Subject and Professional Mentor Meetings:
Secondary ITE 1-year PGCE
30 September 2013
Aims of the session is to:
• Provide an update on recruitment and allocations
• Become familiar with the revised documentation and
assessment procedures for 2013-14 and the Partnership
website
• Know the priorities and improvement plan for 2013-14
• Understanding how students can evidence the teachers’
standards
• Challenging students to identify the impact of their teaching
on pupils’ learning
• Provide an overview of school-led activities and tasks and
consider how partners can support students’ assignments and
the completion of these tasks
• Provide an opportunity to network and share good practice.
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ASPIRE: our vision is to develop
trainees into teachers who are:
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Ambitious
Student focussed
Professional
Inspiring and Innovative
Reflective and
Excellent practitioners
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Recruitment and Allocations
Subject
Target
Recruited
Subject coordinator
BS
7
7
Neil Denby
DT
11 but 6
returned = 5
1 (plus two returners)
=3
Dr Rod Robertson
English (School
Direct)
1
1
Jayne Price
ICT with Computer
Science
18 but 5
returned = 13
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Dr Rod Robertson
Maths
5 core / 5 SD
5 core / 4 SD
Dr Lesley-Anne
Pearson
Music
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9 (plus one returner)
Jayne Price
Science with Physics
2 core
1 core
Dr Fiona Woodhouse
Science with
Chemistry
3 core / 3 SD
2 core / 3 SD
Dr Fiona Woodhouse
Biology
3 core / 2 SD
3 core / 1 SD
Dr Fiona Woodhouse
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Course changes:
• Staffing
• Review of documentation and Partnership Website:
www.hud.ac.uk/edu/secondarymentor
• Modules
• Assessment (Summative Partnership Reports and Mid Point
Reviews)
Secondary ITE PGCE course
requirements – modules and assessment
• Six modules:
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DHS1220
DHS4020
DHS2220 - Practice of Teaching – induction (leading DHS2220
/
to a Summative Partnership Report and 1500 word
DMX6630
reflection on Behaviour and standards evidence)
DHS3320
DHS1220 subject audit* (equivalent to 4000 words)
DHS1520
DHS3320 - Practice of Teaching- application (leading
/
to a Summative Partnership Report and 1500 word on
DHS4420
Assessment for/of Learning and standards evidence)
DMX5130
DHS4420 - Practice of Teaching- consolidation
(leading to a Summative Partnership Report and
portfolio of evidence and reflection on the Teachers
PGCE with QTS
Standards)
DMX6630 M level assignment on SEN and inclusion
(alternative for Professional students – DHS4020) –
portfolio and assignment
DMX5130 M level assignment - Curriculum Package
(alternative for Professional students – DHS1520)
*this is started following the interview stage and is completed at the
end of the course
Presenting evidence to support the
acquisition of teachers’ standards.
• Visit the Secondary PGCE Partnership Website
www.hud.ac.uk/edu/secondarymentor look at:
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Teachers' Standards at a glance
Teachers' Standards Grading guidance
Teachers' standards October revision
Teachers Standards overview
TS 2011 mapped onto QTS 2007 UCET Version
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Student Evidence Collection
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Student Teachers' Standards evidence overview
Student Teachers' Standards Tracking Record of Grades
Teachers’ Standards Evidence Record
Evidence for New Teaching Standards
Evidence examples
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For further support: refer to What evidence? Evidence for the New Teachers’ Standards
Updates
• School Direct: http://www.education.gov.uk/get-intoteaching/teacher-training-options/school-basedtraining/school-direct?keywords=School+Direct
• DBS (CRB checks)
• Strikes and working to rule
• Priorities:
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Improving Teacher Training for Behaviour
Supporting training for SEN and inclusion
Developing pupils’ literacy and numeracy skills
Developing Partnerships
Improving the outcomes of trainees (good and outstanding)
(also see the priority impact articles on the mentor website:
http://www.hud.ac.uk/edu/secondarymentor/
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Overview of evaluations - what students
say about us?
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Excellent provision for extending specialist subject knowledge.
Good friendly staff with excellent subject knowledge.
Excellent equipment and facilities.
Good introduction to the course with right level of support at the
start, with more autonomy as the course has progressed.
Excellent subject mentors who were supportive and very good at
identifying areas for improvements in teaching and setting
appropriate challenge.
Information is clearly communicated.
Course content, relevant lectures and use of visiting speakers
The on going support from the university, mentors and other staff
The assignments are relevant
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What could be better
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Variable mentoring in schools
Timing of assignments
UniLearn
Some repetition in teaching
Some discrepancies between what subject tutors expect
and what the generic course require.
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What you say (mentor reviews 2013):
• Overall very positive
• Excellent communication between the university and partnership
schools.(100%)
• Good relationships are formed through this efficiency to feedback
promptly and also to host meetings where we get the opportunity to
network.
• Regular meetings offered.
• Excellent document design (100%) linking to the standards (100%)
• Excellent organisation. Shows thought has been given to the impact of
the necessary paperwork both on school staff and students.
