Download - University of East London
University of East LondonStage 1 Mentoring
Kate Jones
Erica Cattle
WHY ARE YOU HERE?
Aims of the session• To know and understand the Teachers’standards for
teaching.
• To gain an overview of the programmes at UEL
• To gain an understanding of what is required of you as a mentor
• To gain an understanding of the documentation schedule for the year
• To answer any questions you may have!
OUR PROGRAMMESSchool Direct Salaried Programme
(SDS)
Whole academic year
Paid member of staff
School based training
Supported & verified by UEL
Main placement school
4 week experience in 2nd school
Achieve QTS
PostgraduateCertificate of Education (PGCE)
School Direct (SD)36 weeks
University based training
Subject & whole school input
Supported & verified by UEL
Two contrasting placements
12 week placements *
Achieve QTS & academic qualification
Skills tests 2013 -14 cohort
• All trainees – (SDS/SD/PGCE) will have passed Literacy & Numeracy Skills tests before commencing their training programmes.
Support for trainees during the programmeAt UEL• Subject tutors• Director of Secondary• Admin Team• SU/Student Services
In School• Professional Coordinating
Mentor• Subject Mentor
Achieving QTS/PGCE
School Direct Salaried Programme (SDS)
Pass school experience
Meet QTS standards
Pass Assignment
Professional/PostgraduateCertificate of Education (PGCE)
School Direct (SD)
Pass both placements
Meet QTS standards
Pass 3 assignments
The Professional Standards ….
• the award of Qualified Teacher Status (QTS)
• Same as teachers on the main scale
New standards 2012
• Single set of standards for all teachers
• 8 standards for teaching
QTS STANDARDS
• Part 1 – Teaching - 8 categories• Part 2 : Personal & Professional
conduct
Teachers’ standards
TS1 - Set high expectations which inspire, motivate and challenge pupils.
TS2 – Promote good progress and outcomes by pupils
TS3 – Demonstrate good subject and curriculum knowledge
TS4 – Plan and teach well structured lessons
Teachers’ standards contd ..
TS5 – Adapt teaching to respond to the strengths and needs of all pupils.
TS6 - Make accurate and productive use of assessment.
TS7 – Manage behaviour effectively to ensure a good and safe learning environment.
TS8 – Fulfil wider professional responsibilities.
• PART TWO: Personal and professional conduct
TASK
1. Think about possible evidence for the standards.
2. Which standards would be hard to find evidence for?
QTS Standards – hard copy in pack
Aim : to analyse your own understanding of the mentor’s role
• Make a list –as detailed as possible ,of all the things you feel are part of your role as a mentor.
• Once you have made your list ,show it to someone else. Discuss – what would they add to it or change ?
Activity 2
Aim : to refine the analysis of your role• Look at the list again and consider ,for
each item ,what your responsibilities are likely to be
• You may find it useful to draw four columns and construct a grid e.g.
Activity 2 & Activity 3
Role : Mentor : School : ITT Provider :
SupportLesson Planning
Counsel,advice,Resource.
Curriculum/Scheme of work andcoverage
Follow guidelinesMonitorreport
Support Classroom Management
Demonstrate discuss ,help,observe
Explain rules and routines
MonitorRecord.
Activity 4
• Consider what you need to do to prepare them prior to starting their block practice.
Development of the trainee over the year….The common stages.!!!!
Early idealism Survival Recognising difficulties The plateau Moving on Reading /theorising (putting their own experiences into wider contexts)
Supporting your trainee
In groups ,suggest ways in which you can support trainees through each phase .
Responsibilities of the Mentor
WEEKLY MEETINGS
CONTACTINGUEL
FORMAL OBSERVATIONS
REPORT WRITING
SUPPORT TARGET SETTING
Refer to Mentor Handbookfor specific roles
Responsibilities of the PCM
PROF.STUDIES
MONITORING
1 FORMAL OBS.PER HALF-TERM
SUPERVISEREPORT WRITING
LIAISON
Refer to Mentor Handbookfor specific roles
UNIVERSITY OBSERVATIONS• SDS– 6 BY UNI • PGCE/SD– 4 BY UNI• Timetables to Uni ASAP• Encourage trainees to check calendar• 2/3 hour process, including documentation
check.• Joint observations
SCHOOL OBSERVATIONS• PGCE/SD - Should have member of staff in all
lessons• Once every 2 weeks• Must submit 3 formal observations per half
term for PGCE/SD and 2 per half term for SDS• School experience report• Standardisation
Timetabling
PGCE/SD - Oct – December - 30% - 4 days
Jan – February – 50 % - 5 days
Feb – April – 50 % - 5 days
April - May - 60% - 5 days
Timetabling
SDS
• 30% Term 1
• 50% Term 2
• 80 / 90% Term 3
Timetabling
SDS – Term 1 - 30% - 4 days
SDS– Term 2 - 50/60 % - 4 days
SDS-Term 3 – 80/90- 4 daysWHERE AGREED –TO BE TIMETABLEDWITH EXPERIENCEDMEMBERS OF STAFF
DOCUMENTATION –all on Mentor wiki• Mentor Handbook• Secondary School based training handbook(PGCE/SD)• Secondary SDS programme handbook• Observations – Commentary Summary• Reports – SE1• School Based Training Plans• Weekly Training Plans• Standards Tracker• Mentor wiki -
https://uelsecondary.pbworks.com/w/page/7021711/FrontPage
School based training …
• Pre/post session tasks in Subject programme guide
• Training plan activities• Directed tasks• Observation of colleagues• Use Weekly Training Plan to log progress, set
targets and record mentor meetingsOverview of Core sessions at UEL – subject mentors may also
provide subject session overviews. Check your subject page on Mentor wiki
Weekly Training Plans
• Review progress and set targets
• Track progress towards completion of training plan
• Allows for variation/additions to training plan
• Targets may be longer term
Example WTP
Stress Points - Highs• Early progress reports by mentor – style of report tends to
look for strong points – confidence booster• Reaching end of first term• Response to successful lessons• Taking on responsibility for managing own lessons • Liaising with other trainees on the course – important on
social level & to vent frustrations & celebrate successes • Successful observations by UEL tutor• Participating in extra curricular activities• Parents’ evenings
Stress points - Lows• Preparation for assessment as well as juggling HEI
based work such as assignments• Initial insecurity about not knowing pupils/school• Coming back in January to new term & challenges• Pressure of marking increases gradually during
placement• A lot of energy put into production of resources often not
maximised• Transition to more lessons & more difficult classes • Mentor not always finding time for trainee – trainee feels
guilty for making demands• Job hunting – nervous wait
OBSERVATIONS - BEFORE THE LESSON
Meet the teacher for a few minutes
Understandcontext (syllabus/NC) objectives & the stages of the session
Agree purpose & focus of your observationhow you’re going to be introducedhow you’ll behave permission for any interaction
Maintaining good professional relationships• Activity 5
QUESTIONS ?
Mentor wiki task
We want all of our Mentors to feel confident about using & navigating the wiki so we have set you a few tasks( green paper):
Guest log in:
Username- conf5
Password – London1
Have fun !!
Many thanks for coming today. We hope that you have found it useful.
Please feel free to contact us if you have any questions about being a Mentor.
