also required to attend fortnightly Professional Studies training, on Mondays, and additional subject knowledge days on alternate Mondays in the first term. They are expected to be teaching a 60%-70% timetable by the end of the training year. This is to allow the trainees time for PPA and completion of their PG Cert assignments.
Number of lessons a day / Number of lessons taught/week(4 days)*this number includes a weekly PS session
4 / 9 + 1 WMM
5 / 12 + 1 WMM
6 / 14 + 1 WMM
7 / 16 + 1 WMM
8 / 19 + 1 WMM
9 / 21 + 1 WMM
10 / 24 + 1 WMM
WMM = weekly mentor meeting, which should be timetabled.
Trainees will spend every other Monday 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.
Induction
Following aninitial school based induction period, trainees attend University for Induction over two days.
During this time the trainees:
- Gain an overview of the course, key documentation and target setting
- Familiarise themselves with the Teachers’ Standards TS1-8
- Consider professionalism and Part 2 of the Teachers’ Standards
- Begin to look at lesson planning
- Attend workshops for academic writing
Term 1 – Timeline and Key Dates
Week / Date / PS focus / Key aspects and AssignmentsSince September / School Based training:
School Induction, observations, team teaching, teaching parts of lessons, whole class teaching
Support with lesson planning
1 / 3/10/16 / Research and critical thinking
2 / 10/10/16 / Subject Knowledge for Teaching (SKfT)
3 / 17/10/16 / Behaviour for learning
4 / 24/10/16 / SKfT
5 / 31/10/16 / Assessment for learning
6 / 7/11/16 / SKfT / Assignment 1
7 / 14/11/16 / How students learn
8 / 21/11/16 / SKfT
9 / 28/11/16 / Social inclusion / Assignment 2 research
10 / 5/12/16 / SKfT
11 / 12/12/16 / SEND / ATS Term 1
Assignment 2 research
Term 2 – Timeline and Key Dates
Week / Date / PS focus / Key aspect and assignments12 / 2/1/17 / SEND (Swiss Cottage) TBC
13 / 9/1/17 / Differentiation and challenge
14 / 23/1/17 / Careers day
15 / 6/2/17 / Using assessment
16 / 20/2/17 / Behaviour for learning 2 / Assignment 2: Group presentations
17 / 6/3/17 / EAL / Assignment 2: Group report
18 / 20/3/17 / Moving to Grade 1 / ATS Term 2
Term 3 – Timeline and Key Dates
19 / 24/4/17 / Cross-curricular themes / 3rdMay- Assignment 320 / 15/5/17 / Pre and post-phase / 22nd MayATS Term 3
21 / 5/6/17 / ICT across the curriculum
17 / 19/6/17 / Sustaining excellence and TTT / Mentor End of Programme Report
A full copy of the PS programme can be found in the Appendix section of this handbook.
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 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 up to five tutor visits across the training year.
Link Tutor Report
The Link tutor will provide a summary report twice a year and a 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 or another suitable teacher 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.
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 to mentors 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 the ATS forms and during the End of Programme Report 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 year. Mentors should e-mail a copy of the ATS forms to the University Tutor. A signature is not required if the form is emailed by the mentor or PCM.
ATS form
The Assessment of Teachers’ Standards forms (ATS) are critical documents for trainees as they progress through their training year. 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 trainee progress
- ATS Term 1 12th December 2016
- ATS Term 2 20th March 2017
- ATS Term 3 22nd May 2017
- End of Programme Report19th June 2017
- The ATS Initial, where trainees outline their qualifications, prior experience and any school experience they have had at the start of the course. This includes the initial training plan and three key targets for the start of the course.
- Engaging with age range, including those “before and after…”- allowing trainees to document any pre or post-phase school experience
- Assessment of Trainees’ performance,Evidence and supporting claims- for each of the Teachers’ Standards trainees self-assess at each review point and mentors grade trainees against Teachers’ Standards 1-8. In this section trainees provide a comprehensive selection of evidence, and appropriate claims, for meeting and exceeding the Teachers’ Standards
- Each review point presents an opportunity for the trainee and mentor to comment on Part 2 (professionalism) of the Teachers’ Standards
- A review of targets from the previous 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.
Attendance at sessions is compulsory and punctuality is essential.
Progress Support Plans and Cause for Concern
There are two stages of targeted support for Trainees during their school experience:
Stage 1: Progress support plan
Mentors are asked to review the record of weekly meetings that will be recorded by trainees. They are also asked to make a judgement on the progress being made and content of the Trainee’s files. This is done using the weekly Mentor Meeting Record sheet. If progress is judged as poor then additional support needs to be given to meet all targets. These records should clearly identify the additional help the Trainee needs and specific actions that they will be required to undertake. Raising these initial concerns does not mean the Trainee is ultimately at risk of failing. Tutors at Middlesex will monitor weekly meeting sheets and mentors should also inform them by e-mail that extra support is needed. Often teaching skills have to be learnt and some Trainees who make a slow start can become very effective teachers given the time to develop their skills and confidence. It is far better to identify additional support early rather than waiting and hoping for an improvement that does not materialise. In such cases it may be too late to make an effective intervention. The Professional Coordinating mentor should always be informed if expected progress is not being made.