Plymouth Institute of Education
Pre-service Programmes
Postgraduate Certificate in Education/
Certificate in Education
(incorporating the Diploma in Education and Training)
Mentor Handbook
2017-18
N.B. This Handbook should be used in
conjunction with the Pre-Service Placement Policy
Introduction
Our recordsshow that you have very kindly volunteered to mentor a trainee teacher through their teacher training programme. The mentor role is a vital one in the development of the trainee teacher’s professional practice and your experience and guidance will support them throughout the PGCE/Cert Ed (incorporating the Diploma in Education and Training - DET) programme. This handbook contains the instructions for new and existing mentors and replaces the existing 2016-17 mentor Handbook. The aim of this document is to clearly explain what the mentor is expected to do and the training they are required to undertake in order to adequately support the trainee teacher whilst undertaking this qualification.
Background
The Education and Training Foundation, have recognised the importance of adequate support for subject specialist pedagogy for trainee teachers. It is a cornerstone of their development as they move toward achieving the PGCE/Cert Ed (inc. DET) and professional formation (leading to QTLS). For details of how successful trainees should apply for QTLS see https://set.et-foundation.co.uk/ and for the existent SET Code of Practice see Appendix C. It is a Plymouth University and Partner College programme requirement that all trainee teachers have a nominated mentor who can support the development of the trainee teacher.
Health and Safety
Whilst on placement it is the Health and Safety policy of the placement centre that applies to trainees. Trainees must have available to them and make themselves familiar with the placement centre’s policies and guidelines on Health and Safety, especially for the more practical areas of the curriculum (PE, science, technology, art, outdoor/out of college activities). The plan for learning pro forma provides a section for Risk Assessment. It is not acceptable for trainee teachers to leave this section blank. Should there be no greater risk in a proposed lesson than that present in routine classroom activities, then the relevant section on the plan for learning pro forma should be completed. Leaving the section blank could imply that the trainee has not considered risk assessment.
PE/Games and Outdoor Learning Sessions
During PE/games and outdoor learning sessions trainee teachers must be supervised by a qualified teacher even though they will assume greater responsibility for the content, organisation and teaching of the session as their training progresses. Advice from the DfE is that trainee teachers cannot be “in loco parentis”.
Trainees who are New or Expectant Mothers
As far as is possible, the University will take a flexible approach to supporting and facilitating the continued learning of – and maintaining a high-quality and safe student experience for - pregnant students and/or students who are the parents of a very young child. (See the PU Policy on Supporting Pregnant Students and Students with Very Young Children at https://www.plymouth.ac.uk/student-life/your-studies/essential-information/policies-and-procedures). Students will be actively involved in drawing up a support plan with their College Centre Tutor. This must be approved by the Faculty Registrar and Programme Leader.
Defining the Mentor Role
As a mentor your role is to:
· Complete the mandatory mentor baseline training with the University or Partner College
· Support the trainee in completing the Trainee Induction Checklist (see Appendix E)
· Meet regularly with the trainee.
· Ensure that targets set are stretching and related to developing the trainee’s subject specialist pedagogy and general teaching practice.
· Undertake a minimum of 4 teaching observations, one per module, of your trainee and complete and sign the teaching observation form as per the schedule below.
· Provide developmental feedback on the evaluated plans for learning through your discussions with your trainees. It is not necessary to have observed these lessons, just provide feedback on the development of their subject specialist teaching. Mentors are encouraged to annotate plans for learning and support developments in planning.
· Sign the Log of Professional Practice to confirm the trainee has made at least satisfactory progress and is meeting the programme requirements – if the mentor does not feel able to sign this, then the Placement Coordinator should be informed and a Cause for Concern procedure should be put into place – see POPPI for this form.
· Complete the end of Stage 1 and 2 mentor reports.
To help and support you, Plymouth University or the Partner College will:
· Provide the baseline mentor training and regular support in your mentoring role
Step by Step instructions
Base Line Training
Before you undertake any teaching observations you must carry out the following actions:
1. Complete the Trainee and Mentor details and agreement form on POPPI form and return it to the Placements Administrator.
2. Conduct a paired observation and discussion with a Programme Tutor (new mentors only). Experienced mentors should read the new Handbook, as part of a refresher, and discuss any changes in procedures from previous years with the University/College placement co-ordinator.
Upon completion of the mentoring you will receive a letter from Plymouth University thanking you for your contribution to your trainees’ development and confirming that the role you have played is in excess of ten hours of direct continued professional development.
Mentor Meetings
Regular meetings with the trainee are essential for their professional practice development. This is the main focus of your role as a mentor. The purpose of these meetings is to:
· Discuss the trainee’s progress on previous actions.
· Discuss the trainee’s evaluated plans for learning and make developmental comments on subject specialist teaching in order to stretch and challenge the trainee.
· Discuss teaching practice with focus on subject specific knowledge and pedagogy.
It is the trainee’s responsibility to record the discussion. Remember the trainee will want to be stretched but supported. Progress on targets and actions will be recorded by your trainee within their Reflective Development Plan (RDP).
The Teaching Observation
You will be required to conduct at least 4 teaching observations during the time the trainee is on the PGCE/Cert Ed (inc. DET) programme. When undertaking the observation you should use the teaching observation form on POPPI, which includes a grading checklist.
