Week 4 WebinarJenny Dein, John Trafford and Richard Pountney

Webinar: Wednesday 8th February 2017

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Slide

Richard PountneySHOOC Course Leader, Lead for Curriculum Development and Technology Enhanced Learning in Teacher Education

Jenny DeinSHOOC Week 4 Leader, Secondary Partnership Lead Coordinator and Senior Lecturer in Secondary Education in the Sheffield Institute of Education, working closely with mentors and senior mentor coordinators in schools.

John TraffordTutor on ITE Programmes, Formerly head of Teacher Education, Huddersfield University

Team for this webinar

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Getting interactive

Emoticons: use while people are talking and to give feedback

Poll 1: Is the moon made of cheese? (choose yes/no)

Poll 2: Why do people climb mountains? (choose a, b or c)

Raise Hand: to ask a question (needs a microphone – run audio wizard)

Polls: respond to a poll (can be yes/no or options (A to E)

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Curriculum

• Week 1 Introduction and induction: • Week 2 Modelling & Developing Professional

Relationships: Mentor standard 1 – Personal Qualities• Week 3 Developing Mentees’

Professionalism: Mentor standard 3 - Professionalism • Week 4 Supporting & Guiding Mentees: Mentor

standard 2 – Teaching• Week 5 Mentors, Mentees and Professional

Development: Mentor standard 4 - Self-development and working in partnership

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Course objectivesHaving completed the course you will be able to:

• Identify the mentor standards and understand their relevance and application to mentoring practice.

• Understand the set of knowledge and skills that constitute competence in mentoring and how these can be developed.

• Reflect critically on your own mentoring practice and understand how to identify gaps and weaknesses in your current practice and that of others and to use this knowledge to improve mentoring practice.

• Participate effectively in professional communities of mentors in order to share individual professional practice and to draw from the practice of others.

How this is met in Week 4

Examine Mentor Standard 2

Examine skills of feedback (Workbook and webinar) and effective teaching (workbook and tweetchat)

Reflection Points (workbook)

Contribute to conversation (Atlas), Top Tips (Padlet) and ideas (Answer Garden)

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E-tivities To achieve the week Badge complete:

Webinar task: What is John Trafford’s middle name?Discussion Forum: Consider cases where you have had to give difficult

feedback to a mentee. What strategies did you use to maximise the value of specific and targeted feedback while allowing for the emotional needs of the mentee?

Top Tips: Giving feedback on teaching observationsAnswer Garden: How do you know good teaching when you see it?Tweet Chat (optional): #mentorshooc4 Thursday 7-8pmReflective Task: self-evaluate your skills in Mentor Standard 2:

Teaching and action plan how you will develop this

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Key Aspects of Effective feedback

Effective feedback as that which is clearly heard, understood and accepted

• focus on the learning of the mentee. Don't make it personal;• be explicit without ruining confidence• engage the mentee in a dialogue about the quality of the learning and

evidence of learner progress and achievement, using specific examples; • provide 3 compliments, 3 accounts of real success and 2 development points • make clear, specific and challenging goals for the mentee; • encourage reflective teaching using dialogic questioning; • build a trusting and respectful relationship where both parties are clear about

aims of feedback.

Slide

Top Tips on giving feedback on teaching observations

• Use dialogic questions to encourage discussion.

• Be explicit and specific• Focus on learner outcomes • Feedback should “feed forward”.

What is your top tip?

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Giving Effective Feedback

Interactive polls

Is it better to be cruel rather than kind when giving feedback? (Y/N)

What is the best way to give critical feedback (choose one of A to E)? A. In written formB. Limited to 3 criticismsC. Start with praiseD. Ask mentee to guess what you are going to sayE. As soon after the observation as possible

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In conversation with ...

Guiding question: What makes quality feedback?

Challenges:1. How can consensus best be achieved on the purpose of "feedback"?2. How can mentors best ensure that the process is the best

quality learning experience for the trainee? 3. How can procedures support this?

John TraffordTutor on ITE Programmes, Formerly head of Teacher Education, Huddersfield University

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Encouraging self-evaluation

The mentor plays a powerful role in assisting the mentee to reflect on practice and engage in inquiry.

Slide

Get SMARTER at setting targets

S SPECIFIC Is the target precise and clear? i.e. to improve behaviour management is NOT specific, but to use behaviour management strategies to improve the beginning of lessons is.

M MEASUREABLEClear criteria for success. What is the end product, impact? i.e. How will the performance be judged against the target? Consider what evidence there could be that would indicate success, and how it

could be used in the QTS portfolio.

A ATTAINABLE Can the target really be achieved in the time/resources available? i.e. What opportunities are available?

R RELEVANTIn number, complexity, stage of development and purpose. i.e. Does the target link to the phase of

training and the standards that are currently being working towards? Have the targets been discussed with school tutors? Good targets should challenge and stretch.

T TIME How long will it take, short, medium and long term/date specific. i.e. in the next lesson with group …or by the end of the unit ….

E EVALUATEDWhat impact has the target had on performance, pupils, practice, policy? i.e. will the evidence be found in lesson plans, evaluations, lesson analysis forms? Discuss targets at weekly meetings and

record

R REVIEWEDIs there a need to have a follow up or new targets set? i.e. ensure that targets are reflected upon and

feedback into practice. If a target is not met ask why that might be. Review at weekly meetings, interim or end of phase, target setting tutorials

Setting targets is crucial to the mentee's development.

To enable the trainee to fully access the targets they need to be SMART. Make them SMARTER Measuring mentees impact on learner progress and reflecting on previous targets

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What next?

• Week 5 led by David Darwent: Mentors, Mentees and Professional Development based on mentor standard 4 (teaching) - workbook released at the weekend

• If and when you are ready to submit week 1,2,3 and 4 workbooks see guidance and/or email mentorshooc@shu.ac.uk

• Any questions?