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.

e.cattle@uel.ac.uk

k.jones2@uel.ac.uk