2
015– 2016
PGCE & School Direct
Secondary
Mentoring Handbook
2015-16
Question? Contact us at - partnership@warwick.ac.uk
Contents
Mentors – The Complete Support Structure ................................................................................................................4
The Role of the School ................................................................................................... Error! Bookmark not defined.
The role of the Professional Mentor: ............................................................................................................................4
The role of the Subject Mentor: ....................................................................................................................................5
Induction checklists ......................................................................................................................................................7
(i) The Professional Mentor’s role in induction: ...........................................................................................................7
(ii) The Subject Mentor’s role in induction: ..................................................................................................................8
3.3 The Role of the University ......................................................................................................................................9
The role of the Teaching Fellow ...................................................................................................................................9
Placements .................................................................................................................................................................11
The Base School Placement ........................................................................................................................................11
Welcome Packs ...........................................................................................................................................................11
Timetable ....................................................................................................................................................................12
Training Opportunities................................................................................................................................................13
Training Entitlements .................................................................................................................................................13
Documentation ...........................................................................................................................................................14
Complementary Placements (2nd placement schools for PGCE Core only) ................................................................14
School Direct Delivery and Assessment Model 2014/15............................................................................................16
Tracking and Developing Progress..............................................................................................................................19
Attendance…………………………………………………………………………………………………………………………………………………………..21
Professional Digital Portfolio (PDP) ............................................................................................................................22
Cause for Concern (Interventions) .............................................................................................................................23
Mentoring ...................................................................................................................................................................25
Approaches to Mentoring ..........................................................................................................................................25
Guidance for Mentors ................................................................................................................................................25
An Apprenticeship Approach ......................................................................................................................................25
A Competency Approach ............................................................................................................................................25
A Reflective Practitioner Approach ............................................................................................................................25
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Mentoring Conversations ...........................................................................................................................................26
Tips for developing Reflective Practice in Mentoring Conversations.........................................................................26
Mentor Training Records ............................................................................................................................................26
Mentor Meetings ........................................................................................................................................................28
Best practice for Mentor-Trainee Weekly Meetings ..................................................................................................28
Sample framework for Mentor-Trainee Weekly Meetings ........................................................................................28
Other possible topics for discussion within the meeting: ..........................................................................................29
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Mentoring in the Warwick and Schools Partnership
Mentors are a valued and important part of the ITE experience of all trainees at Warwick and provide the school’s
support alongside the University Teaching Fellow (TF).
Each school provides a Professional Mentor (PM) to support with professional matters and a Subject Mentor
(SM), who provides guidance on subject-specific issues. Further information on each of these roles is provided
below.
Professional Mentors co-ordinate trainees’ work in the school and arrange a programme of experience which
offers opportunities to explore whole-school or cross-curricular themes in detail.
The role of the Professional Mentor is to:
1. Ensure coherence of subject mentoring across the school.
2. Ensure opportunities for sharing excellent mentor practice across the school.
3. Liaise with the School Direct and PGCE Core Team at the University concerning offers of trainee placements.
4. Select appropriately qualified and experienced staff to act as Subject Mentors.
5. Facilitate SMs protection of time to complete weekly lesson observations and mentoring meetings.
6. Monitor Subject Mentors’ work, for the benefit of trainees and pupils – for example, ensuring that lesson
observations, feedback and weekly mentor meetings are taking place.
7. Manage, monitor and moderate the work of the team of Subject Mentors, including their feedback and
judgements.
8. Observe jointly with each Subject Mentor and, where appropriate, the University Teaching Fellow, to
contribute to the feedback process, participating in a tutorial at least once during the placement.
9. Distribute appropriate documentation to Subject Mentors (lesson observation forms, weekly mentor meeting
logs, profiles etc.)
10. Support Subject Mentors in their training and assessment roles, including moderating assessment judgements
across departments by observing trainees’ meetings with Subject Mentors.
11. Where necessary, train Subject Mentors especially those who, in exceptional circumstances, have been
unable to attend training provided by the University or Lead School.
