New Mentor Development - 10.10.15
Welcome to today’s session
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PGCE Primary and Early Years
New Mentor Training
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Sue Crosson
CPE Lead Link Tutor
‘My mentor was an
inspiring role model to
look up to…’
‘Thank you to my
mentor for a really
supportive attitude.’
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•
•
‘My mentor put me
at ease right from
the beginning.’
The Warwick Partnership
‘challenging short- and longer-term developmental
targets’’…getting to grips with processes and
documentation to achieve this
a little bit about the structure of the PGCE at Warwick
practicalities of being a Mentor
the role of the Mentor in your school
what have we missed?
questions
‘Even though my mentor was
busy, she always found time for
my weekly meetings.’
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The Warwick Partnership
Mentors have greater autonomy for formative
assessment of trainees and Link Tutors assume a
moderation and QA role.
School Mentors
Class teachers
1ST - PUPILS
2ND TRAINEES
Implications for Mentor and LT roles...
Link Tutors
Trainees are assessed in terms of their demonstrable
impact on pupil progress.
Uni tutors
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New Mentor Development - 10.10.15
The quality of training across the Partnership Ofsted Framework 2015, P. 40
Processes for ‘challenging short- and longerterm developmental targets’
“Expert mentors and trainers have consistently high
expectations and work collaboratively to ensure training
is coherent and highly relevant to the needs of trainees.”
through Mentoring that:
“Assessment of trainees is rigorous and precise.
Consistently high-quality oral and written feedback and
challenging short- and longer-term developmental
targets support trainees’ critical reflections, enabling
them to analyse, evaluate and improve their practice.”
So you need to know that:
- is provided by experienced and expert mentors;
- responds to trainees’ specific training needs.
- our trainees arrive on placement with specific, individualised
targets that are shaped by outcomes of their SK audits and
thorough evaluation of their previous placement.
- these targets will be the focus of Mentor meetings and will
change and evolve as the placement unfolds.
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Link Tutor role...
Mentor
Providing
challenging
developmental
targets
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Structure of the PGCE programme:
Link Tutor
Moderation of
the judgements
Professional Studies Module
M level assignment – 5000 words
Subject Studies Module (core &
foundation subjects) - including a
Subject Specialism (EY; Eng; Ma;
M level assignment
Science; MFL
Professional Practice Module
LT will submit the
Profile to SPO
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120 School-based days
Based on school placement performance
and the PDP (including the Reflective Log)
H level
New Mentor Development - 10.10.15
Progression in Placements
School-based elements
• 1 placement arranged by the trainee
• 3 placements arranged by the University
Phase
Placement
Length
PP1
Early Years
Primary
1 week
FS, KS1, KS2
KS1, KS2, KS3
Serial Days
5 days
EY & KS1
KS1 & KS2
PP2
7 weeks
Nursery
Mostly KS2
PP3
7 weeks
KS1
KS1 or KS2
PP4
8 weeks
Reception
KS1 or KS2
PP1 Learning through observation and reflection
Serial days Observation, discussion, micro-teaching
PP2 - Teach core subjects/EY curriculum; 55-60% of
whole TT
Experiential Placements (5 days)
- e.g. SEN/EAL/Phonics/OLE/KS1
PP3 - Teach core and foundation/KS1; 65-70% of TT
PP4 - Teach core and foundation subjects/EY curriculum;
75-80% of TT
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Progress on Placement – doesn’t look like this
Peaks and Troughs – not necessarily ‘overgrading’
High level (1)
High
level
Good level (2)
Good
level
Min level (3)
Not
achieving
Standards
(WT)
Min
level
PP1
PP2
PP3
PP4
Not
achieving
Standards
PP1 PP2
PP3
PP4
New Mentor Development - 10.10.15
Part 2: Getting to grips with the docs
Placement Preparation
• Class teacher and Mentor development–
the week before the placement starts Vital that CTs attend…
• Preparation days - for trainees to orientate
themselves with class and school
• Organisation of timetables – building up to
appropriate quota for the placement
Let’s go through the Placement Guide and look at the paperwork...
1. Checklist for Mentors
2. Lesson observations – targets linked to the
Standards – Phonics Observation Profiles
3. Week by week guidance
4. Weekly mentor meetings – to discuss
observations, teaching file, progress against TS
5. Interim and Final Profiles
6. Grade descriptors (Warwick and Ofsted)
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Exemplars of (4) and (5)
Exemplar forms for completed profile and
completed lesson observation are available on
the portal:
http://www2.warwick.ac.uk/fac/soc/cpe/pintra/ey_primary_
mentor_portal/examplars/
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Practicalities...Lorna’s perspective
• Mentor file - what’s in it...how do I use it?
• Placing trainees in school (good role model; sufficient
experience; keen to support...)
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•
•
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Liaison between mentor and class teacher
Joint observations: mentor and CT; mentor and LT
Arranging for trainee to observe good practice
Mentor meetings
Using the WADs to target-set and finally to help
determine the best-fit grade
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New Mentor Development - 10.10.15
Roles: the school Mentor
• Manages training in school
• Monitors the trainee’s individual targets during weekly
meetings
• Maintains direct contact with Link Tutor/Student
Services and raises any concerns with them during
placement as soon as necessary
• Is responsible for final assessment of the trainee’s
progress (NB: role and context! They are not qualified
yet…don’t judge them as you would your colleagues)
• Checks the trainee’s planning and assessment file
• Arranges weekly observation (as a minimum) with
written feedback. This may include observation by
the class teacher or subject co-ordinators.
