MMU Faculty of Education Subject Mentor Training

2015-2016

Being a mentor...• Guardian – to help with key advice often in areas such as

classroom management, pastoral role and understanding the stresses of teaching.

• Counsellor – to listen to problems, without judgment or advice.

• Tutor – to give direct advice and skills linked to the 'curriculum' (teaching standards) which are being developed.

• Mentoring – to enable the trainee teacher to set goals and outcomes for their own development of learning. To support them into being reflective practitioners who will continue to develop independently throughout their careers.

Mentoring.• Mentor / Mentee Training

• “Mentoring is: a relationship between two parties, who are not connected within a line-management structure, in which one party (the mentor) guides the other (the mentee) through a period of change towards an agreed objective, or assists them to become acquainted with a new situation.”

Mentoring“The objective of the training is not a mastery of all of the skills...”

“The purpose of mentoring is to support and encourage people [trainee teachers] to manage their own learning in order that they may maximize their potential, develop their skills, improve their performance and become the person [teacher] they want to be”

“Mentors should enable mentees to learn from their past successes and failures, and encourage them to engage in self-determined learning and to find their own solutions – mentors unleash mentees' capacity to solve problems and arrive at high-quality decisions by being supportive, challenging and, above all, helping them to reflect on events.”

Carter Review - Jan 2015• Effective mentors are outstanding teachers who are also skilled in

deconstructing and explaining their practice – outstanding practitioners are not automatically outstanding mentors

• • Effective mentors are subject and phase experts, aware of the latest developments. Subject mentors should be members of subject mentor networks and should access resources from subject associations

• • The most effective mentors have a secure understanding of the Teachers’ Standards, including a range of methods for assessing against the standards, in a way that goes beyond the minimum requirements for meeting them

• • Effective mentors are strong role-models of all the Teachers’ Standards – for example, they are skilled in managing behaviour effectively. Effective mentors are also good role-models in relation to their own engagement with research

Partnership website for resources • http://www.ioe.mmu.ac.uk/partnerships/resources/secondary

/

2015-2016 - CoreAutumn 2015 Week Beg 07-Sep 14-Sep 21-Sep 28-Sep 05-Oct 12-Oct 19-Oct 26-Oct 02-Nov 09-Nov 16-Nov 23-Nov 30-Nov 07-Dec 14-Dec

University Wk No

6 7 8 9 10 11 12 13 14 15 16 17 18 19 20Course Wk No 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Secondary Programmes Development Day 02/09/2015 Mon

* Externals

PG Fair 02/09/2015 TuesSecondary Department Day

03/09/2015 Wed NPM SMT PTM CM SCM PC PTM PSDG SCM

Start of Programme 10/09/2015 ThuStart of Programme

PG Fair 18/11/2015 Fri PP TEC PP TEC PP PP TECHalf Term

SPRING 2016 Week Beg 28-Dec 04-Jan 11-Jan 18-Jan 25-Jan 01-Feb 08-Feb 15-Feb 22-Feb 29-Feb 07-Mar 14-Mar 21-Mar 28-MarUniversity

Wk No22 23 24 25 26 27 28 29 30 31 32 33 34 35Course Wk

No 16 17 18 19 20 21 22 23 24 25 26 27 28 29

MonBank Hol Start of Term

for TraineesSMC2 this week

* SMC3 this week

Bank Hol Easter

Secondary Programmes Development Day 01/02/2016 Tues PGS

Secondary Department Day 05/01/2016 Wed NPM SMT SCM PTM CM PSDG SCM PC

PG Fair 24/02/2016 Thu

FriBank Hol

PP TECBank Hol Good Friday

Half Term

SUMMER 2016 Week Beg 18-Apr 25-Apr 02-May 09-May 16-May 23-May 30-May 06-Jun 13-Jun 20-Jun 27-Jun 04-JulUniversity