12. Arrange trainees' general introduction to the school and a programme of meetings and training sessions to
target whole-school issues.
13. Facilitate other training entitlements, including ICT programmes, pastoral and SEN placements, and primary
school placements for trainees.
14. Maintain regular and timely contact with trainees and Subject Mentors throughout the placement.
15. Facilitate trainees' progress with University tasks and postgraduate assignments where appropriate.
16. Manage and monitor the assessment of trainees and ensure that the relevant assessment profiles and
Assessment Point (AP) forms are completed appropriately and on time.
17. Liaise with trainees and Subject Mentors to ensure completion of Warwick Career Entry Development Profiles
(WCEDPs) and vivas.
18. Quality-assure the observation judgements, mentoring discussions and written feedback of each Subject
Mentor at least once during the placement.
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Subject Mentors have a more focused and specific responsibility. They play a leading role in working with
trainees on the teaching of their specialist subject, providing information on school policy and pedagogical
practice, and providing feedback to trainees based on classroom observations. They liaise with University
Teaching Fellows about trainee progress. They also provide an avenue through which University provision is
related to the specific circumstances of the School. Subject Mentors and, to a lesser extent, Professional
Mentors will play a key role in learning conversations and take the leading role in assessing trainees’
competence as a classroom teacher, using the Teachers’ Standards and the Warwick Assessment Descriptors.
The role of the Subject Mentor is to:
1. Be aware of what constitutes good and outstanding teaching and learning and be able to communicate this to
trainees (see Warwick Assessment Descriptors).
2. Be aware of what constitutes excellent mentoring practice, attend Subject Mentor training and have an
opportunity to contribute to the course design, content and approach.
3. Be familiar with the Teachers’ Standards at the level appropriate for trainee teachers and use them in the
assessment of the trainee and completion of the appropriate profiles.
4. Arrange trainees' induction into the department including a training programme and access to appropriate
departmental resources.
5. Assess trainees' needs through use of their CV and the Professional Digital Portfolio, in consultation with the
trainee and with the University Teaching Fellow.
6. Arrange trainees’ teaching timetables ensuring that an appropriate range of opportunities, including Post-16,
SEN, ICT, PSHE etc. where required.
7. Liaise with the University Teaching Fellow and take part in three-way meetings between Teaching Fellow,
Professional Mentor and trainee. Conduct a joint observation of the trainee during the Teaching Fellow’s visit
to contribute to trainee development and ensure consistency.
8. Organise other training and development opportunities for the trainees.
9. Brief other members of the department who will share responsibility for training and request that they
engage in formal and informal observations of classroom practice.
10. Conduct a timetabled weekly Subject Mentor and trainee meeting of approximately one hour in length where
progress is discussed and Specific, Measurable, Achievable, Realistic and Time-related targets are set.
11. Arrange weekly observation of trainees' teaching, by the Subject Mentor or an appropriately briefed
classroom teacher; this should include a full lesson observation with written and oral feedback .
12. Monitor and assist in developing trainees' planning, assessment, record keeping and digital portfolio.
13. Maintain a training record containing all documentation related to the trainees’ progress i.e. observation
forms, logs of weekly meetings etc.
14. Quality-assure the observation/feedback process for any other classroom teachers involved in the weekly
formal observation process.
15. Offer trainees the opportunity to experience reflection in practice from class teacher or Subject Mentor
perspective.
16. Work with each trainee in a constructive, sensitive way, with the aim of developing his/her professional
competence and confidence in reflective practice.
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17. Manage and monitor the assessment of trainees and ensure that the relevant assessment profiles and
Assessment Point (AP) forms are completed appropriately and on time.
18. Liaise with trainees and Professional Mentors to ensure completion of Warwick Career Entry Development
Profiles (WCEDPs) and vivas.
6
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Induction checklists
(i) The Professional Mentor’s role in induction:
Provide trainees with welcome information about the school (see page 11)
☐
Provide trainees with information about the school, the local community and the pupils and about ☐
Standards achieved in school as reported by Ofsted (this might include information in the school
brochure)
Introduce trainees to the Headteacher and other staff
☐
Arrange a tour of the school
☐
Provide access for the trainee to essential documents and equipment (keys, usernames and
passwords, access to shared drive/intranet etc)
☐
Introduce trainees to the routines of the school
☐
Inform trainees of the school’s child protection procedures
☐
Inform trainees about the school’s behaviour policy - rules, rewards and sanctions
☐
Outline trainees’ roles in relation to assessment procedures, report writing, staff and
☐
parents’ meetings and extra-curricular activities
Ensure that trainees are fully informed about ICT provision and practice
☐
Ensure that trainees are fully informed about systems of provision for pupils with SEN
☐
Inform trainees of the school's Equal Opportunities Policy
☐
Provide trainees with information about relevant current initiatives or legislation
☐
Ensure that trainees are informed about the school’s approach to personalised learning
☐
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(ii) The Subject Mentor’s role in induction:
Provide trainees with welcome information about the department
☐
Introduce trainees to departmental staff, including ancillary staff, and explain responsibilities
within the department
☐
Give information about departmental resources, including books, worksheets, software,
practical resources, photocopying facilities, etc and provide access to these
☐
Allocate some work, storage space and reprographic resources for the trainee
☐
Explain departmental homework policy and assessment practice, including internal testing
procedures
☐
Give information about external exams and specifications
☐
Explain and give access to departmental schemes of work, including expected levels of
attainment
☐
Explain pupil grouping practice
☐
Give information on department meetings and in-service training events
☐
Discuss behaviour policy, rewards and sanctions and sources of support on discipline
☐
Explain departmental provision for Special Educational Needs
☐
☐
Provide a balanced timetable of observations in the first instance
Provide a balanced and suitable initial teaching timetable (approx. 30-40% after October half
term, rising to 50-60% in the spring term and 65-75% in the summer term) – percentages
should be of the total time the trainee is in school and % of teacher’s timetable not % of FTE.
Ensure that the trainee is supervised whilst training to teach by the class’s regular teacher
☐
☐
8
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The Role of the University
The role of the Teaching Fellow (TF)
The functions of this role are:
1.
liaison with both the Professional and Subject Mentors in schools
2.
moderation of lesson observations and target-setting
3.
monitoring of trainees’ progress on placement.
The TF will deal directly with the school to schedule visits. Each trainee will receive 4 TF visits per
year, as follows:
Autumn Term