• Arrange observation of teaching of phonics (all
placements)
The Mentor will also:
School Mentor- prep days
The school mentor will:
• Welcome the trainee to the school
• Introduce the trainee to key people
• Arrange for a tour of school and discuss resources
including ICT
• Offer the trainee a school prospectus and key policies
• Discuss daily school “rules” e.g. photocopying,
staffroom etc.
• Discuss the trainee’s training plan and targets
• Arrange the first observation and/or first mentor
meeting
Training Tasks – Section 8
School Based Tasks (SBTs)
• Organise observations throughout the school to meet
trainee’s needs/targets
• Liaise with class teacher and file feedback from other
staff in school, as evidence of performance
• Maintain a Mentor Training File and share this with the
Link Tutor
• Use Warwick Assessment Descriptors formatively
throughout placement to promote trainee’s progress
• Conduct a joint observation with the Link Tutor and fill in
the interim profile with the link tutor
• If necessary, be prepared to mediate between trainee
and class teacher
On each placement the trainees will have SBTs
to complete.
There is a major emphasis on supporting
trainees in the area of:
Learning About The Teaching Phonics and Early Reading: TS3
All trainees will teach phonics on all placements.
Trainees in KS1 need to be observed teaching
phonics and to have feedback and targets set for
supporting development further.
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New Mentor Development - 10.10.15
Trainees in KS1 on PP2 –
meeting the standards
Procedures for Weak Trainees
Trainees need to meet the standards at a minimum
level in both Key Stages.
Being in KS1 on PP2 is a particular challenge – so
please ensure trainees build up their teaching
commitment swiftly to stand a chance of achieving:
-TS3 (phonics)
-TS2 & TS4 (need to teach sequences of lessons)
-TS6 (assessment)
-TS8 (‘Christmas week’ is good for this)
In the event of concerns about a weak trainee,
please refer to section of the Placement Guide
– and contact your Link Tutor - as soon as
possible - who will be prompt to support you.
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A key emphasis in our mentor
and Link Tutoring:
• Please ensure that trainees reference any points of
discussion that are recorded on the Mentor Meeting
log against the Teachers’ Standards
• Please ensure that when you feedback to trainees
after a lesson, you refer to the Teachers’ Standards
orally as well as in writing e.g. Let’s think about TS4:
Planning well structured lessons...what did you think
about the length of time children were kept on the
carpet before moving to the independent task?
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Do you know the National Priority
areas for ITE?
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Phonics and early reading
Early (ie primary) mathematics
Behaviour Management (including all types of bullying)
EAL and SEND
PE
Additional Inspection themes:
-RE & SMSC – including Prevent and British values and
being familiar with how these are delivered in school
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New Mentor Development - 10.10.15
Class of 14/15 – the trainees’ perspective
My mentor made
all the difference
– she was JUST
GREAT!
My mentor
encouraged me
by always
identifying the
positives first.
Thank you for
My mentor really
being there when encouraged me
I really struggled. to try new things
and be creative
in my approach.
My mentor was
fantastic at
picking me up
after a bad
lesson.
My mentor
developed my
practice by being
challenging and
believing in me.
My mentor
believed in me,
even when I
didn’t believe in
myself.
My mentor was a
source of
brilliant, practical
advice.
Conversely – what doesn’t help…
Trainees emphasised the importance, to them,
of the following:
• Having regular meetings
• Time for incidental chats
• The value of your encouragement and positivity,
especially when they are feeling ‘low’ or have had a
weak lesson
• The importance of providing accurate, supportive
feedback with ‘next steps’ so they can implement the
changes to improve their practice
• Help using the WADs to ensure that everyone is clear
about their progress and what they have to do next
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Coaching behaviours
Push:
Solving
someone’s
problem for
them
Pull:
Helping
someone to
solve their
own
problem
Push
DIRECTIVE COACHING BEHAVIOURS
Instructing
Giving advice
Offering guidance
Giving feedback
Making suggestions
Summarising
Paraphrasing
Reflecting
Asking questions that raise awareness
Listening to understand
NON-DIRECTIVE COACHING BEHAVIOURS
Pull
New Mentor Development - 10.10.15
The Partners’ Intranet: Password: wie05
Involvement and engagement with the
Partnership
Lots of information is available on our Partners’ Intranet
including podcasts of:
Opportunities include:
a mentor discussing their role
a mentor discussing how to receive and support a trainee on
placement
how to conduct a mentor meeting
how to support a weak trainee
- being involved in recruitment and selection
- joining ad-hoc working-parties throughout the year e.g.
to consider changes to documentation (WADs; Lesson
Planning pro-forma);
- collaborating with us on placement materials e.g. the
Serial Days
- show-casing your school’s activities at Conference
http://www2.warwick.ac.uk/fac/soc/cpe/pintra/ey_primary_
mentor_portal/
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