Web viewProviding high-quality coaching and mentoring. ... this works better than using the word ‘student’ which can become confused with the learners the

The University of Warwick

Initial Teacher Training Programme (FE and Skills Sector)

Subject Mentor’s Handbook- CET

2016-17

Improving trainees’ teaching skills

Modelling good practice in teaching

Providing high-quality coaching and mentoring

Enhancing subject and curriculum knowledge

http://www2.warwick.ac.uk/itt/suppment

1 Subject Mentor’s Handbook July 2016-17


Welcome and Introduction

Thank you for taking on the role of subject specialist mentor for a trainee teacher on the University of Warwick’s programme of Initial Teacher Training (ITT). Within the Warwick partnership, we aim to train teachers who will set themselves high standards and continually aim to improve their skills and understanding. We recognise that our trainees will all begin at different starting points so we aim to work with individuals to develop the skills they have and raise awareness in them of their potential. We have ambitious expectations of our trainees and with your help and support we are aiming to enable trainees to become good or outstanding teachers.

Good luck with your mentoring – we hope you enjoy the experience too!

Ellen Buttler – Director for Initial Teacher Training (FE)

024 76151297

The information in this handbook is divided into four sections to help you find what you want quickly:

Quick checklist of the mentor’s role and useful forms p 3

The mentor’s role p 4

The teacher training programme of your mentee p 5

What you need to do and what you need to know now p 6

All the forms you need p 16

Contact Details

Web support for mentors: http://www2.warwick.ac.uk/itt/suppment

Your mentee:

Name

Email

Telephone

The Programme Manager or Course Tutor at college of your mentee:

Name(s)

Email

Telephone



Quick checklist of the mentor’s tasks

TICK

Attend college meeting for mentors (as appropriate)

Read mentor handbook and visit the mentor website

Sign the mentor – mentee agreement form (Appendix 3)

One observation of the mentee (one hour duration) plus feedback report (Appendix 2). Observation reports and targets set to be shared with the tutor.Regular meetings with mentee

Contribute to record of mentee meetings (Appendix 4)

Keeping in touch with course tutor

Complete the on-line initial mentor questionnaire - skills and experienceshttp://www2.warwick.ac.uk/study/cll/othercourses/itt/suppment/quest/Complete on line mentor evaluation http://www2.warwick.ac.uk/study/cll/othercourses/itt/suppment/quest1Engage in professional dialogue with the mentee at the end of programme, completing the final evaluation to capture experiences (Appendix 5)

Useful Documents and FormsAll the forms you need can be found as appendices to this document they are:

OBSERVATION REPORT FORM APPENDIX 2

Ofsted Descriptors & Professional Standards Appendix 1a & b

Observation Pro-forma Appendix 2

Mentoring Agreement Appendix 3

Record of Mentoring Appendix 4

National Mentor Standards – Initial Teacher training

Appendix 5

End of Programme Evaluation – Professional Dialogue

Appendix 6


http://www2.warwick.ac.uk/study/cll/othercourses/itt/suppment/quest1

http://www2.warwick.ac.uk/study/cll/othercourses/itt/suppment/quest/

Part 1. About the role of a subject mentor

What’s the job of a subject mentor? He or she is a critical friend, a role model for a teacher, a subject specific coach, someone who can facilitate, make links to useful other people and arrange for things to happen because they know the ropes. S/he will also be able to give constructive and supportive critical feedback to the trainee1 about the teaching of their subject specialism.

The Programme Manager at the University or college will be your link to the programme itself.

What makes a good mentor?

Some suggested mentor attributes make the mentoring experience good for both parties:

Good listening skills Being able to put yourself in the trainee’s place – and empathise Giving space to make mistakes sometimes Giving encouragement to try new techniques and praise for real achievements Challenging the thinking of the trainee Giving constructive feedback

This is a professional relationship; the Mentoring Agreement (in Part 4) sets out what you should both be expected to do or not do and we are realistic about the amount of time which any mentor may have to give to a new teacher.

The role of the mentor is critical in supporting the subject specific development of a trainee. The role:

is provided by experienced and expert mentors and as such we would respectfully ask that you complete the initial mentor questionnaire which can be located here:http://www2.warwick.ac.uk/study/cll/othercourses/itt/suppment/quest/

responds to trainees’ specific training needs, including enhancing subject and curriculum knowledge improves trainees’ teaching skills models good practice in teaching provides high-quality coaching and mentoring to enhance trainees’ professional development

Mentors and trainers are expected to work together collaboratively to meet the needs of the trainee.Your experiences are important to us and we would be grateful if you would provide us with feedback

though the on-line survey located below and through professional dialogue with your mentee at the end of programme.


Thank you

Part 2. The Initial Teacher Training programme

1 You will find that the word ‘trainee’ is used throughout to mean the trainee teacher; this works better than using the word ‘student’ which can become confused with the learners the trainee is teaching.



http://www2.warwick.ac.uk/study/cll/othercourses/itt/suppment/quest/

The University of Warwick offers initial teacher training programmes for would-be and practising teachers working in the FE and Skills Sector. Trainees can either take the certificate or diploma qualification. In addition English, maths and teachers of SEND can take subject specific diploma and additional diploma programmes. All these courses are part-time and most trainees are already in employment as teachers, trainers or instructors. Some may even be working full-time and as such may face challenges as they undertake their programmes.

You can find a copy of the Student Handbook on the mentor website, please ask your trainee to share their E-PDP with you.

Trainees’ teaching practice

Think of the course as two parallel lines. The top line represents the course and coursework: five assignments in Year 1, four assignments in year 2 or three assignments on the subject specialist diploma programmes.

The lower line represents professional development as a teacher which is where your knowledge, skills and enthusiasm can make a huge difference to a trainee teacher. Trainees are expected to teach for a minimum of 30 hours each year of the programme . Your role as mentor is to support the trainee’s teaching of their specialist subject and to help them extend their teaching skills.