Wk No38 39 40 41 42 43 44 45 46 47 48 49Course Wk

No 30 31 32 33 34 35 36 37 38 39 40 41

MonBank Hol TEC Bank Hol SMT

Secondary Programmes Development Day 24/05/2016 Tues *

PG Fair 01/06/2016 Wed PTM CM SCM PCEnd of

Programme PSDG STM

Secondary Department Day 03/05/2016 Thu PGS

Cross Department Day 07/07/2016 Fri PP

Review 5 with PM by 29/4 for AROF

Half Term Rev 6 with PT by 15/6

Rev 2b with PM by 7/12 for AROF tra inees and by 14/12 for othersUpdated Rev 2b for AROF trainees by 14/12

External Examiners' 2 day visits in week 40. Sen.Mod visits in weeks 40 & 41

Rev 3 with SM by 5/2

INDUCTION PHASE FORMATIVE PHASE

CONSOLIDATION PHASE DEVELOPMENT PHASE ASSESSMENT PHASE

Hand in ETL 15/10

Rev 1 with PT by 30/10

Rev 2a with PM by 16/11

Rev 4 with PM by 11/3

ASSESSMENT PHASE ENRICHMENT PHASE

Hand in CDA 9/5

Updated Rev 5 req for AROF trainees by 16/5

Tier Board Dates and Partnership Conference Date TBC

Hand in ILA 6/1

Rev 3 with PT by 29/1

Trainees & 9/5 for others

Key

University Sessions

Induction in School

Block Attachment A

Primary Attachment

Block Attachment B

Enrichment Phase

Half Term in School

CM - Cluster Meeting

NPM - New Professional Mentor Meeting

PC - Programme Committee

PGS - Progress Board of Examiners

PSDG - Partnership Strategic Development Group

PTM - Partnership Tutor Meeting

SCM - Subject Co-ordinator Meeting

SMC - Subject Mentor Conference

SMT - Subject Mentor Training

STM - Secondary Team Meeting (a.m.)

TEC - Trainee Evaluation Committee

On-line SMC1 weeks 3 & 4

The Easter holiday is variable.

Trainees will work to school

term dates.

Cluster Twilights

Consolidation/Block B.

3 days Post 16 to be covered through Block

A/B.

*

2015-2016 – School DirectAutumn 2015 Week Beg 31-Aug 07-Sep 14-Sep 21-Sep 28-Sep 05-Oct 12-Oct 19-Oct 26-Oct 02-Nov 09-Nov 16-Nov 23-Nov 30-Nov 07-Dec 14-DecUniversity

Wk No 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20Course Wk

No 1a 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Start of Programme 01/09/14 Mon * Externals

Secondary Programmes Development Day 02/09 Tues

Start of Programme

PG Fair 02/09 Wed NPM SMT PTM CM SCM PC PTM PSDG SCM

Secondary Department Day 03/09 Thu

SD Alliance Meeting 24th Sept Fri PP TEC TEC PP TEC

PG Fair 18/11 Half Term

Rev 2a by 9/11

SPRING 2016 Week Beg 28-Dec 04-Jan 11-Jan 18-Jan 25-Jan 01-Feb 08-Feb 15-Feb 22-Feb 29-Feb 07-Mar 14-Mar 21-Mar 28-MarUniversity Wk No 22 23 24 25 26 27 28 29 30 31 32 33 34 35

Course Wk No 16 17 18 19 20 21 22 23 24 25 26 27 28 29

Secondary Department Day 05/01 Mon

Bank Hol Start of Term for Trainees

SMC2 this week

* Bank Hol Easter Mon

Secondary Programmes Development Day 01/02 Tues PGS PP

SD Alliance Meeting 11th Feb Wed NPM SMT SCM PTM CM PSDG SCM PC

PG Fair 24/02 Thu

FriBank Hol

PP TEC Bank Hol Good Friday

Half Term

Hand in ILA 06/01

SUMMER 2016 Week Beg 18-Apr 25-Apr 02-May 09-May 16-May 23-May 30-May 06-Jun 13-Jun 20-Jun 27-Jun 04-JulUniversity Wk No 38 39 40 41 42 43 44 45 46 47 48 49