A settling-in visit at the Base/Placement One School (between 14 September and 22 October)
o
The Teaching Fellow should see the Subject Mentor, Professional Mentor and trainee
during this visit.
o
AP1 completed by school – online completion (deadline 16 October)
First moderation visit at Base/Placement One School (between 2 November and 10 December)
o
This involves a joint observation between the Teaching Fellow and the
Professional/Subject Mentor/Class Teacher followed by a learning conversation, as well
as a discussion of trainee progress.
o
AP2 form completed by school, submitted electronically (deadline 11 December)
Spring Term


Contact only at the Complementary/Placement Two School (between 4 January and 11
February)
o
Teaching Fellow will contact the trainee by phone, email or in person to ensure they
are settling in at their second placement.
o
AP3 form completed by school, submitted electronically (deadline 5 February)
Second moderation visit at the Base/Placement Two School (between 22 February and 26
May)
o
This involves a joint observation between the Teaching Fellow and the
Professional/Subject Mentor/Class Teacher followed by a learning conversation, as
well as a discussion of trainee progress.
o
AP4 form completed by school, submitted electronically (deadline 18 March)
9
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Summer Term


Final moderation visit at your Base/Placement Two School (between 11 April and 6 July)
o
This involves a joint observation between the Teaching Fellow and the
Professional/Subject Mentor/Class Teacher followed by a learning conversation, as
well as a discussion of trainee progress.
o
AP6 completed by school, submitted electronically (deadline 25 June)
Viva (between 6 June and 6 July)
o
Teaching Fellow carries out a viva of your PDP (Professional Digital Portfolio). This can
also involve the Professional Mentor and/or the Subject Mentor and can take place
either at your School or the University.
10
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Placements
The Base School Placement
During their time at the Base School, all trainees will build the foundations of strong classroom practice, gaining
competence in the key areas of planning, preparation and subject pedagogy. There is the opportunity to
introduce trainees gradually to the practice of teaching and learning, both within secondary education in general
and in the context of the Base School.
Welcome Packs
The Base School should have a ‘Welcome Pack’ for trainees, which might include the following:
1.
School brochure / prospectus
2.
Copies of relevant school policies, particularly those relating to behaviour, child
protection/safeguarding
3.
Staff list with departmental staff highlighted
4.
Departmental handbook and policies (e.g. assessment)
5.
Example Schemes for Learning (and if possible for the classes that the trainee will teach over the
Placement)
6.
Information about the school’s VLE
7.
Copies of textbooks and school resources that trainees can access
8.
Class lists and IEPs for each the trainee’s classes
9.
An outline of the activities and tasks that the trainee will be doing during Induction (organised
collaboratively by Professional and Subject Mentors)
11
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Timetable
A trainee’s timetable should take into account the need to include:
1.
pastoral attachment
2.
PSHE group
3.
SEN context/setting within the school
4.
5.
6.
progression towards whole class responsibility
a range of abilities and key stages, including post-16 where possible
a regular weekly mentor/trainee meeting
7.
8.
some team-teaching, small group work and observation (e.g. in Year 11 or 13) where appropriate
that the trainee has access to computer and data projector or wider ICT in a proportion of the
lessons
The complete timetable should be available to the trainees before they start taking over classes.
The initial teaching timetable should represent a % of a teacher’s workload, scaling up as the course progresses.
Guidance figures are as follows:
Autumn
term 1
Base School
2 Placement School
Summer
term 1
Spring term
2
Base School
Autumn
term 2
Where placement takes place
Spring term
1
Half
Term
% of 4 days teaching
Observations and targeted reflections, some
small group teaching or team teaching.
No of lessons based on 5 lessons per
day
13
Up to 70% of a teacher’s timetable
nd
Teaching
Up to 40% of a teacher’s timetable
Observations and targeted reflections, some
teaching or team teaching.
7
7
Up to 70% (comprising 40% teaching)
Base School (SD)
nd
2 Placement School (PGCE Core)
Base School (SD)