During this one year course the teacher trainee will have three observations . Your part in this process is to observe your mentee once for a minimum of one hour. This may be conducted jointly with the College or University tutor.

Keep in touch

It is vital that everyone working with the trainee is aware of what is happening so please keep in touch with course tutors! Your trainee’s Professional Development Portfolio (holding a range of evidence about their developing teaching skills) is a key document to help with this, so make sure that you see it regularly. Please also ensure you share all your observation report including targets set with the tutor as well as the trainee.


Professional development

Course and coursework

Part 3. What are you responsible for doing?

We ask you to:

attend college based training or access on-line training here:http://www2.warwick.ac.uk/study/cll/courses/professionaldevelopment/itt/resources/suppment/get to know as much as possible about your trainee and his/her work and the learners involvedsee yourself as a supportive but critical frienddecide on their experience level so that you can negotiate the level and amount of support they may needdevelop a relationship with the trainee so you are aware of their individual needs. consider the teaching the trainee has to do in any one week to make a judgement about the relative demands of each group and the challenge your trainee is facing. discuss with the trainee whether the following are appropriate, relevant, and of good quality: the scheme of work /ILPs; the lesson planning; resources used; progress made by learners in taught sessions; marking of learners’ worklook at your trainee’s paperwork or course management files. Trainees will benefit from developing good organisational skills which prevent problems building up later.develop your trainee’s ability to self-evaluate their teaching

discuss sessions taught which have gone well and those which have not help trainees to make connections between the causes of good and bad sessions help trainees to regularly identify what learning has taken place in a session and how this was

measured help trainees to identify where they have used, or could use evidence informed practice discuss how sessions could be improved (when appropriate)

further the trainee’s understanding of their learners’ needs: discuss differentiation for specific learners enable the trainee to get the learner’s perspective on their teaching

push forward your trainee’s professional development by: encouraging the trainee to widen his or her experience of teaching different levels, groups and

contexts encouraging them to be innovative and take risks reviewing success in the above action planning future development in small ways and by setting achievable targets.

How long will this take?

Ideally meeting for fifteen minutes a week can be most effective but you may need to make different arrangements that suit both you and your trainee. Decide with the trainee what you will do in that time so you both know what to prepare for the meeting. Over the course of a year, this may build up to approximately 10 hours depending on your trainee’s skills and confidence. If meeting each week is not possible, perhaps you could arrange to hold your meeting over the telephone or using Skype.

How do I know whether my trainee has reached an appropriate standard of work?

The programme takes a developmental approach to bringing on the teaching skills of the trainee. Whatever their starting-point, they should be improving as the course progresses. You should expect your mentee to bring his or her Teaching Observation File with them when they talk to you so that you can see the observation reports completed by other observers. The ‘Agreed areas for development’ section at the end will identify areas where your mentee needs to improve his/her teaching skills.


http://www2.warwick.ac.uk/study/cll/courses/professionaldevelopment/itt/resources/suppment/

The descriptors for the different standards of teaching (Appendix 1a) and the Professional Standards for Teachers and Trainers in Education and Training - England (Appendix 1b) will both help you to see what is expected as an appropriate standard. The partnership programme is committed to helping trainees to become good or outstanding teachers by the end of their course.

Observations

As stated previously you will complete one observation which may be carried out jointly with a College or university tutor) using the same Observation Report Form as the teacher trainer (Appendix 2). Guidance on how to complete the observation form can be found here:

http://www2.warwick.ac.uk/study/cll/courses/professionaldevelopment/itt/resources/suppment/obs/

Your trainee will have a Teaching Observation File which holds all the observation reports. Usually the mentor observation is the second each year, please look at the previous observation report before you carry out your observation so that you can follow up any areas for development from the last observation. Similarly areas for development which you record must be shared with the tutor (and trainee simultaneously) so the tutor can follow up any concerns, targets and/or actions at the next observation.

Trainee Feedback

Please ask to see a sample of work your trainee has marked and discuss with them how they track or monitor learner progress. Please record on the Record of Mentoring (Appendix 4) any actions for the development of assessment practice, feedback and/or the monitoring of learner progress.

Quality Assurance

All mentors are expected to access training to prepare them for the role. Training can be accessed through the Partner College and/or on-line here:


Once the programme has started the mentoring experience is monitored through various mechanisms including: trainee and mentor feedback, the management of joint lesson observations (mentor and tutor combined) and the sample moderation of observation reports and records of mentor / mentee meetings. The latter will be carried out by college and/or UoW tutors.

Record of Mentoring

Please sign the mentoring agreement (Appendix 3) and encourage the trainee to maintain the Record of Mentoring (Appendix 4) as a means of tracking your meetings with them, although it is the trainee’s responsibility to do this. Trainees will have an electronic portfolio (e-PDP), please ask them for access to this.

If at any time, you have any major concerns about your trainee’s teaching please consult the Programme Manager or Course Tutor.



http://www2.warwick.ac.uk/study/cll/courses/professionaldevelopment/itt/resources/suppment/obs/

You might find it useful to use this checklist at points during your mentoring discussions:

Subject knowledge: what level does the trainee have? Understanding learners’ needs: differentiation between learners Planning: long and short-term Delivery and resources Use of evidence informed practice Managing the learning Assessment Evaluation and Reflection Managing classroom or workshop behaviour Equality and Diversity issues Motivating learners ILT skills of the trainee

Each one of the above list is an important part of the teacher’s role. Whilst you are talking to your trainee, try to assess his or her level of understanding about what is appropriate within your subject area on each of these topics then use this to set the next target.

What if things go wrong?

For a few trainees, teaching practice does not have a successful outcome. Should your trainee be one of these, you will be involved in the discussion about whether this trainee should fail their teaching practice or not. The teacher training team, will have evidence which you should look at. Your opinion of the trainee and his/her teaching will be evidence to be considered by the Programme Manager. It will be important at this stage that you have evidence of the trainee’s commitment and achievements so keep some notes for yourself

Finally thank you for giving your time and energy to be a mentor and for sharing your skills, knowledge and experience with your mentee.


