The University of Brighton

Secondary Partnership

Dr Tom Newlands: Postgraduate

Secondary Programme Leader

Kathy Clements: Senior SBT Supervisor /

Quality Assurance Lead

Mentor Subject Conference and

BriefingWednesday 26th February 2020

Mentor Subject Conference

and Briefing (C218)

4.30-5.15pm Introduction

Dr Tom Newlands (Postgraduate Secondary Programme

Leader)

Kathy Clements (Senior SBT Supervisor / Quality

Assurance Lead)

5.15-6.30pm Subject Time

UoB ITE Partnership Priorities 2019-20

Core business

In partnership we train the best teachers who

will make a significant contribution to pupil

learning and progress, demonstrating the

highest standards of professionalism and

enhancing the life of their school community.

Overarching aim of training is to support,

enable and empower trainee teachers to make

effective pedagogical decisions informed by

research and practice.

SBT1 Highlights

• 90% of trainees agreed that overall their SBT was very

good (65% strongly agreed)

• 92% of trainees agreed that the advice from their

mentor helped to improve the way their teaching

promoted pupil progress (69% strongly agreed)

• 92% of trainees agreed that the verbal and written

feedback from their mentor was effective in supporting

their own critical evaluation of lessons (69% strongly

agreed)

Source: SBT1 trainee evaluation survey (105 trainees)

Trainees typically say …

“I could not have been supported more. The entire

department helped shape my experience which was

nothing but positive. The encouragement and support

given by everyone was outstanding. A fabulous

experience that helped me understand what it was to

be a teacher.”

“My mentor was fantastic. She was friendly, welcoming

and approachable. She was extremely encouraging and

when addressing areas I needed to work on, she would

offer me to watch specific parts of lessons, so that I

could observe the specific technique she was talking

about.”

Source: SBT1 trainee evaluation survey

SBT1 Student Staff Forum

The following strengths were reported:

• Supportive mentors and professional tutors

• Wellbeing was well considered and supported

throughout

• Returners and 2 Year BA trainees reported that the e-

Portfolio process is much improved

• Trainees reported being generally happy with gradings

received

Source: Student Staff Forum minutes

Ways Forward …

• Clarity on support available from varied roles e.g.

Professional Tutor, CT,. Link Tutor, ST

• Clarity of expectations for verbal and written feedback

e.g. Progress reviews (SA form)

• Moderation of grading using descriptors for the stage

of the training

• Communications between school and University

• More clarity on expectations for uploading evidence

• More clarity on flexibility of % of teaching

Accessing Handbooks

TWO key handbooks:

1. Secondary Partnership in Education: Agreement and

Handbook (SPiE)

2. Secondary Professional Year Professional Tutor and

Mentor Handbook

Both can be accessed on the Mentor / SBT Blog:

www.brighton.ac.uk/secondaryforms

SBT2 Timetable p.6 PTM Handbook

• Trainees are required to teach a timetable that equates to 60% of a normal teacher’s timetable i.e. if a teacher takes 20 out of 25 lessons in a week, trainees will teach 12 lessons a week.

• In rare cases some trainees may eventually be able to exceed 60% if they are able and in agreement.

Timetable SBT2 (Core – PGCE & 2yr

BA) p.6 PTM Handbook

• Initial periods of observation of classes

for which trainees will take responsibility.

Then moving to assisting the class

teacher and working with small groups of

pupils.

• By the second week it is expected

trainees will commence teaching and

taking responsibility for some classes.

• By just before or after the Easter break

(normally) trainees will increase to

teaching 60% of a normal teacher’s

timetable

Timetable SBT2 (SDT) p.6 PTM

Handbook

• Week 1 – Induction

• Week 2 – begin small group teaching and leading short teaching episodes.

• Week 3-6 – Trainees move to a 60% timetable.

Timetable SBT3 (return to host school)

Trainees move to a 60% timetable from the first week back.

In addition …

• 1 period a week for a mentor meeting

• 1 period a week for preparation for the mentor meeting

• 1 period a week for updating e-Portfolio

• 1 period for school Professional Studies programme

• Completion of school–based tasks and observation

should take place in addition to this.

• Once established, there can be further additional

teaching experiences if appropriate based on individual

professional development. (See p.26 Appendix 2)

N.B. No TA Period!

.. our expectation for trainees appropriate to

this stage of their training is for all trainees to

ensure that ‘the majority of pupils make very

good progress’ and that they: p.6 PTM

Handbook

• Assume a high level of responsibility for the

attainment, progress and outcomes of the pupils they

teach;

• Demonstrate confident judgement in planning for pupil

progression both within individual lessons and over

time and are able to articulate clear and well justified

rationale as to how they are building on prior

achievement;

• Set challenging tasks, based on strong subject and

curriculum knowledge, drawing on a good knowledge

of the pupils’ prior attainment, which has been

obtained through systematic and accurate

assessment;

• Actively promote engaging and effective methods that

support pupils in reflecting on their learning.

Recent Developments

1. Online Mentor Training

2. Mentor Meetings (SH)

3. E-Portfolio

1. Online Mentor Training

• All you need to know about being a UoB Partnership

mentor.

• Includes all of the expectations and processes (i.e.

SA, SB, SC , SD forms) to support you to fulfil the role

of mentor effectively.

• Replaces the new mentor training we used to hold

here at the university.

• This year only, ALL mentors should undertake this

training (new and experienced).

It is also expected that mentors attend mentor

twilight training at the university that is SBT specific.

