UNIVERSITY OF BEDFORDSHIRE
FACULTY OF EDUCATION, SPORT AND TOURISM
PGCE/CERTIFICATE IN EDUCATION
(POST COMPULSORY EDUCATION)
MENTOR HANDBOOK
2013-2014
Welcome
Thank you for agreeing to be a Mentor to one or more student(s) on the course. Having a skilled,
knowledgeable and committed Mentor is essential if students are to get the most out of the
course, but we also believe that Mentors frequently find it a stimulating and enjoyable
experience, too. We certainly hope that will be the case for you.
Mentors are important because:

Like practically all post-compulsory education (PCE) teacher training, this programme is
generic, rather than subject-specific. This is partly because the diversity of subjects and
disciplines offered in PCE makes it very difficult to get together enough students from
any one area to make for viable groups. We also encourage that very diversity is one of
the strengths of the programme

There are specific aspects of teaching within particular disciplines to which we cannot
do justice, and it is important for students to have someone with whom they can discuss
how general principles and ideas apply to those disciplines.

Directly taught sessions are the core of the programme, but they do not claim to
address everything students need to know and to be able to do, therefore, it is
invaluable for students to have someone to whom they can turn outside the taught
sessions, for advice, guidance and support.
As you support your mentee, so we (the programme tutors in the various centres) will do our
best to support you. This handbook, the briefing sessions, and the on-line materials are part of
that process and we hope you find them useful.
We really value your contribution and we are looking forward to working with you.
The course team
2
CONTENTS
Page
Welcome from course team
2
Using this handbook
4
The course team
5
University contacts
6
Course calendar
7
Overview and course aims, accreditation, values
8
Course structure, assessment
9
The spiral curriculum, professional practice units
10
Support
11
The personal development planner
11
Observation of teaching practice
11
Procedure for tutor and Mentor visits
11, 12
The Mentor’s role
13, 14
Hints and tips for observations
14, 15
Boundaries of mentoring
15
Appendices; mentoring agreement, specimen observation protocol,
guidance for observers
16-27
3
Using this Handbook
This handbook is divided into two parts:
The first part provides a brief overview of the PGCE/Cert Ed (Post Compulsory)
programme and can be supplemented by further information included in the section of
BREO which has been dedicated to Mentors*:
https://breo.beds.ac.uk/
Follow the link for post compulsory education and you will find a content section for
mentors on the left of the screen (listed with the links to individual colleges).
The second part provides information on your role in supporting your Mentee(s) and is
designed to give you ideas about how to structure this support and what to do if you
come across any problems.
*Note: you will need a login for this site - please contact the course leader for details
4
The Course Team
Pen Portraits and email addresses.
5
University Addresses and Contacts
Faculty of Education and Sport
University of Bedfordshire
Polhill Campus
Bedford MK41 9EA
Centre ’phone no. (01234) 400400
Fax: (01234) 217738
Name
Role
Carol Thompson
Course Leader
Rachel Reeds
Course Administrator
Direct Line and e-mail
(01234) 793178
carol.thompson@beds.ac.uk
(01234) 794111
pce@beds.ac.uk
Centre Arrangements
As well as the University itself, the programme is currently offered at:
Centre
Centre Leader
’Phone
Email
Barnfield College
Anne Paul
(01582)
569820
anne.paul@barnfield.ac.uk
Bedford College
Mark Brookes
(01234)
295536
mbrookes@bedford.ac.uk
Central Bedfordshire
College
Pat Cooper
(01582 )
477776
pcooper@centralbeds.ac.uk
Grantham College
Lydia Spenceley
(01476)
400255
lspenceley@grantham.ac.uk
Leicester College
Richard Matthews
(0116)
2244081
rmatthews@leicestercollege.ac.uk
Central Nottingham
College
Liz Thomas
(0115)
8842357
liz.thomas@centralnottingham.ac.uk
Tresham College
Jennie Loasby
(01536)
413080
jloasby@tresham.ac.uk
University Centre,
Milton Keynes
Natalie Cheung
(01908)
688244
natalie.cheung@mkcollege.ac.uk
6
Course Calendar
(Events in Italics may be on different dates depending on Centre)
Date
Event
16 September 2013
Autumn term teaching starts
5 October 2013
Study day Year One: (UoB Bedford) including registration
9 November 2013
Study day Year Two: (UoB Bedford)
13 December 2013
Autumn term teaching ends
10 January 2014
Submission deadline for Units: PCE001-1/PCE101-3/PCE006-2/PCE
006-3
13 January 2014
Spring term teaching starts
16 January 2014
(Staff only) Network Tutor meeting
20 February 2014
(Staff only) Moderation including mentor observation moderation.
Network tutor meeting.
28 March 2014
Spring term teaching ends
29 March 2014
Study day Year One (UoB Bedford)
17 April 2014
(Staff only) Network Tutor Meeting/Awayday (location TBC)
18 April 2014
Submission deadline for Units: PCE002-1/PCE102-3 and PCE 0052/PCE105-3
21 April 2014
Summer term teaching starts
22 May 2014
PEC Meeting (UoB staff and representation from Centres)
23 May 2014
Summer term teaching ends
23 May 2014
Submission deadline for
PCE003-1/PCE103-3 and PCE007-2/PCE107-4
PCE004-1/PCE104-3 and PCE008-2/PCE108-3
Early June
Date TBC
Deadline for submission of (unmoderated) results to Bedford
Registry, 12 noon
Mid June
Date TBC
Moderation/Network meeting
Pre-Board
1 week after PreBoard
Meet with External Examiners and provide samples of work
June TBC
UNDERGRADUATE SCHEME BOARD
15 August 2014
Re-submission deadline for all units
End August TBC
Deadline for submission of (unmoderated) results to Bedford
Registry, 12 noon
End August
Moderation and Pre-Board
Early September
Field Board of Examiners
TBC
UNDERGRADUATE SCHEME BOARD
7
Overview
Aims of the Course