Appendix 1a Characteristics of an outstanding, good, competent and inadequate teacher Characteristics of an outstanding teacher. Characteristics of a good teacher Characteristics of a competent teacher Characteristics of an Inadequate teacher

The very large majority of learners consistently make very good progress

Learners make good progress Learners make progress but there are weaknesses in learning and assessment

Learners or groups of learners are making inadequate progress and have been unsuccessful in attaining their learning goals

Consistently high expectations of all learners High expectations of all learners Expectations of learners enable most of them to work hard and achieve satisfactorily

Does not have sufficiently high expectations of learners

Highly adept at working with and developing skills and knowledge in learners from different backgrounds

Able to develop the learners’ skills and knowledge regardless of background

Able to work with and develop skills and knowledge in learners from different backgrounds satisfactorily

Not able to work effectively with learners from different backgrounds

Excellent subject knowledge and/or industry experience

Well-developed subject specialist skills and expertise Satisfactory subject specialist skills Lacks expertise and the ability to promote learning

Planning and the setting of challenging tasks are based on systematic and accurate assessment of learners’ prior skills, knowledge and understanding

Plan effectively and set challenging tasks based on assessment of prior skills, knowledge and understanding

Careful initial and on-going assessment of learners’ progress takes place but is not always conducted rigorously enough, which may result in some unnecessary repetition of work for learners and less effective planning

Poor initial and on-going assessment of learners’ progress which leads to ineffective planning.

Well judged and imaginative teaching strategies that meet individual needs

Effective teaching, learning and assessment strategies match most learners individual needs

Teaching strategies ensure that learners’ individual needs are usually met

Poor teaching strategies mean that learners’ needs are not met

High levels of enthusiasm for participation in and commitment to learning are evident

Enthuse and motivate most learners to participate in a wide range of learning activities

Most learners are motivated to engage with a range of learning activities.

Teaching fails to excite, enthuse, engage or motivate particular groups of learners, including those with LD and or D.

High levels of confidence and independence in learners are developed when they tackle challenging activities

Teaching generally develops learners’ confidence and independence when tackling challenging activities

Teaching enables some learners to develop confidence to work independently with some challenging activities

Teaching does not result in learners working confidently and independently because activities do not challenge

L earners’ understanding is effectively checked throughout learning sessions,

Listen perceptively to, carefully observe and skillfully question learners during learning sessions

Learners’ work is monitored and appropriate tasks set and plans are adjusted to support learning; occasionally these adjustments are not timely and this slows learning for some learners

Little or no checking of understanding throughout the session

The teaching of learners’ Eng, maths and functional skills is consistently good with much outstanding.

Learners’ literacy and numeracy skills are developed There is some development of Eng, maths and functional skills but some opportunities have been missed.

Teaching of Eng, maths and FS is inadequate; significant proportion of learners do not get appropriate support to address these needs.

High quality learning materials and resources including ICT, are used during and between taught sessions

Good use of resources, including ICT contribute well to learners’ progress

Available resources are used well Learning activities and resources are not sufficiently well matched to the needs of learners so inadequate progress is made.

High standards of marking and constructive feedback are frequently used and lead to high levels of engagement and interest

Learners’ progress is assessed regularly and accurately and discuss assessments with them so that learners know how well they have done and what they need to do to improve

Learners are informed about the progress they are making and how to improve further through marking and dialogue with staff that is usually timely and encouraging so most learners want to work hard and improve

Poor feedback does not specify how learners can improve or what progress they are making which leads to a lack of motivation

Equality and diversity are integrated fully into the learning experience

Equality and diversity are promoted, although some work is still needed to integrate aspects of diversity and

The promotion of equality and support for diversity in teaching and learning is satisfactory

Equality and diversity are insufficiently promoted in teaching sessions.


equality into learning fullyLearners’ behaviour is managed skillfully Learners’ behaviour is well managed Learners’ behaviour is managed satisfactorily. Student behaviour is poorly managedAdvice, guidance and support motivate learners to secure best possible opportunities for success in their learning and progression

Advice, guidance and support provide good opportunities for learners to be motivated & make the connection between learning & successful progression

Advice guidance and support help to motivate learners to succeed in their learning and progress

Poor advice and guidance leads to learners not making the connection between learning and successful progression


Appendix 1b - Professional Standards for Teachers and Trainers in Education and Training (England)

As a professional teacher or trainer you should demonstrate commitment to the following in your professional practice.

Professional values and attributes

Develop your own judgement of what works and does not work in your teaching and training

1 Reflect on what works best in your teaching and learning to meet the diverse needs of learners2 Evaluate and challenge your practice, values and beliefs3 Inspire, motivate and raise aspirations of learners through your enthusiasm and knowledge4 Be creative and innovative in selecting and adapting strategies to help learners to learn5 Value and promote social and cultural diversity, equality of opportunity and inclusion6 Build positive and collaborative relationships with colleagues and learners

Professional knowledge and understanding

Develop deep and critically informed knowledge and understanding in theory and practice

7 Maintain and update knowledge of your subject and/or vocational area 8 Maintain and update your knowledge of educational research to develop evidence-based

practice9 Apply theoretical understanding of effective practice in teaching, learning and assessment

drawing on research and other evidence10 Evaluate your practice with others and assess its impact on learning11 Manage and promote positive learner behaviour12 Understand the teaching and professional role and your responsibilities

Professional skills

Develop your expertise and skills to ensure the best outcomes for learners

13 Motivate and inspire learners to promote achievement and develop their skills to enable progression

14 Plan and deliver effective learning programmes for diverse groups or individuals in a safe and inclusive environment

15 Promote the benefits of technology and support learners in its use16 Address the mathematics and English needs of learners and work creatively to overcome

individual barriers to learning17 Enable learners to share responsibility for their own learning and assessment, setting goals that

stretch and challenge18 Apply appropriate and fair methods of assessment and provide constructive and timely feedback

to support progression and achievement19 Maintain and update your teaching and training expertise and vocational skills through

collaboration with employers20 Contribute to organisational development and quality improvement through collaboration with

others

Full guidance on how to use the standards can be accessed at the link below:


http://www.et-foundation.co.uk/wp-content/uploads/2014/06/ETF-Prof-Standards-Guidance-v3-4Jun2014.pdf




FURTHER EDUCATION AND TRAINING PROFESSIONAL STANDARDS

What does ‘Outstanding’ and ‘Good’ look like in the context of the professional standards?