Please note: Complete each section of the observation form with your feedback, both encouraging and developmental. Observations are regularly audited through our standardisation procedures and, if further detail is required, they will be returned to the mentor to add additional commentary
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Contact Details
Colleges to replace with own relevant contact details
Placement Co-ordinator
Dr Wendy Lambert-Heggs
Placement Co-ordinator and Lecturer in Post 16 Education
Room 209 Nancy Astor Building
Plymouth Institute of Education
Plymouth University
Drakes Circus
Plymouth
PL4 8AA
01752 585467
ITT Placements Administrator
School Experience Team
Floor 1 Roland Levinsky Building
Plymouth Institute of Education
Plymouth University
Drakes Circus
Plymouth
PL4 8AA
01752 585316
See POPPI for the following documents
· Mentor Teaching Observation Form (includes grading checklist and general outline)
· Early Alert Form and Procedures
· Cause for Concern Procedures
· Cause for Concern Form
· Subject Specialist Targets for Reflective Development
· End of Stage 1 Report
· End of Stage 2 Report
· Mentor and Trainee details and agreement
Appendices
Appendix A Practice Requirements
Appendix B Trainee Induction Checklist (Also available on POPPI)
Appendix C SET Code of Professional Practice
APPENDIX A
Practice Requirements
Throughout the programme, trainee teachers are required to develop their professional practice in the workplace and provide evidence of this in various forms.
The minimum essential characteristics of a workplace context for a person taking the DET award are:
· A full teaching role, as defined above
· A minimum of 100 hours of direct teaching distributed evenly across the duration of the programme, in group settings (up to 30% 1:1 is permissible). Direct teaching is considered to be when the trainee has responsibility fo the learning
· Additional professional practice of at least 30 hours, including activities such as team/ departmental meetings, IV/EV meetings, interviewing, visits, observation of teaching and other college activities
· An active and meaningful relationship with a mentor who is a subject knowledge expert, and who holds a full teaching qualification, as well as having substantial teaching experience. The mentor must be able to support the professional development of the trainee teacher, especially in relation to subject specific knowledge and pedagogy. This requires regular meetings between the trainee teacher and the mentor, and mentors are encouraged to annotate plans for learning and support developments in planning.
· A minimum of 8 hours of observed teaching, with time for feedback, both verbal and written. Whether observed by mentor or tutor, written feedback is included in each section of the observation feedback form. Mentors undertake 4 observations of an hour each, and on each occasion grade for ‘subject specialist teaching’; tutors also undertake 4 observations of an hour each, and on each occasion will grade using 4 additional sections on the tutor observation form (‘planning for learning’, ‘managing teaching and learning’, ‘promoting inclusion’ and ‘assessment for learning’). *
· Opportunities to meet all the Professional Standards and assessed learning outcomes of the programme; in particular trainee teachers must have opportunities to engage in the full range of assessment procedures and processes, and to take part in curriculum planning
· A suitable physical environment in which to teach, including the provision of appropriate resources, ICT and access to the Internet
· Support in accessing opportunities to extend their breadth of practice in relation to subject specific knowledge and pedagogy beyond the immediate range of curricula taught in the everyday context of the trainee teacher’s working life.
* Should a trainee fail any teaching observation, then a further opportunity to repeat the observation will be required usually as a joint mentor/tutor observation, within two weeks.
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Appendix B: 2017-18 Suggested PGCE/Cert Ed (DET) Induction Checklist
For use at Placement Site during induction period
To be completed by the Trainee Teacher with their subject specialist mentor.Please bring to first sessions: University/College Induction Days and Module 1.
Please tick sections as complete/information received. NAME: ……………………………………………
Tour of placement site/campus completed: / ¨
This will include sections of the college/placement which will have an immediate bearing on your practice, e.g.:
· Management Information Services (MIS) Office / · Reprographics (inc. photocopying)
· Administration Office (inc. post and fax facilities) / · Learning Services and their facilities
Further information received from mentor which must include: / ¨
· Location and access to Departmental/Section procedures on Fire (inc. alarms) & Health and Safety at Work (HASAW) / · Details of dates for staff training & application procedures NB this must include Safeguarding.
· Photocopying/reprographics resources e.g. cost/allowances / · Location and access to Department/Section’s own policies and procedures -
Mentor appointed and subject specialist colleagues:
Name of mentor: Contact details: (e-mail/phone …)
Significant subject specialist colleagues:
/ ¨
Additional training needs identified by trainee and mentor:
(e.g. teaching qualification, Safeguarding training, VLE training, college/placement induction day…)
Must also include subject specific development needs – use attached sheet:
PGCE/Cert Ed Targets for Reflective Development Plan / ¨
I am aware that the placement/College intranet contains the following and I have access to policies and information on:
· Health and Safety, discipline & grievance procedures, Equality and Diversity, behaviour management and other personnel policies (add here: )
· Health and Safety Display Screen Risk Assessment for regular computer users, or similar assessments / ¨
Trainee
Signed ______Date ______
Subject specialist mentor
I confirm that the above has been completed
Signed ______Date ______
Appendix C – The Society of Education and Training Code of Professional Practice
The SET Code of Professional Practice came was developed by the profession for the profession and it outlines the behaviours expected of members – for the benefit of learners, employers, the profession and the wider community. We expect our trainees to uphold these expectations.
This is a link to the SET code of professional practice