Secondary Department Day 03/05

Course Wk No 30 31 32 33 34 35 36 37 38 39 40 41

SD Alliance Meeting 5th May MonBank Hol Bank Hol

SMT

Secondary Programmes Development Day 24/05 Tues

PP TEC

*

PG Fair 01/06 Wed PTM CM SCM PC PSDG STM

End of Programme 15/06/2015 Thu PGS

Cross Department Day 07/07 Fri

Half TermEnd of Programme 15/06

ASSESSMENT PHASE

Senior Mod Visit week

34

FORMATIVE PHASE

Placement B Visit one day

Rev 2b with PM by 7/12 for AROF trainees and

14/12 for others

Rev 1 with PT by 30/10

INDUCTION PHASE

Updated Rev 2b for AROF trainees by 14/12

Placement B Visit one day

Rev 3 with PT by 28/1

Rev 3 with SM by 5/2

Rev 4 with PM by 29/02

Review 5a with PM by

30/03

ASSESSMENT PHASE ENRICHMENT PHASE

CONSOLIDATION PHASE DEVELOPMENT PHASE

2/09 University

Twilight Session

4.30-6.30

Hand in ETL 05/10

External Examiners' 2 day visits in week 40.

Senior Moderator visits in weeks 41 &

42

Tier Board Dates and Partnership Conference Date TBCHand in sCDA 16/5

Review 5b by w/b 09/05 for AROF trainees and

23/05 by for others

Updated Rev 5b for AROF trainees by 16/5

Rev 6 with PT by 15/6

Key

University Sessions

School Direct A

University or School

School Direct B

Primary/ Post 16 / otherschool based experience*

Half Term in School

Opportunity for school based CPDpost programme

CM - Cluster Meeting

NPM - New Professional Mentor Meeting

PC - Programme Committee

PGS - Progress Board of Examiners

PSDG - Partnership Strategic Development Group

PTM - Partnership Tutor Meeting

SCM - Subject Co-ordinator Meeting

SMC - Subject Mentor Conference

SMT - Subject Mentor Training

STM - Secondary Team Meeting (AM)

TEC - Trainee Evaluation Committee

* To be organised by Placement School

SMC1 takes place week 3 or 4

The Easter holiday is variable.

Trainees will work to school

term dates.

*

3 days Post 16/ Primary to be

covered through Placement A/ B

as required.

Online SMC1 weeks 3 or 4

3 days Post 16/ Primary to be

covered through Placement A/ B

as required.

The Easter holiday is variable.

Trainees will work to school

term dates.

Cluster Twilights

Consolidation/Placement B

First Meeting..• The first meeting has three main goals:

• 1.Establishing rapport.• 2.Establishing a sense of common purpose.• 3.Building an understanding of what each should expect of the other.

• To this end, mentors should make every effort to put trainees at their ease. They should have

• School/departmental Induction- alongside PM• Observations of outstanding staff and classes trainee will teach• Pupil Trail(s)• School and department ethos• Knowledge of key people in dept. school• Professionalism / expectations discussion

SM in Induction / Block A/Placement

Key aspects of this phase:• Induction is key as this starts to show trainees what teaching is all

about – whole school and departmental• Engagement with Progress Indicators – Enables trainees to show,

and you to monitor, progress against the standards.• Subject Audits – leading to a progressive timetable to address

subject knowledge gaps – gradualism process• Addressing areas for development through clear target setting

keeping the University Tutor informed of issues/lack of progress.• Joint observation with University Tutor.• Remediation and AROF procedures– to support trainees at risk of

failing.• Support and advice for trainees in their assignment writing.• Contribution to Review 2a/b

Lesson Observations

• One must be written observation each week.• Connecting these to weekly meetings- joint target setting from

lesson observations. • Encouraging critical reflection.• Commenting on teaching and learning.• Commenting on trainees impact on pupil progress ( very

important)• Make sure you focus on pupil progress rather than a list of ‘

what occurred, at what times’ which is often not challenging. Questions are useful to stretch trainees

• Make sure you are not afraid to have “difficult conversations” that will stretch trainees and allow them think about how to achieve best practice

Lesson Observation Form

Lesson Observation Form – good practice

Joint observation with University Tutor.