Source: Edge Hill University FET Professional Standards Grading Criteria 2015-16

1 Reflect on what works best in your teaching and learning to meet the diverse needs of learners

Outstanding Good

Trainees quickly and accurately discern their learners’ strengths and needs and are proactive in differentiating and employing a range of effective intervention strategies to secure progress for all learners, they have an astute understanding of how effective different teaching approaches impact on learning and are able to use effective strategies to support the learning and progress of all learners

Trainees consistently adapt their teaching to meet the needs of individual and groups of learners to support their progress. They know how to secure progress for learners and how to identify when groups and individuals have made progress. They are able to use a range of effective strategies to reduce barriers to learning and to respond to the strengths and needs of their learners including the appropriate deployment of available support staff.

2 Evaluate and challenge your practice, values and beliefs

Outstanding Good

Trainees persistently extend and update their subject, curriculum and pedagogical knowledge and are able to demonstrate excellent progress with appropriate professional development strategies in their early career. They are able to critically reflect and evaluate their practice.

Trainees extend and update their subject, curriculum and pedagogical knowledge and are able to demonstrate good progress with appropriate professional development strategies in their early career. Trainees are reflective in evaluating their practice.

3 Inspire, motivate and raise aspirations of learners through your enthusiasm and knowledge

Outstanding Good

Trainees constantly motivate learners to participate and bring about an atmosphere highly conducive to learning. They consistently set high expectations which challenge all learners in different training contexts. Trainees are highly effective in promoting learners’ resilience, confidence and independence and they generate high levels of enthusiasm, participation and commitment to learning.

Trainees motivate learners to participate and contribute in an atmosphere conducive to learning. They set high expectations, which challenge learners to make good progress, effectively promote learners’ resilience, confidence and independence. They are well respected by learners.

4 Be creative and innovative in selecting and adapting strategies to help learners to learn

Outstanding Good

Trainees plan interesting lessons that often use well-chosen, imaginative and creative strategies that match individuals’ needs and interests. They take risks when teaching to ensure the lesson remains interesting effectively using new technology to support learning.

Trainees show a willingness to try out range of approaches to teaching and learning, including new technology. They learn from both success and ‘failure’ asking for support in trying out new approaches and in evaluating how well they work.


5 Value and promote social and cultural diversity, equality of opportunity and inclusion

Outstanding Good

Trainees fully exploit possibilities to promote learners’ understanding and appreciation of social and cultural diversity. They consistently employ effective and innovative approaches to the integration of social and cultural diversity using a range of effective strategies to support the learning and progress of all learners, including those with ‘Protected Characteristics’ as stated in the Equality Act (2010). Trainees are highly skilled in meeting the learning requirements of a wide range of learners.

Trainees make links with and explore possibilities to develop learners’ understanding and appreciation of social and cultural diversity. They employ a range of approaches to the integration of social and cultural diversity ensuring that all learners are included in all activities.

6 Build positive and collaborative relationships with colleagues and learners

Outstanding Good

Trainees build strong professional relationships and demonstrate that they are able to work collaboratively with colleagues and learners on a regular basis. They demonstrate an understanding and where appropriate use a range of professionals that contribute to learners’ overall development.

Trainees are effective in building good professional relationships with colleagues and learners and demonstrate that they can work well collaboratively. They can give examples of working with a wider range of professionals to secure the overall development of learners.

7 Maintain and update knowledge of your subject and/or vocational area

Outstanding Good

Trainees consistently explore and exploit opportunities to maintain and update their own subject specialism.

Trainees are proactive in maintaining and updating their own subject specialism.

8 Maintain and update your knowledge of educational research to develop evidence-based practice

Outstanding Good

Trainees consistently seek out opportunities to maintain and update knowledge of educational research. They draw on in-depth subject and curriculum knowledge to plan confidently for progression and to stimulate and capture learners’ interest. They consistently review their professional learning and practice to identify and employ strategies for improvement.

Trainees have well-developed knowledge and understanding of the relevant subject/curriculum areas and subject specialism they are training to teach and use this effectively to maintain and develop learners’ interest. They apply detailed subject and curriculum knowledge to plan for progression and to stimulate and capture learners’ interest. They review their professional learning and practice to successfully identify and employ strategies for improvement.


9 Apply theoretical understanding of effective practice in teaching, learning and assessment drawing on research and other evidence

Outstanding Good

Trainees draw on their in-depth theoretical understanding of effective practice in teaching, learning and assessment drawing on research and other evidence to employ highly effective teaching, learning and assessment strategies. They successfully use research to test out new approaches to practice.

Trainees have well-developed theoretical understanding of effective practice in teaching, learning and assessment drawing on research and other evidence to employ effective teaching, learning and assessment strategies. They use knowledge gained through engaging with research to test out new approaches to practice.

10 Evaluate your practice with others and assess its impact on learning

Outstanding Good

Trainees can accurately judge the impact of their practice on individual and groups of learners and can use their evaluation to inform future planning, teaching and learning. They consistently seek out guidance and support from mentors and other colleagues and use the feedback very effectively to improve practice. They are critically reflective and demonstrate high-quality self-evaluation with clear focus on learners and setting challenging targets for their own professional development.

Trainees know how to learn from both successful and less effective lessons through systematic evaluation of their practice, including its impact on learners. They seek out guidance and support from mentors and other colleagues and use feedback effectively to improve practice. They provide clear evidence of the need to take responsibility for their own professional development through evaluating performance and setting challenging targets.