nd
2 Placement School (PGCE Core)
Observations and targeted reflections, some
teaching or team teaching.
11
Up to 60% of a teacher’s timetable
Up to 70%
13
12
Summer
term 2
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Base School (SD)
Up to 70%
13
2 Placement School (PGCE Core)
Up to 90% (SDS)*
16
nd
* There is no provision at Warwick on Fridays for this half term, so trainees are in school 5 days a week.
It is very important that a timetable, at least in draft form, is drawn up for the trainee as soon as possible. This
helps the department and trainee plan for observations and for completing a topic with a class; for example it is
vital for helping the trainee plan ahead in devising lesson plans, resources and mini schemes of work. The sooner
the trainee knows which classes she or he will be taking over, the more logical their induction can be, combining
observation of those classes with a wider variety of others. It enables class lists, resources and class records to be
studied by the trainee with a greater focus.
A ‘timetable’ does not mean that the trainee has sole responsibility for all classes listed. It is appropriate for some
collaborative work with the Subject Mentor or another experienced teacher to be done. For example, the trainee
might take some small groups for intervention or co-plan and prepare a mini scheme of work. This is vital to
provide the modelling of subject pedagogy and reflection needed by all beginning teachers. As the placement
progresses, more whole class responsibility can be expected.
When the University Teaching Fellow visits during the placement, they will check to see that the timetable fulfils
as many of the criteria listed above as possible.
Training Opportunities
During the placement, trainees should have the opportunity to:
1.
Observe good and outstanding teaching and learning
2.
Discuss teaching and learning with teachers they have observed
3.
Work with individual pupils and small groups of pupils
4.
Evaluate lessons with the help of an experienced teacher
5.
Plan for and teach some classes of their own
6.
Observe/assist with cross-curricular activities where possible
Training Entitlements
During the Placement, the trainee is entitled to the following:
1.
A weekly meeting with their Subject Mentor, which is timetabled
2.
Participation in a school-based training programme
3.
One full lesson observation per week by the Subject Mentor who will:
1.
document the lesson observation using the Lesson Observation form, which provides a written record of
the observation as well as a basis for the feedback discussion
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2.
review the lesson observation with the trainee in a timely fashion engaging in a constructive analysis and
discussion of the trainee’s and pupils’ learning
3.
agree clear goals and targets for development that focus upon teaching strategies and the learning of
pupils within the lesson
4.
Informal lesson observations by the Subject Mentor and/or members of the department who will:
5.
Provide verbal feedback in a timely manner on targeted aspects of the lessons taught or the
whole lesson
6.
Review the strengths of the lesson, or portion of the lesson, whilst engaging in a constructive
discussion with the trainee regarding areas for development
7.
Write brief comments in an on-going journal for the trainee thereby providing a narrative of
progression and areas for development over the course of the placement
Documentation
The following supporting documentation should be used:
1.
2.
3.
Lesson Observation Form (revised for 15/16)
Log of Weekly Mentor/trainee meetings
AP forms should be completed and returned by the required deadlines – online submission – the
link will be shared each time in the weekly Partnership Bulletin.
At the beginning of the Base School Placement, all trainees should make sure that they have provided copies of
the following to the Base School:
1.
CV
2.
Initial Subject Knowledge Audit
Complementary Placements (2nd placement schools for PGCE Core only)
It is good practice for the Complementary Placement school to provide a welcome pack for the trainee and to
provide an induction experience similar to the one detailed on page 11.
Contact should be established with the Subject Mentor and, if this is a new mentor in the Warwick Partnership,
their contact details should be sent to the address at the top of the page to ensure that updates reach the correct
destination.
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During the complementary placement, the following supporting documentation should be used:



Lesson observation form
Log of weekly mentor/trainee meetings
AP forms by required deadlines
15
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School Direct Delivery and Assessment Model 2015/16
The professional development of the trainee is delivered, tracked and assessed across three
dimensions:
1.
2.
3.
Practical orientation and immersion
Personal development
Professional reflection
Immersion
School Experience
PG1 &MA
PG2
School based
School-based,
Subject
Subject
focus focus
Professional Mentor
review and observe
Development
Awareness and
development/
materials
(MA1 and MA2)
Teaching Fellow
focu audit,
Subject Mentor
develop, review and
observe
Development
blog detailing the
Reflection
Subject Study
Professional
Digital Portfolio
learning journey
and professional
contribution
Personal
Action
Planning
support, review and
observe
Lesson Feedback,
observation and AP
judgements
PDP
Teaching File
Professional
Digital Portfolio
detailing lesson
planning, evaluation
and feedback
Viva
Teachers’ Standards
Reflective Statements
PGCE with Qualified Teacher Status
16
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Lesson Observations and Feedback
The process of observation and discussion or feedback is a key aspect in the mentoring of the trainee teacher and
provides opportunity for both trainee and mentor to reflect on teaching and learning.
Lesson observations by Subject Mentors or other designated staff will take place once a week for each trainee.
Following the observation, a mentoring meeting should take place, with oral and written feedback.
The Professional Mentor will quality-assure the observation, followed by discussion and written feedback, for
each Subject Mentor at least once during the placement.
The Subject Mentor will quality-assure the observation/feedback process for any other classroom teachers
involved in the weekly formal observation process.
Ideally, the trainee and Subject Mentor will negotiate which lessons should be observed. Adequate notice (at
least 24 hours) should be given to the trainee.
Before the observation, the Subject Mentor should:
1.
Arrange a short, pre-observation meeting with the trainee to negotiate an area of focus.
2.
Consider (or develop together in early stages) the lesson plan and offer the opportunity to amend
the plan before the lesson.
3.
Establish in advance the procedure for feedback/discussion and book a time (if not within the
weekly mentor meeting). Please note that when a University Teaching Fellow is visiting then it will
be preferable for the feedback/discussion to take place immediately following the lesson
observed and with the Subject Mentor present.
During the observation, the Mentor should:
1.
Avoid interrupting or delaying the lesson by their arrival.
2.
Keep notes and form questions related to the observation focus and the Teachers’ Standards
(actual manner of notes will be dependent on the approach being used).
3.
Where possible, fill in the formal lesson observation paperwork during the process.
4.
Not interfere with the way a class is being taught or managed unless a health and safety issue
arises which demands their intervention.
5.
In keeping with agreed pre-observation procedures and without disturbing the lesson, question
pupils about their understanding and examine their work where appropriate.
6.
Not undermine the trainee teacher’s position in their dealings with pupils.
7.
Provide a brief word of thanks and acknowledgement to both the class and the trainee teacher,
which can be extremely supportive.
The mentoring meeting
1.
A mentoring meeting should take place after the observation. The timing of this depends on the
trainee and Subject Mentor but it would be useful if there were some opportunity for reflection
before the discussion but not too much time in order that memories are fresh, and to provide
reassurance for the trainee.
2.
Meet in a quiet, private, interruption-free environment.
3.
The mentoring should be planned according to the trainee’s needs, providing a sensitive balance
between positive feedback, support and challenge. As the trainee’s capabilities develop, the
17
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discussion may be aimed purely at the trainee’s self-reflection/analysis with the Subject Mentor
acting as a coach or critical friend, withholding their own opinions in order to explore the
trainee’s developing views.
4.
Some self-evaluation and reflection by the trainee initially can help to determine a suitable
approach for the feedback / discussion.
5.
Be aware that an initial question such as “how do you feel the lesson went?” can be
overwhelming for trainees and they may be more concerned with offering the response that they
think is required, rather than genuine reflection. Structured questions relating to the agreed
focus for the lesson might be more useful.
6.
Establish a small number of clear, agreed targets for future development. These should be linked
to the Teachers’ Standards.
7.
If a lesson (or element of the lesson) has not been satisfactory, this should result in professional,
constructive dialogue, not personal criticism. The mentor should help the trainee to identify
strategies for improvement and make practical suggestions.
8.
In a discussion that involves the Subject Mentor giving analysis, ensure that any criticism is also
balanced by positive commentary where possible and that discussion results in positive planning
for future development.
9.
There is opportunity for trainees to add a reflective comment to the lesson observation form.
Both trainee and mentor should sign and date the form and retain it for their records.
10.
If significant differences between the Subject Mentor and the trainee within the
feedback/discussion process are regularly occurring then it is appropriate to seek advice from the
Professional Mentor and the University Teaching Fellow.
Feedback on partial/informal lesson observations, as previously, can be recorded in a less formal manner (for
example in an exercise book). Any of this material can also be used as evidence in the PDP.
The Standards on the Form serve as an aide memoire for Subject Mentors, Teaching Fellows, trainees and also
teachers whose classes trainees are taking but who are not trained mentors.
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Tracking and Developing Progress
There are 6 main assessment points during the year, when trainee progress is monitored and targets are set. The
main details are as follows:
Assessment Point 1
(AP1) – online
submission

Progress against Part Two of
the Teachers’ Standards

Potential final grade

Progress against Part One and
Two of the Teachers’
Standards
Assessment Point 2
(AP2) – form

Predicted final grade

Progress against Part Two of
the Teachers’ Standards
Assessment Point 3
(AP3) – form