Online Mentor Training Continued

• Takes approximately 45 minutes.

• Works best on a desktop or a laptop computer.

• On completion you send us a confirmatory email.

• Feedback is welcome – add comments about the

online training to today’s evaluation if you have

already completed it!

Link can be found on the SBT blog under the ‘Training’

tab:

http://blogs.brighton.ac.uk/mentors/training/

Online mentor training

2. The Mentor Meeting

We advise that mentor meetings are:

• Weekly (approximately an hour)

• Timetabled in advance

• Held in an appropriate space to minimise distractions

• Prepared for beforehand by the trainee

• Structured using the ‘Trainee- mentor Professional

Development meeting’ (SH) pro forma

Mentor-trainee Professional

Development Meeting (SH Form)

The mentor meeting is structured in three parts as

detailed on the SH pro forma:

A) Trainee reflection on professional learning and

review of targets

B) A professional development discussion

C) Completion of Professional Action Plan targets

and actions (new section this year)

This pro forma is to be uploaded to the e-Portfolio and it

is the trainee’s responsibility to complete and upload it.

3. e-Portfolio: A Professional

Development Tool

1. Pen Portrait: This is a single page record of relevant

previous experience and progress throughout the

Secondary Professional Year.

2. Teachers’ Standards: This section is where they

can see the Teachers’ Standards Parts 1 and 2.

e-Portfolio

3. School-Based Training (SBT) 2/3: This includes the

following sub-sections:

SBT Details

SBT Mentor Meetings (SH forms).

SBT Other Forms (SA, SB, SC, SK and SD forms)

SBT Lesson Plans

SBT Professional Reflections – To be completed at

the end of SBT 2 (Core) and 3 (SDT)

e-Portfolio

4. Specialist Subject Development: This includes the

following sub-sections:

Subject Audit

Critical Reflections

University Based Training

Personal Portfolio

5. Career Entry Plan (CEP): This is completed towards

the end of the course in preparation for the NQT year.

6. Support: This section provides details of support to

assist them in using their e-Portfolio.

N.B. No evidence required against the Teachers’

Standards – what is in the e-portfolio is the evidence!

Supporting Trainee Progress and

Development

The value of:

• the mentor meeting

• trainee-mentor professional dialogue

• mentor feedback

• target setting

• being a critically reflective practitioner

All have a direct impact on trainee outcomes!

N.B. Difference between SBT1 and 2.

CONDITIONS FOR LEARNING

6 Keys (see SPiE p. 14 & Online

Training)

Warm and welcoming induction,

including safeguarding

Ongoing and supportive informal

guidance and advice

Effective regular mentor meetings

Individualised training and

development opportunities

Constructive, personalised verbal

and written feedback

Accurate assessment using grading

descriptors

Resources (SBT blog)

Roles and responsibilities and what

support to expect from PT, mentor, ST

(SPiE p.16-19). Professional studies

sessions. Becoming a teacher (Part 2).

Informal lesson observation (SK). School

feedback book (optional).

Mentor-Trainee Professional

Development meeting (SH)

Action Planning (SH). SBT1 targets.

Progress Reviews (SA)

Interim Report (SB)

Final report (SC) & Moderation e.g. with

University Tutor/PT

Professional Action Planning

(Think, Do, Review and Talk to someone about it).

Targets

Actions

Professional Activity

Evaluation

Self Review

Development and Review

SH Section C

Step 4

SH Section C

step 5

Lesson Plans

Lesson Plans

Mentor meeting

SH Section A-B

steps 2 & 3

Prep for

mentor

meeting

SH Section A

step 1

Step 1 and 2 – SH Form

Steps 4 and 5 – SH Form

Targets and Actions

Target: What do I hope to achieve / learn?

Actions: What can I do to achieve it?

Evidence: How will I know I have achieved / learned it?

Activity – rate these targets

Rate these targets from 1 to 4. 1 is Strong and 4 is

weak. Strong targets are SMART and support trainees’

development and ability to talk about their practice.

• TS4: Complete all lesson plans 48 hours in advance

and email them to mentor and subject teacher.

• TS8: To effectively use the advice and guidance

offered by colleagues to secure improvements in

practice.

• TS5: Have a clear understanding of the needs of all

pupils and evaluate distinctive teaching approaches to

engage and support them.

Enhanced Support Process

• A developmental and supportive process.

• Initiated at any point by the school and / or university if a

trainee teacher is NOT making sufficient progress in relation

to the Teachers’ Standards (Part 1 & 2) OR expectations of

the SBT (grade 4).

• This should be initiated no later than the last 2 weeks of the

placement to give 10 days for process.

• It is recorded on an SD form and may have 2 stages if, after

the first 5 days, targets have not been met and they become

judged as ‘likely to fail’ the SBT.

• The final review must include a representative from UoB.

• If unsure whether to initiate, raise with the subject route

leader and explore this rather than delay.

Need For Enhanced Support (SD)

Targets, Success Criteria and Support

Trainee’s response

Review of SD

SBT Blog http://blogs.brighton.ac.uk/mentors/mentoring-resources/secondary/

Subject Briefing Rooms

Subject Room No.

Art and DesignSally Johnson D130EnglishAnne Denmead A500GeographySharon Reilly E424MathematicsJames Kendrick C218MFLKaren Hanrahan D510Religious StudiesTom Newlands B502ScienceSarah Poore & Andy Chandler-Grevatt E235