11 Manage and promote positive learner behaviour

Outstanding Good

Trainees rapidly adapt to the different circumstances in which they train, working confidently within the frameworks established in different settings and applying rules and routines consistently and fairly. They have consistently high expectations of their learners effectively use a range of strategies to promote positive with ease so that learners display very high levels of engagement, courtesy, collaboration and co-operation. Trainees actively seek additional support in addressing the needs of learners where significantly challenging behaviour is demonstrated, understanding how to tackle bullying, including cyber and prejudice-based bullying.

Trainees work within the setting’s framework for behaviour and apply rules and routines consistently and fairly, including those related to tackling bullying, including cyber and prejudice-based bullying. They have high expectations and use a range of strategies to promote positive behaviour including sanctions, rewards, and praise, in order to create an environment supportive of learning. Trainees manage behaviour effectively so that learners demonstrate positive attitudes towards the teacher, their learning and each other allowing lessons to flow smoothly so that disruption is unusual. They actively seek additional support in addressing the needs of learners where significantly challenging behaviour is demonstrated.

12 Understand the teaching and professional role and your responsibilities

Outstanding Good

Trainees are proactive in seeking out opportunities to contribute in a significant way to the wider life and ethos of the setting. They take responsibility for deploying support staff in their lessons and for seeking advice from relevant professionals in relation to learners with individual needs. They deliberately seek out opportunities to develop their own professional learning and respond positively to all the feedback they receive. Trainees are proactive in communicating in relation to individual learners’ emergent needs and when required, are able to communicate effectively, both verbally and in writing, with parents, carers and other professionals in relation to learners’ achievements and well-being.

Trainees are proactive in seeking out opportunities to contribute to the wider life and ethos of the setting. They take responsibility for deploying support staff in their lessons and for seeking advice from relevant professionals in relation to learners with individual needs. They are proactive in relation to their own professional learning and value the feedback they receive from more experienced colleagues, using it to develop their own teaching further. Trainees assume some responsibility for responding to individual learners’ emergent needs and are able to communicate effectively, both verbally and in writing, with parents, carers and other professionals in relation to learners’ achievements and well-being.


13. Motivate and inspire learners to promote achievement and develop their skills to enable progression

Outstanding Good

Trainees assume a high level of responsibility for the attainment progress and outcomes of all learners they teach. They demonstrate confident judgement in planning for learner progression both within individual lessons and over time. They are able to articulate a clear and well-justified rationale as to how they are building on prior achievement and are able to implement a full range of effective teaching and learning strategies. They actively promote engaging and effective methods that support learners in reflecting on their learning and are able to set appropriately challenging tasks, drawing on a sound knowledge of the learners’ prior attainment, which has been obtained through systematic and accurate assessment.

Trainees assume responsibility for the attainment, progress and outcomes of the learners they teach. They demonstrate a sound understanding of the need to develop learner learning over time. Their short- and medium-term planning consistently takes into account the prior learning of the learners. They regularly provide learners with the opportunity to reflect on their own learning and use this, along with other forms of assessment, to inform their future planning and teaching. They use their knowledge of effective teaching strategies to encourage independent learning and offer a rationale for choices made in the context of practice.

14 Plan and deliver effective learning programmes for diverse groups or individuals in a safe and inclusive environmentOutstanding Good

Trainees effectively and consistently plan lessons that use well-chosen, imaginative and creative strategies, and that match individuals’ needs and interests. They quickly and accurately discern their learners’ strengths and needs and are proactive in differentiating and employing a range of effective intervention strategies to secure appropriate progression for individuals and groups. They fully exploit possibilities to promote learners’ understanding and appreciation of social and cultural diversity. They effectively manage behaviour to ensure a good and safe learning environment, and are able to tackle bullying, including cyber and prejudice-based bullying.

.

Trainees plan lessons that take account of the needs of groups of learners and individuals, through the setting of differentiated learning outcomes, carefully matching teaching and learning activities and resources to support learners in achieving these intended learning outcomes. They can make links with and explore possibilities to develop learners’ understanding and appreciation of social and cultural diversity. They are able to manage behaviour to ensure a safe learning environment, and know how to tackle bullying, including cyber and prejudice-based bullying.

15 Promote the benefits of technology and support learners in its use

Outstanding Good

Trainees select and use a wide range of new technologies to maintain engagement and participation. They use new technology effectively to promote the development of academic skills and autonomous learning.

Trainees select and use a range of new technologies to maintain engagement and participation. They use new technology to promote the development of academic skills and autonomous learning.

16 Address the mathematics and English needs of learners and work creatively to overcome individual barriers to learning

Outstanding Good

Trainees successfully identify and exploit opportunities to develop learners’ skills in communication, reading, writing and mathematics. They draw on their strong knowledge and understanding of the principles and practices of developing mathematics and English to select and employ highly effective teaching strategies. They can promote high standards of communication, reading, writing and mathematical skills for all learners.

Trainees model good standards of written and spoken communication, and mathematical skills, in all professional activities and encourage and support learners to develop these skills in their lessons. They have a sound knowledge and understanding of the principles and practices of developing mathematics and English and employ effective teaching strategies. They have an understanding of how to overcome barriers to learning such as low levels of literacy and numeracy.


17 Enable learners to share responsibility for their own learning and assessment, setting goals that stretch and challenge

Outstanding Good

Trainees set learners challenging tasks and create opportunities for independent and autonomous learning. As a result the majority of learners make very good progress. They regularly create opportunities for independent and autonomous learning, as a result the majority of learners make very good progress. Trainees actively promote engaging and effective methods that support learners in evaluating their learning.

Trainees set appropriately challenging tasks that enable independent learning. As a result the majority of learners make good progress. They create opportunities for independent and autonomous learning, as a result the majority of learners make good progress. Trainees regularly provide learners with the opportunity to reflect on their own learning and use this, along with other forms of assessment, to inform their future planning and teaching.