Assessment Point 4
(AP4) – form
Progress against Part One and
Two of the Teachers’
Standards

Predicted final grade


Working at grade
Progress against Part One and
Two of the Teachers’
Standards
Assessment Point 5
(AP5) – form

Predicted final grade

Working at grade

Progress against Part One and
Two of the Teachers’
Standards
Assessment Point 6
(AP6) – form

Friday 16th October, 2015
Friday 11th December, 2015
Friday 5th February, 2016
Friday 18th March, 2016
Friday 20th May, 2016
Friday 24th June, 2016
Recommended final grade
AP1 – Online Submission must be completed by Friday 16th October and indicates progress together with targets
for the next half term. Any concerns raised by either/both Mentors are shared with the Teaching Fellow
responsible for the trainee.
Form AP2 is to be completed at the end of the Autumn Term and indicates progress made together with targets
for the Spring Term. Any causes for concern indicated therein will result in collaborative intervention at the
beginning of the Spring Term, along with an Intervention Plan for each individual, stating specific targets and
completion dates.
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Form AP3 is completed at the Complementary/Second Placement School and reports on trainee progress against
Part two of the Teachers’ Standards only.
Form AP4 is at the end of the Spring Term and is the first time Mentors will provide a working at grade. Targets
will be set to enable a trainee to develop and make progress towards their predicted grade.
Form AP5 must be completed by Friday 20th May and indicates progress together with targets for the next half
term. Any concerns raised by either/both Mentors are shared with the Teaching Fellow responsible for the
trainee.
Form AP6 is the concluding (and most important) piece of evidence used to recommend a Pass or Fail award for
QTS. The final pass/fail decision is made by the Examination Board. In order to achieve recommendation for full
QTS, the trainee must satisfactorily meet all eight Standards in Part One of the Teachers’ Standards and the
requirement of the Preamble and Part Two.
Each form is in three parts:



General contextual information.
Summary comments and assessment of overall progress.
Progress towards meeting the Standards.
There is an Interim Examination Board in April 2016, which will consider Postgraduate assignments only. The Final
Examination Board meets after the final week of the course, in July 2016.
The school records: Not yet met/Requires Improvement/Good or Outstanding on the AP forms 2, 3, 4 and 6.
APs 1 and 3 are interim assessment points detailing PM/SM reflections on a trainee’s Personal and Professional
Conduct only. It is envisaged that the grouping of Standards will assist both trainee and their Subject Mentor in
identifying general areas that need to be addressed. Space is provided for further commentary on progress
towards meeting Standards - for example, there might have been little or no opportunity to address particular
Standards; alternatively, although not meeting the standard you are nonetheless “on track” and quite likely to do
so in a short period of time. These forms should be completed in discussion between you and your Subject
Mentor and/or your Professional Mentor.
In order to achieve consistency, the University places great emphasis on Teaching Fellow visits along with the
three-way dialogue between trainee, Subject Mentor and Teaching Fellow. Consistency is achieved through
participation at Mentor Training and Partnership Development events such as Warwick and Schools Partnership
(WaSP) meetings in 2015/16. Professional Mentors play an important role in linking University recommendations
with school and partnership provision. University Teaching Fellows oversee moderation of school provision and
External Examiners provide an independent, external check of the Partnership’s standards.
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The criteria used to judge Trainees’ progress are detailed in The Warwick Standards Tracker as well as the
following tracking documents:
1.
2.
3.
4.
AP Forms (AP2, AP4, AP5, AP6)
Trainee Action Plans
Mentor-Trainee Weekly Meeting Records
Contact/visit forms completed by the visiting Teaching Fellow
The purpose of recording and tracking progress is threefold:
1.
2.
3.
To allow appropriate intervention if required
For trainee motivation and self-confidence
To quality assure the Partnership training provision
The AP forms will provide a record of trainee achievement both in the form of grading criteria and the comments
of Mentors. The Mentor-Trainee Weekly Meeting Records will be used more formatively for the trainee to set
targets and record appropriate actions.
N.B. The trainee is required be fully involved in both these processes - contributing to the dialogue and
documenting their agreement. This target setting with a weekly review at the next mentor meeting should be
based on evaluations and lesson observations and closely linked to the Standards.
Attendance
From this year, all Partners are required to inform the Centre for Professional Education of trainee absence from
school. This is being done to ensure we gain a full and accurate picture of this element of professional conduct
(Part Two of the Warwick Teachers’ Standards), setting in place interventions as and when they are required.
Please report all absences via the web link below, stating whether this is authorised (training
days/graduations/funerals and so forth) or unforeseen/unauthorised absence (usually due to illness).
http://www2.warwick.ac.uk/fac/soc/cpe/pintra/secondary_partners/absences
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Professional Digital Portfolio (PDP)
The Professional Digital Profile (PDP) is a trainee’s record of her/his progress towards the Standards for QTS and
development as a teacher. Completion of the PDP is a requirement for both the SD and Core PGCE routes at
Warwick and is the main component of the final assessment.
Trainees are responsible throughout the year for its maintenance and for ensuring that the evidence is available
when required for Mentors and Tutors. For a Mentor to access the PDP, the trainee should share its “secret URL”
with the Mentor. This can be done at any time and provides opportunity for the mentoring conversation to
consider evidence presented to show achievement of the Teachers’ Standards.
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Cause for Concern
Guidance for Mentors
If you have reason to believe that a trainee has difficulties which are potentially serious it is vital
that you get in touch with the University as soon as possible. The sooner such problems are
discussed the better for all parties.
Clearly, we need to ensure that processes are in place which aim to identify and address any
problems at an early stage, and avoid them escalating. These include ensuring that:
1. There are clear expectations for all parties
2. Regular meetings are held according to the guidelines
3. Targets are negotiated, agreed, set and monitored
4. Appropriate and regular feedback is given
Having these processes in place actively provides a robust means of monitoring progress and
assuring quality.
It is also important to note that consistent assessment of trainees across placements is very
helpful in ensuring that trainees are completely aware of their strengths and areas for
development. A full review of all trainees takes place after each of the Assessment Point
submissions.
For the minority of trainees whose progress is unsatisfactory, self-assessment is frequently at
variance with the formal assessment of Subject Mentors and Teaching Fellows. Weaker and failing
trainees sometimes identify problems outside of themselves, displaying reluctance to accept any
responsibility for their difficulties. In these cases, the requirements for openness, honesty and
regularity in assessment and for a secure evidence base are even more important. There are a
number of reasons why trainees may be experiencing difficulties; these vary considerably in
complexity and severity. In these circumstances we would recommend an Intervention Plan (IP)
to enable the trainee to get back on track. Please refer to the possible solutions to potential
problems on the following page. Some general principles also apply:
1. Prompt intervention is important; it allows difficulties to be dealt with at an early stage and may
prevent potential problems from escalating.
2. Trainees who struggle with tasks which others take in their stride often benefit from a ‘small
steps’ approach, which breaks tasks into their component parts, enabling these trainees to move
towards their ultimate objective more gradually. This usually requires a weekly plan with
carefully graduated targets, clearly specified actions, and progress meetings.
3. Detailed, thorough record-keeping is essential; records should specify dates, times, purposes
and outcomes of meetings, trainee performance, and behaviour, provision offered, or made, etc.
Detailed records are crucial either as evidence demonstrating progress, or to support ‘fail’
decisions if that is the eventual recommendation.
4. University Teaching Fellows should be alerted as soon as possible where problems are identified
to trigger the Intervention Plan process, thereafter all parties should be kept informed of
developments. A quick response to such information is to be expected from both University and
school-based staff.
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Stage 1 and Stage 2 Interventions:
If a trainee is a cause for concern at any of the Assessment Points, their assigned Teaching Fellow is
likely to refer them to an assigned Senior Teaching Fellow at the University who will liaise with your
school to draw up an Intervention Plan for you (Stage 1). A normal Stage 1 intervention can last
anything between a few weeks and half a term and usually involves a number of additional visits to