What you say continued
• Good relationships are formed through this efficiency to feedback
promptly and also host meeting where we get the opportunity to
• Excellent support.
• Staff are very well informed and keen to build strong relationships
with schools in the partnership. It feels like a true partnership where
we are consulted and given a chance to shape its future
• Clear targets for trainees in partnership with the placement schools
• Pro-active - forward thinking and always striving for excellence.
Collaborative training events
• The university staff were excellent.
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What could be better?
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Communication and contact with some tutors
Mini CVs for all
More notice of school visits
More regular updates would be helpful
Detail of arrangements if tutors are not available (e.g. out
of the country)
• Include an outline of the standards on the observation
• Provide copies of the student’s observation to mentors
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A reminder of what OFSTED said are
our Key Strengths:
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highly personalised training programmes that are adapted very effectively to
meet the individual needs of trainees and support them to complete their training
successfully
the high level of coherence between the professional and subject-specific
courses and the timeliness of the assignments, so that trainees make good
progress
excellent resources, both material and human, that are used effectively and
highly efficiently across the partnership to support trainees’ good and improving
outcomes
excellent relationships between all partners in the training and easy
communication followed by speedy responses when needed, leading to high
levels of trainees’ satisfaction
the excellent links members of the partnership have with national networks that
enable them to have a very good ability to foresee future needs and plan
effectively for them.
A reminder of OFSTED’s
recommendations:
• In order to improve trainees’ progress and
attainment, the partnership should:
– increase the proportion of trainees who are
outstanding by the end of the training by developing
further their ability to reflect on their own practice
– reduce the variability in the quality of mentoring by
ensuring all partners are clear about their
responsibilities for monitoring the effectiveness of the
feedback that trainees receive
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The revised framework for judging the
quality of an ITE partnership
• ITE inspection is primarily about evaluating how well
trainees are trained to be good or better teachers.
• For each phase inspected, inspectors must evaluate:
– the extent to which the ITE partnership secures consistently
high-quality outcomes for trainees.
• To make this judgement, inspectors must evaluate each
of the three key judgements:
– Outcomes for trainees
– Quality of training across the partnership
– Leadership and management of the partnership.
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Key Dates
• Mid Point Reviews:
– Friday15 Nov 2013
– Friday 10 March 2014
– Friday 16 May 2014
• Summative Placement Reports
– Friday 20th December 2013
– Monday 7 April 2014
– Monday 2 June 2014
• Professional Mentor meetings: Tuesday 6 May 2014
• Subject Mentor meetings:
– Monday 27 Jan 2014
– Tuesday 6 May 2014 (BS, DT, ICT & Ma) Wed 7 May 2014 (Mu
& Sc)
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Mentor support:
• see Pearson, L (2010) An introduction to mentoring
TTRB
http://webarchive.nationalarchives.gov.uk/20101021152907/http://www.
ttrb.ac.uk/ViewArticle2.aspx?anchorId=17746&selectedId=17748&men
u=17833&expanded=False&ContentId=16378
• Mentors Online Support system
http://www.canterbury.ac.uk/education/tf-mentors/
• University of Huddersfield Mentor Website:
http://www.hud.ac.uk/edu/secondarymentor/
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Evaluating, reviewing
and reflecting
 Short

term: Evaluation
the student’s evaluation of lessons
• Medium term: Reviewing
– Weekly review of progress meeting (ROP)
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Long term: Reflecting
– Mid-point reviews
– Summative Placement Reports
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Medium term: Reviewing
ROP meetings
- Pivotal central plank in the Training Process
- Where the development of trainee from learner to
teacher takes place …
- Under the mentor’s guidance …
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What is offered in the Review of Progress
meeting?
Encouragement
Guidance
Coaching &
Development
Mentor
Honesty
Support
Critical friend
Motivation
The ROP meeting must be...
• A designated weekly time slot
• Private
• Professional
• SMART - targets set and discussed with all
Teachers’ Standards covered
• Documented during meeting (both parties keep
copies and students to upload to unilearn)
Don’t be shy of support, if targets are not being
achieved and they are SMART then the University can
n
help (C4C process)
How...formal?
• Avoids (moaning) high dependency culture.
• Develops Professional Understanding and
Professional Dialogue.
• Encourages Professional Evaluation.
• Leads to trainee’s having a more active role in their
learning and development as a teacher.
Structure of weekly ROP
meetings
• Student to complete the form as a basis for identifying a clear
focus for the meeting
• Joint review of previous targets and progress (use the form,
Teachers’ Standards grading criteria, observation reports and
student lesson evaluations)
• Assessing the main achievements made over the week and
identifying the evidence available supporting these
• Identify SMART targets (not too many) for development
N.B.
It is important that the student is not asked to focus on too much
at once , that the challenge is appropriate and that training
opportunities or relevant reading references are identified.
• .
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Long term: Reflecting
• Mid-point reviews
• Summative Placement Reports
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Any questions
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