18 Apply appropriate and fair methods of assessment and provide constructive and timely feedback to support progression and achievement

Outstanding Good

Trainees can confidently and accurately assess learners’ attainment against national benchmarks or other appropriate grading criteria. They use a range of assessment strategies highly effectively in their day-to-day practice to monitor progress and to inform future planning. They systematically and effectively check learners’ understanding throughout lessons, anticipating where intervention may be needed and do so with notable impact on the quality of learning. They assess learners’ progress regularly and work with them to accurately target further improvement and secure appropriate progress.

Trainees are able to assess learners’ attainment accurately against national benchmarks or other appropriate grading criteria. They employ a range of appropriate formative assessment strategies effectively and can adapt their teaching within lessons in light of learners’ responses. They maintain accurate records of learners’ progress and use these to set appropriately challenging targets. They assess learners’ progress regularly and accurately and discuss assessments with them so that learners know how well they have done and what they need to do to improve.

19 Maintain and update your teaching and training expertise and vocational skills through collaboration with employers

Outstanding Good

Trainees build strong professional relationships and demonstrate that they are able to work collaboratively with employers on a regular basis. They seek out and exploit opportunities to involve themselves in the wider professional role via extra-curricular activities and CPD activity.

Trainees are effective in building good professional relationships with colleagues and demonstrate that they can work well collaboratively when required to do so. They regularly involve themselves in the wider professional role via extra-curricular activities and CPD activity.

20 Contribute to organisational development and quality improvement through collaboration with others

Outstanding Good

Trainees are proactive in seeking out opportunities to contribute in a significant way to the wider life and ethos of the setting. They show initiative in contributing to curriculum planning and developing and producing effective learning resources in their placement settings.

Trainees seek out opportunities to contribute to the wider life and ethos of the setting. They make a positive contribution to the development of curriculum and resources in their placement settings.


Appendix 2 - University of WarwickDiploma and Certificate in Education and Training

Observation Report Form

Trainee Teacher Date/time

Observer Location

GroupTrainee’s programme and year

Teaching Context (include FE context e.g. GFE, Sixth form, Adult, Secure Estate; the qualification i.e. awarding body, title of qualification and the level; point in the year the session is being observed e.g. week 23 of 34; number of learners present compared to those on register and the % attendance; E&D information i.e. gender, ethnicity, age range, learners with supported needs; the environment e.g. theory session, practical workshop, room layout; health & safety checks (if applicable).

Action points identified in last observation (also recorded in the progress review)

Target set at last Teaching Progress Review: Outstanding Good Competent

(Completed by tutor or mentor)Session planning including planning for differentiation and high expectations (effective use of initial assessment and/or the learner profile to plan for individual needs), development of English, maths and employability skills (PS12: Understand the teaching and professional role and your responsibilities; PS14: Plan and deliver effective learning programmes for diverse groups or individuals in a safe and inclusive environment.)

Development of subject specific skills of learners (PS13: Motivate and inspire learners to promote achievement and develop skills to enable progression)


Development of English, maths, ICT and employability skills (PS15: Promote the benefits of technology and support learners in its use; PS16: Address maths and English needs of learners and work creatively to overcome barriers to learning.)

Use of Resources including ILT: include any on-line activity to support independent learning during the observed session or as an extension activity (PS15: Promote the benefits of technology and support leaners in its use.)

Assessment and checking for understanding including assessing learning that has taken place in the session (PS9: Apply theoretical understanding of effective practice in teaching, learning and assessment drawing on research and other evidence; PS18: Apply appropriate and fair methods of assessment and provide constructive and timely feedback to support progression and achievement.)

Progress checks - comment on verbal and written (assignments, coursework) feedback provided to learners where applicable (PS13: Motivate and inspire learners to promote achievement and develop skills to enable progression; PS18 Apply appropriate and fair methods of assessment and provide constructive and timely feedback to support progression and achievement.)

Group management and communication skills including strategies to promote positive behaviour (PS6: ‘Build positive and collaborative relationships with colleagues and learners; PS11: Manage and promote positive learner behaviour’)

Learner centredness/learner engagement /learner independence/differentiation (PS3: Inspire, motivate and raise aspirations of learners through enthusiasm and knowledge; PS4: Be creative and innovative in selecting and adapting strategies to help learners to learn; PS9: Apply theoretical understanding of effective practice in teaching, learning and assessment drawing on research and other evidence; PS17: Enable learners to share responsibility for their own learning and assessment, setting goals that stretch and challenge.)

Embedding of equality and diversity issues and British Values (PS5: Value and promote social and cultural diversity, equality of opportunity and inclusion)


Summary

Feedback from learners

Up to 3 agreed key strengths (PS 1 Reflect on what works best in your teaching and learning to meet the diverse needs of learners)

Agreed areas for development to also be recorded on progress review (PS2: Evaluate and challenge your practice, values and beliefs; PS10: Evaluate your practice with others and assess its impact; PS20: Contribute to organisational development and quality improvement through collaboration with others.)

Signature of observer Date

Signature of teacher observed Date

Note to the trainee: Please add this observation report with your evaluation of the lesson, the extended lesson plan and your reflection on the whole observation and feedback process to the Teaching File which is part of your PDP.

No observations can take place unless you bring your Teaching File with you for your observer when you are being observed. This is because each observer is looking for the progress you make and seeing your last observation reports will help the observer greatly.


Key questions to ask trainees’ learners during the observation

1. How are you finding the course?2. What do you like about your lessons (related to trainee)?3. What could your lessons be improved (related to the trainee)?4. Are your lessons always like this?

Prompts Can you identify what you have learnt from this session? How well overall are you progressing on your course? How well organised are your sessions? Are your lessons delivered consistently good or better? How well supported are you by your teacher? How often do you use ILT in your sessions? Does your teacher challenge you to do your best? How does feedback help you improve? Is feedback given on your progress timely? Does your teacher provide you with sufficient feedback to develop your maths and English? Does your tutor listen to your views and take in to account how you prefer to learn? How can your lessons be improved / what could your teacher do differently (if applicable)

Observer’s professional judgement should be used to determine which questions you ask during each observed session.


