PAIRED PLACEMENTS: GUIDANCE FOR MENTORS
“Collaboration and partnership are a way of life. People work together. There is a consistent
approach which is supportive. People are not left to sink or swim. People are available to each other.
Team teaching, mentoring, peer coaching, joint planning and mutual observation and feedback are a
normal part of the everyday life of the school.”
(MacBeath and Stoll( 2001) in MacBeath and Mortimer (2001) Improving School Effectiveness)
There are a number of models for paired placements, the preferred model used at Chester, and the
one that has proved to be most effective is the ‘Driver- Navigator’ model.
1. The Driver/Navigator model
In this model associate teachers take it in turns to assume the role of driver and navigator (Wilson,
2010). For each lesson, one associate teacher assumes the lead role (the driver), and organises and
plans the learning for the class. Within this, their partnered associate teacher (the navigator) will also
have a role – focused teaching with a group – for which s/he is responsible both in terms of
planning, and teaching and learning.
Both the associates have fixed roles with a particular class, which avoids confusion.
Both associates are responsible for the class with a shared responsibility for planning, assessment,
evaluation, resources, supporting pupils, managing pupils and marking.
The driver – leads lesson in the classroom
The driver is responsible (in consultation with the other AT) for the whole class teaching and for:
 Creating and writing detailed lesson plan
 Planning for the additional adult (not the other AT) and your own focus group (if
appropriate)
 Sharing plans with colleagues and ensuring each adult in the room has a role.
 Delivering and evaluating the lesson.
The navigator –another teacher in the classroom
The navigator is responsible (in consultation with the other AT) for a group and for:
 Creating and writing a detailed plan for the focus group to complement the learning
objectives for the main lesson plan.
 Teaching and evaluating the focus group ‘mini’ lesson’.
 Carrying out a group assessment.
 Feedback on the children’s learning to the lead associate teacher.
Paired placements offer the associates opportunities to learn about whole class management and
whole class teaching while at the same time strengthening understanding of pedagogy, subject
knowledge and how to communicate concepts and ideas on that micro level.
There is the potential to take this learning to a deeper level and for this to become genuine
collaborative learning both for the associate teachers, and for the class teacher/professional mentor
by structuring effective professional conversations around this model.
Planning:
The Navigator
The navigator will still complete all sections of the planning on LP2 (for a group), and should have a
clear understanding of the driver’s overarching aims (on their LP1). The evaluation document- LP3
(x2) will necessarily reflect the navigator’s focus on assessment against outcomes for focus and nonfocus groups and forward planning and should be completed by both associates. This evaluation
cycle completed in collaboration with the ‘driver’ will ensure a continuity of focus and progression
for ATs and pupils alike. The navigator need not complete the guidance for the ‘additional adult’
(LP4), but again may ‘feed into’ the driver’s planning.
Shared planning underpins the need for the navigator to have a thorough knowledge of the
approaches and rationale used by the driver in planning for the whole group.
The Driver
The driver will need to complete all levels of planning (LP1,2,3 and 4). Where there is no additional
adult- the ‘driver’ may wish to utilise this guidance (LP4) to direct the navigator to a particular group
or individuals.
The evaluations of the navigator may provide the driver with additional information and a different
perspective on the lesson outcomes, however there is still a need for the driver to complete their
own LP3 evaluations. The additional information may also provide the driver with more specific
detail and guidance for forward planning for particular groups or individuals.
The shared evaluation process should provide both ATs an opportunity to consider in greater detail
and depth the planning, assessment methods and progress of groups and individuals within their
class.
Medium term planning
The navigator or driver, may begin the longer term planning process together. Alternatively,
planning may be completely individual, and this will be due to a particular focus, brokered and
confirmed by the mentor (e.g. dependent on strengths and/or areas for development/ subject
knowledge, by time allocation, or by mandatory requirements such as Literacy, Numeracy, P.E.)
By the end of the course it is expected that both ATs will have the skills and experience to create and
deliver your own medium term plans. Both will need to have experience in planning and delivering
core curriculum areas, but this may be done in collaboration with each other.
Rationale for Pairing:
We aim, in as far as is possible to pair Associate Teachers according to the following rationale:
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Associates who complement each other- not necessarily with similar skill sets.
Associates who need to fulfil a particular developmental need- e.g. a subject requirement
such as numeracy or literacy (and could support each other by virtue of different strengths).
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Geographical location of ATs and placements (as per placement policy)
Both ATs require a similar contrasting placement
We will not pair when:
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There are clear personal issues which would hinder progress
Associates have been paired previously and this has been unsuccessful
Both Associates are weak and in need of additional support (e.g. have already been through
cause for concern)
Mentors- frequently asked questions.
In taking 2 ATs, will this result in double the workload for the mentor?
There is always a workload implication for any mentor supporting an AT, however in paired
placement there are ways of managing the placement that can reduce the ATs dependency on the
mentor as the only source of support and advice. Sharing of ideas between ATs lessens dependence
on the mentor for ideas for lesson planning and resources. The placement offers the opportunity for
increased peer reflection and mentoring, which means there is less need for the mentor to prompt
this.
Weekly reviews are still essential to ensure progress against teachers’ standards; however mentors
can meet ATs together, but should still allocate some time for specific 1-2-1 support for each AT. In
total ATs should receive 1 hour of contact with their mentor per week. It may be organised in this
way:
20 minutes- AT 1 (individual meeting)
40 minutes- AT meeting (paired meeting)
20 minutes AT 2 (individual meeting).
As a pair, the ATs may wish to meet and discuss emerging issues which are shared- however the
expectation is still that the weekly review and reflections will be sent to you prior to your meeting,
and these should be individual.
What happens if one AT is very different in ability/ progress level to the other AT?
Paired placements should not impact on the assessment of individual ATs progress against teachers’
standards. The individual roles (driver-navigator) taken on during the placement will ensure that
assessments remain individual. Planning and evaluations are still completed by each AT, leading
delivery enables mentors to have a discreet focus on classroom practice for each AT.
How can I observe 2 ATs teaching at the same time?
Observations of ATs for the purpose of weekly formal observations (and linked written reports)
should therefore remain focused on the AT leading the lesson delivery- the driver. As with any AT,
specific details, for example the % of teaching time and subject delivery- will depend on the ATs
individual skills, strengths and areas for development, and the professional view of the mentor on
the level of AT confidence and competence to deliver. A paired placement can sometimes assist the
observation by enabling observation of AT whilst there is additional classroom support from another
AT.
How can I encourage the ATs to support each other?
Encourage ATs when feeding back and evaluating each other to identify key areas for evaluation and
feedback to feed into the planning, teaching, and evaluation cycle, and keep to these! They should
agree the specific focus prior to the lesson(s). Ensure that all adults are clear on their roles at all
times.
How can I ensure ATs do not become overly dependent on each other, and not integrate with
other staff?
In the best cases, schools that take paired placements ensure that timetables are in place to enable
ATs to observe other colleagues in the school- this can be done individually to lessen the impact on
other colleagues and classes. Similarly in some cases, placements use this approach to enable ATs to
work in other classes- on projects, other subject delivery or to gain experience of other ages and key
stages. Again this is very much dependent on the context and the ability of the ATs.