• University tutor (UT) will tell you when they will be visiting at the start of the teaching block

• You may wish to contact them to arrange an earlier visit if you have any concerns about your trainee ( List of all contacts are on the partnership website)

• You will lead the feedback and the UT will observe your feedback. This is to quality assure the mentoring process

• The UT will give you feedback on your feedback

Weekly Meeting/ Lesson Observations

• To support trainee in managing their own learning.• To encourage self-directed reflection, analysis and problem-

solving• To be a sounding board – to challenge assumptions, ideas and

behaviours.• To motivate the mentee to achieve objectives.• To inspire.• To 'open doors'...• To provide a safe, objective, non-judgmental... space for the

trainee• To provide guidance or advice...• To be a credible role model.

Progress indicators

Progress indicators• •The first step to effective use of the Progress Indicators is for you,

and the trainee to engage with the document and familiarise yourself with it.

• •For each phase of the programme, it is important to familiarise yourself with the standards associated with that phase and use these as a focus within the Progress Indicators.

• •Set aside time regularly to discuss progress made against the Standards and identify where on the Progress Indicator chart the trainee is best placed for each of the focus standards.

• •Use the trainee’s position on the progress Indicators chart to begin a discussion about the rate of progress to date and to also identify strategies for further progress.

• •Good practice from Partnership schools tells us that this works best when trainees self- assess their performance at the same time as the SM assesses it, leading to further discussion.

OFSTED grading/ review 5a/b

• You are not grading each lesson

• Remember you are grading a trainee teacher, not someone who is qualified already

SM in Placement/Block B / Enrichment• Up-dated Subject Knowledge Audit, plus Review 2a/b and 3a to

be used to identify trainee starting point.• Progressive timetable addressing subject knowledge gaps and

aiding further development of existing knowledge and skills.• Continued use of Progress Indicators to monitor progress –

aiming to have all trainees Good or Outstanding by the end of the Block B placement.(use ‘working towards good’ documentation if not)

• Carry out joint observation against the progress indicators with University Tutor

• Develop increasing independence in your trainee• Support for trainees with their assignment writing• Addressing remaining Standards through clear target setting.• Remediation procedures to support trainees at risk of failure.• Contribute to Review 4/5a/b and organisation of Enrichment.

Remediation /AROF process• Occasionally trainees may need extra support as they are failing to make progress against the

indicators. You must immediately identify targets for the trainee in order that their progress to become satisfactory.

• Must inform the Professional Mentor of your concerns and that you are able to identify specific areas of concern

• If the trainee does not, or is not able to address the areas of concern then the remediation process must be undertaken. Trainees who are placed on remediation as soon as weaknesses are identified are much more likely to come out of remediation successfully. They need maximum time to address the issues and to re-gain their confidence.

• You will be supported throughout the process by both the PM and the trainee’s UT who will visit the school, carry out a joint observation and work with the school to set appropriate targets for the trainee.

• If after the specified time ( usually 2 weeks) the trainee has still not made progress, you need to initiate the AROF procedures

• All Remediation and AROF documentation is on line

The Responsibilities of the SM• To carry out a weekly formal observation on your trainee.• To carry out a weekly mentor meeting with your trainee. and• To induct the trainee into the department and clarify departmental expectations.• To help create a suitable timetable which supports the development of subject

knowledge and allows the principle of gradualism to be applied.• To engage in joint / supported planning with the trainee.• To monitor progress towards meeting the standards, setting targets and

reviewing trainee progress, ensuring that trainees work towards Good or Outstanding outcomes.

• To contribute to Review 2a/b (during placement/Block A), 3b, 4 and 5a/b (during placement/Block B).

• To contribute to the Ofsted grading of your trainee (on reviews) • To support the trainee with their assignments.• To support the trainee with their assignment activities.• To monitor the trainees collection of evidence for their SEF / RPD.

Key Contacts

• Partnership Office at Brooks – Bev Ingham secondary.placements@mmu.ac.uk

• Secondary ITT Partnership Leader – Karen Duffy k.j.duffy@mmu.ac.uk