University of WarwickSupporting Information for Observation Report Form

The purpose of this document is to indicate the kind of things that observers will be looking for under each heading when they observe you; this is not a definitive list. They will not expect you to cover everything in one session but over the series of observations you should attempt to have covered all the points. You might also use it to inform your action planning if there are particular areas you think you need to develop.

Lesson planning including planning for differentiation and high expectations (effective use of initial assessment and/or the learner profile to plan for individual needs), development of English, maths and employability skills (professional standards 12 &14)The observer will look for evidence that you:

identified learners’ needs using appropriate methods had a lesson plan with clear outcomes prepared, with reference to:

o learners’ aspirations, learning styles and English and maths needs (recorded on ILP)o a range of subject specific skillso links to employment/industry

provided a rationale for your planning matched teaching and learning activities to the intended learning outcomes adapted teaching methods to suit learners’ needs and individual learning preferences, including those with

specific learning difficulties and disabilities used a range of differentiation strategies e.g. by task, group, resources, pace, outcome, dialogue and support planned learning for diverse groups or individuals in a safe and inclusive environment planned a range of assessment methods which may include self-assessment; peer assessment; formative

assessment ensured effective use of learning support where possible, made reference to diversity events. In addition to religious days, you may consider for

example, Dyslexia Awareness Week, World Aids Day etc.Development of learners’ subject specific skills, knowledge and understanding (professional standard 13)

The observer will look for evidence that you: chose approaches that demonstrated an underpinning knowledge of how subject specific skills are developed had high expectations of all learners used effective teaching, learning and assessment strategies to develop subject specific skills and that matched

individual needs challenged learners to develop learner confidence and independence

Development of English, maths, ICT and employability skills (professional standards 15 & 16)

The observer will look for evidence that you: took opportunities to develop learners’ English skills e.g. addressing the importance of good communication

skills; correcting errors related to SPAG (spelling, punctuation and grammar in learners’ written work promoted appropriate vocabulary, tone, register and language code. took opportunities to develop learners’ maths skills e.g. drawing attention to graphs and charts; ensuring

learners understand a range of mathematical vocabulary took opportunities to address issues around employability e.g. importance of good communications;

punctuality; sound subject knowledge took opportunities to give examples of carrying out job roles related to industry standards took opportunities to effectively use ICT to support learning e.g. interactive activities using an interactive

whiteboard; mobile technology; video clips worked creatively to overcome individual barriers to learning

Use of Resources including ILT: include any on-line activity to support independent learning (professional standard 15)

The observer will look for evidence that you: selected/adapted/developed and used a range of learning resources to suit different learning styles used materials that were accurate, appropriate, well presented and, where possible, authentic used resources with appropriate language, style and format for all the learners involved, including those with

specific learning difficulties and disabilities used resources that reflected diversity, interests, goals and aspirations used ILT, where available, to assist

learning


Assessment and checking for understanding including assessing learning that has taken place in the session (professional standards 9 & 18)The observer will look for evidence that you:

had an effective assessment plan gave accurate and constructive feedback (written and verbal) using appropriate and accessible language monitor understanding of learners through a range of methods (observation, challenging and directed

questioning, discussion) highlighted errors selectively, accurately and at an appropriate pace for the learner helped learners to peer and self assess, reflect on their own learning and the learning process evaluate learning against the achievement of learning outcomes and learner feedback monitor individual and group progress and keep effective records that inform the learner, the teacher and the

institution allowed learners time to answer questions

Progress checks - comment on verbal and written (assignments, coursework) feedback provided to learners where applicable (professional standards 13 & 18)The observer will look for evidence that you:

gave clear developmental feedback encouraged learners to become independent learners e.g. through problem solving wrote legibly on learners’ work welcomed all responses from learners regardless of whether they were correct checked progress regularly and accurately discussed assessments with learners so they know how well they have done and what they need to do challenged learners to improve and continually develop checked progress against starting points Effectively managed of 1:1 exchanges and how supportive they were and your use of coaching approaches to

stretch and challenge studentsGroup management and communication skills including strategies to promote positive behaviour (professional standards 6 & 11 )The observer will look for evidence that you:

made good use of whole group and/or small group activities to develop learners’ skills used a range of strategies to engage and enthuse learners designed small and/or whole group activities gave clear instructions about how activities should be carried out; summarised learning points and outcomes

with learners; set appropriate follow up tasks used the learning environment effectively to promote positive behaviour managed and promoted positive learning behaviour reinforced classroom rules and boundaries where appropriate

Learner centredness/learner engagement /learner independence/differentiation (professional standards 3, 4, 9 & 17)The observer will look for evidence that you:

paced the activities appropriately for all the learners took steps to support a lively and supportive group atmosphere taught in a way that engages learners’ interest so that they become fully involved in the lesson used your subject knowledge to find different ways of explaining encouraged learner independence through teaching strategies and careful resource selection encouraged learners to undertake their own research prior to, or after the session and how effectively this

contributed to progress encouraged learners to use a range of self checking, memory and revision strategies provided opportunities for individual or self study made the connections between good learning and successful progression enabled learners to share responsibility for their own learning and assessment, setting goals that stretch and

challengeEmbedding of equality and diversity issues and British Values (professional standard 5)The observer will look for evidence that you:

demonstrated an awareness of equal opportunities and inclusive education practice developed learners’ wider understanding and appreciation of social and cultural diversity celebrated diversity


supported equality through differentiation

Appendix 3 Record of meetings between subject specialist mentor and trainee.

Date: Signatures:

Discussion

Target agreed and recorded on Action Plan (tick and initial)

Target reviewed and updated on Action Plan (tick and initial)


Appendix 4

Mentoring AgreementWe agree to the following:

Mentor will:

Maintain confidentiality about the discussions held between us Respect the work load of the mentee and not make unfair demands on time Be responsible for arranging, planning and structuring mentoring meetings on a regular

basis Support and guide the mentee in a sensitive and open manner, offering praise and

constructive criticism when required Encourage through ongoing dialogue and active investigation into what constitutes good

teaching Work co-operatively with the mentee to agree appropriate targets Respect the boundaries of the mentoring relationship Work closely with the teacher training Programme Manager in supporting the trainee,

particularly when problems arise.