the school or classroom observations. Failure to meet the Teachers’ Standards at the end of this
period could result in an extension to the Stage 1 intervention, or progression to Stage 2, which is
overseen by the Deputy Course leader (Paul Taylor) and the school.
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Mentoring
Approaches to Mentoring
Guidance for Mentors
The relationships between Professional Mentor, Subject Mentor and Trainee Teacher are key to an
effective training environment. School staff must act as role models for the trainees. Clearly, there
will be a variety of styles and approaches, but the importance of positive role models in all aspects
of teaching (including planning, assessing and general professional duties) must be emphasised. It
is very helpful for trainees to hear an experienced teacher reflecting on their own practice as this
can help to develop their own reflective skills so they can begin to reflect for themselves.
Whilst mentoring itself is a difficult concept to define because it encompasses a wide range of
activities, there are a number of approaches that are commonly used. An apprenticeship approach
suggests learning by observing and then emulating the mentor, a competency approach requires
judgments against the Standards (grading) and a reflective approach requires the trainees to
develop skills of self-analysis in order to understand for themselves how to improve their own
practice.
We recommend that Subject Mentors use a variety of approaches with trainees depending on their
stage of development and individual need. Some Subject Mentors might decide to begin with an
apprenticeship style but move the trainee towards a reflective approach later in the training. At
some points (including AP completion) it will be appropriate to grade aspects of the trainee’s
performance. We expect that all trainees and Subject Mentors will have moved towards a
reflective practitioner approach through working together.
An Apprenticeship Approach
1.
An apprenticeship model could be said to offer a step-by-step, learning ‘on the job’
experience with an expert who shows the way
2.
Can provide comfort and confidence for trainees who are searching for a recipe for
teaching (Loughran, Berry and Tudball, 2005)
A Competency Approach
1.
A competency or Standards-driven approach gives a strong focus to assessment
and the accumulation of Standards
2.
It could be said to offer a clear, ‘objective’ body of knowledge and skill that
trainees must understand and demonstrate in order to gain QTS
A Reflective Practitioner Approach
1.
2.
3.
The person observed has the opportunity to examine and refine her/his own
professional judgments (Geen, 2002)
A Reflective Approach encourages a language for talking about teaching (Hopkins,
2005)
It promotes self-constructed knowledge
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Mentoring Conversations
A mentoring conversation is a dialogue following a formal observation where trainee and Subject
Mentor can explore the lesson together and consider issues of teaching and learning. We
recommend and expect that trainees experience a range of approaches to suit their needs and
stage of development. Initial priority could be given to the trainee’s self-reflection in order to
ascertain the trainee’s stage of development and an appropriate approach.
Tips for Developing Reflective Practice in Mentoring Conversations
The key to the process is the Subject Mentor’s role in assisting the trainee in reflecting on learning
(their own and their pupils’). This is achieved by prompting the trainee with questions about the
lesson and the learning experience for the pupils. These questions form the agreed focus of
observations and particular aspects in the Standards. A Mentor may find that an area they felt was
an area for development may actually be a strength once the trainee’s planning and thoughtprocess is fully explored.
Please refer to the Warwick Standards Tracker for examples of learning questions.
Mentor Training Records
The pressure of accountability in all areas of education is greater than ever before. In teacher
education there are three important aspects to this accountability:
1.
To the profession generally to demonstrate that judgments about trainee teachers are securely
based on evidence
2.
3.
To trainees
To the Partnership to demonstrate that we have followed agreed procedures in a common
framework
For these reasons, Mentor Training Records are essential. They should record, for purposes of
reference and accountability:
1.
What a trainee has done and achieved
2.
3.
The training which has generated trainee progress
The ways in which trainee progress has been assessed
For every trainee, the school must maintain a training folder or file, in which are stored the
following documents:
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1.
2.
3.
4.
5.
6.
Copies of any prior assessments e.g. previous AP forms.
A copy of the trainee’s timetable.
Copies of the day by day timetable, observations, pupil tracking, meetings,
opportunities to review progress.
Copies of all lesson observations made by Mentors and University Teaching
Fellows.
Copies of the log of weekly mentor/trainee meetings.
Copies of correspondence and documentation relating to the trainee.
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Mentor Meetings
Best practice for mentor/trainee weekly meetings
The weekly mentor/trainee meeting is the ideal opportunity for mentors to discuss trainees' skill
development with them. We expect all trainees to operate at a high level of professional practice.
By the end of the course, trainees are expected to produce clear, full and detailed lesson plans,
forward plans, and evaluations and records of pupils' progress and be able to explain their
rationale and learning arising through these processes. The weekly meeting is an opportunity to
model best practice or collaborate with a trainee, particularly when they are in the early stages of
learning about structuring learning activities.
If possible, weekly mentor/trainee meetings should be timetabled at the same time each week and
should take place in reasonable privacy and comfort. The meeting should be an hour in length.
A record of each meeting should be kept on the pro forma “weekly mentor/trainee meeting
record”. It is advisable for the meeting to be recorded by the Trainee and signed by the Subject
Mentor and trainee. It should be stored digitally and can be used as evidence for the PDP.
Sample framework for weekly mentor/trainee meetings
1.
Weekly learning conversation using Lesson Observation form as prompt
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Evaluation of pupil learning and progress during the last week
Praise and comments on the trainee’s strengths
Identification of the trainee’s areas for development
Opportunity to review how the trainee is reflecting upon their own development
Opportunity for the trainee to raise any concerns/queries
Review of any targets
Identification of new/revised targets
Link to the trainee’s progress towards the Standards
Subject-specific issues (e.g. marking or subject content)
Other aspects depending on need (see below)
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Other possible topics for discussion within the meeting:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Pedagogy in particular topics or subject areas
Ideas/suggestions for classroom-based enquiry (PG assignment).
Approaches to particular classes or individual pupils
Assessment for learning
Marking of pupils' work
Statutory assessment and exam syllabuses
Resources
Lesson planning and forward planning including medium term planning
Differentiation of work for pupils
Working with learning support assistants
Subject knowledge development
The Professional Digital Portfolio (PDP)
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