Mentee will:

Maintain confidentiality about the discussions held between us Respect the work load of the mentor and not make unfair demands on time Attend meetings promptly Prepare for meetings according to the plan agreed at the previous meeting Participate in ongoing dialogue and active investigation into what constitutes good

teaching and learning Be open to feedback given, using it to build skills in self-evaluation and reflection Keep records of all meetings, phone calls and emails in Record of Mentoring document Respect the boundaries of the mentoring relationship

Signed

Mentor …………………………………………………………… Date ……………………………………………

Mentee …………………………………………………………. Date ……………………………………………


Appendix 5 - National Mentor Standards Initial Teacher Training

The role of the mentor

A mentor should understand the course structure and the requirement of trainees to meet the Teachers’ Standards. They should prioritise meetings and discussions with a trainee, monitor performance, and help develop their teaching practice and effective classroom management strategies. A mentor should also keep their subject knowledge up-to-date and have the awareness to signpost trainees to other expertise and knowledge, for example subject associations.

About the Mentor Standards

We have developed the Mentor Standards based on the evidence we found and by reflecting on our own expertise. They are divided into four separate but related areas:

Standard 1 - Personal qualities Establish trusting relationships, modelling high standards of practice, and empathising with the challenges a trainee faces.

Standard 2 – Teaching Support trainees to develop their teaching practice in order to set high expectations and to meet the needs of all pupils.

Standard 3 – Professionalism Induct the trainee into professional norms and values, helping them to understand the importance of the role and responsibilities of teachers in society.

Standard 4 – Self-development and working in partnership Continue to develop their own professional knowledge, skills and understanding and invest time in developing a good working relationship within relevant ITT partnerships.

Using the Mentor Standards

We considered how the standards should be used and have set out how those in different roles can use the standards to enable the effective discharge of their professional duties.

Mentors should use the standards to:

• understand what is expected of them and see that it is a manageable role; • enable self-evaluation of practice and help identify areas for further improvement; • support the delivery of the training plan; and • induct trainees into the school and the profession.

Aspiring mentors should use the standards to:

• help identify and seek to develop the skills and experience needed to undertake the mentoring role effectively.


Trainees should use the standards to:

• understand what support they can expect from their school-based mentor; and • develop transferable skills, for example, in lesson observation and feedback.

ITT providers and school leaders should use the standards to:

• raise the status and recognition of the mentoring role; • bring consistency in mentoring within any agreement made with schools in delivering ITT; • inform the training of mentors and monitoring of their support to trainees; • establish rigorous mentor selection processes; and • enhance the professional development of mentors including developing or identifying training needs. National standards for initial teacher training (ITT) mentors

Standard 1 - Personal qualities. Establish trusting relationships, modelling high standards of practice, and understand how to support a trainee through initial teacher training

The mentor should:

• Be approachable, make time for the trainee, and prioritise meetings and discussions with them; • use a range of effective interpersonal skills to respond to the needs of the trainee; • offer support with integrity, honesty and respect; • use appropriate challenge to encourage the trainee to reflect on their practice; and • support the improvement of a trainee’s teaching by modelling exemplary practice in planning,

teaching and assessment.

Standard 2 – Teaching. Support trainees to develop their teaching practice in order to set high expectations of all pupils and to meet their needs

The mentor should:

• support the trainee in forming good relationships with pupils, and in developing effective behaviour and classroom management strategies;

• support the trainee in developing effective approaches to planning, teaching and assessment; • support the trainee with marking and assessment of pupil work through moderation or double

marking; • give constructive, clear and timely feedback on lesson observations; • broker opportunities to observe best practice; • support the trainee in accessing expert subject and pedagogical knowledge; • resolve in-school issues on the trainee’s behalf where they lack the confidence or experience to do

so themselves; • enable and encourage the trainee to evaluate and improve their teaching; and • enable the trainee to access, utilise and interpret robust educational research to inform their

teaching.


Standard 3 – Professionalism. Set high expectations and induct the trainee to understand their role and responsibilities as a teacher

The mentor should:

• encourage the trainee to participate in the life of the school and understand its role within the wider community;

• support the trainee in developing the highest standards of professional and personal conduct; • support the trainee in promoting equality and diversity; • ensure the trainee understands and complies with relevant legislation, including that related to the

safeguarding of children; and • support the trainee to develop skills to manage time effectively.

Standard 4 – Self-development and working in partnership. Continue to develop their own professional knowledge, skills and understanding and invest time in developing a good working relationship within relevant ITT partnerships.

The mentor should:

• ensure consistency by working with other mentors and partners to moderate judgements; and • continue to develop their own mentoring practice and subject and pedagogical expertise by

accessing appropriate professional development and engaging with robust research.


Appendix 6 - University of Warwick ITT PartnershipMentoring End of Programme Evaluation - Professional Dialogue

This form is to be completed by the mentor/mentee at the end of Year 2 of Teacher Training.

Agreed trainee strengths in delivery of subject pedagogy:

Agreed future areas for development (this might be strategies that the trainee would like to experiment with in the future):

Agreed benefits of mentoring from the perspective of the trainee (you may wish to discuss what has gone well, new teaching strategies adopted linked to subject pedagogy, the impact on practice, opportunities to experiment and try out new resources and ideas etc) :

Agreed benefits of mentoring from the perspective of the mentor (you may wish to discuss what has gone well for you – have you learnt anything from working the trainee that you may wish to adopt in practice e.g. fresh ideas?):

Are there any areas for future consideration for the mentor e.g. anything the mentor might do differently next time?

Name of Trainee: Signature of Trainee:

Name of Mentor: Signature of Mentor

Date:

One copy of this form should be retained by the mentor and mentee and an additional electronic copy should also be emailed to [email protected] within 7 days of the date of the meeting.


mailto:[email protected]