To provide a core professional training in teaching for staff working in the area of postcompulsory education.
To provide opportunities for staff additionally to pursue relevant areas of professional
educational interest in greater depth through the Professional Practice units (in both
years).
To equip staff to understand and work with professional, organisational and policy
change in this area of education
To provide an effective base for further personal and professional development by the
encouragement of reflective practice
Subsidiary aims
To this end the programme will:





Provide a sound base of research and theory to inform understanding and debate about
the practice of teaching in this sector of education
Provide a structure for tutor and Mentor supported practice experiences, providing
students with guidance and feedback to encourage learning from their concurrent
teaching experience
Encourage discussion and learning from each other; recognising that there are very few
single “correct” ways of working in this diverse sector, and that each student needs to
develop her or his own approach based on reflection, feedback, and critical analysis
Enable students to explore in greater depth their own particular areas of practice
through a network-wide series of Study Days
Incorporate the requirements for the demonstration of the “minimum core” of
knowledge and skills to support learners in language, literacy, numeracy and ICT.
Accreditation
The course addresses the national standards for Teaching and Supporting Learning in Further
Education provided by LSIS and is awarded by the University of Bedfordshire.
Course Values
The course is based on the following values and convictions:


That students on this course, are competent adults, already acquainted with the field of
work and study.
That students will learn most effectively when they are both involved in and have
appropriate control over their learning experiences.
8

That the accumulated experience of members of the student group is one of the most
valuable resources available to the course, and every effort should be made to utilise it.
Course Structure
The course has a unitised structure and students can claim credit (pass) for any unit when they
have demonstrated that they have met the learning outcomes associated with the unit. On the
Cert Ed, first year units are assessed at QAA level 4 and second year units at QAA level 5. On the
PGCE, all units are at QAA level 6. Each unit is worth 15 credits at the appropriate level and
there are 8 units in total.
The units are organised as follows:
Year one:




Planning and preparing for teaching and learning
Teaching and learning process
Assessment and evaluation
Professional practice 1
Year two:




Theories and principles of inclusive learning and teaching
Researching practice
Curriculum design and development
Professional practice 2
Students will submit a piece of work for each unit and the submission dates are shown on the
calendar on page 7. At the beginning of the course, each student is provided with a detailed
course handbook which provides information on the learning outcomes as well as indicative
content for each piece of assessed work. An electronic copy of this document has been made
available to Mentors at https://breo.beds.ac.uk/
Go to the post compulsory education site. You will find a content area for Mentors on the left
hand side of the screen (listed with links to individual colleges).
Students must pass all year one units to progress onto year two and all eight units to achieve the
qualification.
Assessment
Our assessment approach’s most obvious feature is that tutors do not set assignment title as no
assignments are likely to suit everyone, so we ask students to devise their own “submissions”
for most of the units. The ball is in their court. You—as Mentors—have specific knowledge of
students’ areas of practice so may be able to guide this process (certainly for the first unit
submission). Tutors do not, but we are familiar with the assessment requirements and will offer
9
appropriate guidance on what material may be included in a submission. We use the device of a
“submission proposal” (a form of learning contract) to clarify what students are planning to
submit, to reassure them that if signed off, the submission will at least be along the right lines.
Please get involved with the drafting of your mentee’s submission proposals; they are effective
stimuli for discussion and learning.
The Spiral Curriculum
Practice in a professional activity does not fit neatly into “subjects” to be taught. Everything
happens at once, and there is no simple starting point. So where should we start, in teaching
them how to teach? We offer an overview of everything, and then we dig down into the detail
when students know how it all fits together—a “spiral” curriculum (Bruner, 1960). We go over
material several times, each time in greater depth, and with the benefit of some familiarity with
all the other issues which affect it.
Professional Practice units
These units run throughout the course and are where theory and practice combine. The units
are not conventional term-long taught units like the others and their assessment is a little
different in that in involves the production of a practical teaching file, incorporating observation
records, evidence of planning and reflection on practice. Further details about this can be found
in the student handbook and it is expected that students will take responsibility for organising
10
the portfolio contents based on the guidance they are given by tutors. We would also expect
students to liaise with their Mentors to organise observations.
The Mentor’s role is significant as far as these units are concerned, therefore, we will provide
more information about this in the next section of this handbook.
Support
Students are not alone! Once we get going, they are likely to find that their greatest source of
support is their colleagues, but there are also more formal sources of support. Each student will
be allocated a personal tutor, whose job it is not only to supervise Professional Practice work
but also to provide guidance throughout the course and in most cases to observe practice. The
course also uses a personal development planner which is a structured approach to tutorial
guidance and incorporates opportunities to set developmental targets.
Personal Development Planner
This document will be issued (to students) at the beginning of the course and it is something
that should be used to guide and document professional development. It includes spaces for
Mentor input and we hope that you will find this useful in helping you to structure the meetings
with your mentee(s). The document also incorporates a Mentor agreement so that you can
agree how to work together at the outset and a copy of this has been included in the appendices
for your information. We expect individual students to take responsibility for completing and
keeping the Personal Development Planner, however, we have also included a copy of this on
the Mentor section of BREO if you wish to download a copy for your own information.
Observation of teaching practice
There is a tendency to think of observations primarily as a form of summative assessment and
for this reason it is tempting to invite Mentors and tutors to observe sessions which are likely to
go well. However, it is important that this opportunity is used for its key purpose…. which is to
provide formative feedback to trainees on their practical teaching skills.
In each academic year, there will be four observations – two done by a tutor and two by a
Mentor. Both use the same observation protocol (a copy is in the appendices and a blank
electronic copy can be downloaded from BREO).
The first observation should be done in the first term as it is likely to provide a starting point for
setting professional development targets, although it should be noted that it is not essential to
carry out an observation before starting to work on professional development targets.
All new Mentors will be invited to Mentor training at the university and we will run Mentor
development sessions at individual centres. Tutors will go through the Observation Protocol at
these events. We have also included guidance for observers in the appendices of this document
and there will be useful information posted on the Mentor section of BREO to help support you
in your role.
11
Procedure for Mentor and Tutor visits
It is up to the student to arrange observation visits with both tutors and Mentors and we do
encourage students to get this organised early as it can be difficult to co-ordinate diaries in
order to carry out observations. Students are asked to provide the observer with:




Travel directions and contact numbers if necessary: a mobile number is useful if we get
stuck in traffic.
A scheme of work for the course and a session plan for the session to be observed,
together with a set of handouts or exercises to be used.
A blank copy of the Observation Protocol, and the preceding observation report.
Somewhere unobtrusive where she or he can sit to observe, usually with a surface to
write at.
We suggest that Mentors arrive a few minutes before the start of the class to be briefed on any
specific details, however, we are aware that this is not always possible and suggest that you
discuss the format for the observation with your mentee so that you both know what to expect
on the day. It is useful to allow about twenty to thirty minutes after the session for discussion.
This can be the most productive event of the whole course, when points have been experienced
live, and can be discussed while still fresh. Some items on the Protocol can only be filled in after
this discussion. Again, depending on timetables that may not always be possible, so it is useful
to discuss when feedback will take place at the point of organising the observation.
Please leave your observation report with the mentee when you have discussed the feedback
with then as this will be required for the relevant professional practice unit.
Mentors’ role in summative assessment
The decision to pass, refer or fail on the basis of teaching observations can rest only with course
tutors, and not Mentors. If there is any discrepancy between tutor and Mentor reports and
judgements, further evidence will be sought, if necessary through further tutor observations.
Student observation of other students’ practice
Students are also asked to carry out peer observations in order to broaden their experience of
teaching within the sector. The purpose of this is to enhance learning about different strategies
and approaches that can be used with different groups of learners and it should be stressed that
this is not an assessment of a peer’s performance in the classroom. It would be useful to discuss
observation protocol with your mentee before they undertake their first peer observation as a
short report (around 500 words or so) will be requested to document this activity.
.
12
The Mentor’s Role
What is Mentoring?
For our purposes, the process of Mentoring means:
Talking to someone about their work in such a way as to help them to do it better
Talking to ...
In practice, this means listening as much as talking. Even when you know the area of someone’s
work intimately, it is important to listen for at least three reasons:



Listening helps the mentee to feel valued
Listening makes it more likely that you will pick up the subtle differences in experience
from your own, so that you do not impose solutions which work for you but may not
work for your mentee.
Listening encourages the other person to talk, and as they talk they may well find that
they are discovering for themselves new ideas, new perspectives and angles on the
situation which they had not appreciated before.
A good listener, of course, actively encourages the speaker, using everything from nods through
understanding grunts to encouraging remarks to open questions. (Open questions invite the
other person to expand on something — “Can you tell me more about ...?”— as opposed to
closed questions, which invite “Yes” or “No” answers)
Time to talk
You need time to get into the topic properly: brief encounters in the corridor or coffee-breaks
are useful for casual support, but don’t permit the depth of exploration which is important for
learning. We can’t prescribe how long you should meet for, or how often, because timetables
and other commitments do make it difficult, but:




try to allow half-an-hour, or preferably more, if you can…
once a fortnight. (once a week if there is something on the agenda which needs close
monitoring, such as trying a new approach with a difficult class)…
meeting somewhere where you will not be interrupted—preferably without a ’phone
(and switch off your mobiles!).
and try to allow about fifteen minutes before and about half an hour after each teaching
observation, as well.
13
The Mentoring Agreement
The mentoring agreement is a fundamental part of the mentoring process as it sets out general
guidelines about how the Mentor and mentee will work together. The written agreement is
included in the Personal Development Planner and there is a copy in the appendices of this
handbook. The agreement we have included provides a summary of the respective roles and we
recommend that you use this as a starting point, making any changes you and your mentee feel are
necessary for a harmonious working relationship.
Observations
A significant part of the Mentor’s role is to observe their mentee’s professional practice and provide
formative feedback on this observation. These observations are recorded on the observation
report form and a sample form is included in the appendices. Blank forms can be obtained from the
Mentor section of the BREO site. In order to help you structure your observations we have included
a series of questions which link to the individual areas of the report form. There are also a number
of resources on BREO which you may find useful. Mentor observations should take place at least
twice during each year on the course. We encourage more frequent observations, but only two
reports each year contribute to the portfolio for the Professional Practice units. Note that it is
important that the observations take place only for the purposes of the student’s learning and
development, and have no other agenda such as appraisal, quality assurance, or preparation for
inspection.
Moderation of observations
Our aim is to work closely with Mentors in order to provide the best support for each trainee. This
support may take many forms, such as the training offered by the university or individual centres,
the resources available on BREO and joint observations, whereby Mentors and tutors work together
to observe a student and discuss their respective observation reports.
Hints and Tips for Observations
In your observations try to see at least one lesson through from beginning to end (we appreciate
that this may not always be possible), other than that, we would normally expect observations to
last for an hour. The following points highlight good practice in lesson observation and you may
find them useful, particularly if this is your first time as a Mentor:
Before you observe a lesson - arrange a short, pre-observation meeting to go over procedure. In
this meeting you can agree:
 the focus of the observation
 any specific details relating to the lesson plan
 the role of the observer in relation to seating arrangements, interaction with the students,
introduction to the class
 a mutually convenient time for feedback
During the observation:
 ensure that you are punctual
 avoid interrupting or delaying the lesson by your arrival
 keep careful notes related to the observation focus and the areas against which you will be
making a judgement
 do not interfere with the way a class is being taught or managed unless a real health and
safety issue arises
14


do not undermine the student teacher’s position if you have any dealings with students in
the class
when you leave, a brief word of thanks and acknowledgement to both the class and the
student teacher is a good gesture
After the observation:
 feedback should take place as soon as possible so that memories are fresh
 carry out your feedback meeting in a private, interruption free environment
 provide a careful and sensitive balance between support and challenge
 encourage the student to reflect on the lesson
 when giving your analysis try to follow a ‘praise sandwich’ approach, begin and end on
something positive
 be honest and constructive
 be challenging but not threatening
 establish a small number of clear, agreed targets for future development
It is emphatically NOT the practice of the course to use Ofsted gradings for teaching observations.
The feedback is formative.
The Boundaries of Mentoring
Your value as a Mentor stems from your own experience, your familiarity with your mentee’s area
of work and students, and your personal qualities. It does not depend on whether you have
counselling skills or a higher degree in education. Mentoring shades into tutoring and counselling
on occasion, and it is up to both of you to keep it on track. If you find yourself spending most of
the time listening to grumbles, or swapping stories about “horrendous classes we have known”, or
even the minutiae of how to format PowerPoint™, then ask yourself, and your mentee, “Why?” You
may well be avoiding something (perhaps uncomfortable feedback). On the other hand, you don’t
achieve much by unremitting intensity; it’s OK to drift, as long as you get back on course.
Given that you will have been nominated as Mentor by your mentee, it is not likely that there will
be serious personality clashes, but the most inhibiting problems are likely to stem from lack of
clarity about boundaries.
Confidentiality
Confidentiality is about promoting confidence in the relationship. You probably do not want to be
secretive about Mentoring, but if your mentee is to open up to you about any problems he/she may
be having, then it your mentee needs to be sure that you will respect the confidence. There is a
small but real power imbalance in Mentoring, because you have a certain assessment role, so the
rule is to counter-balance it by agreeing that you will maintain confidentiality.
It is not unusual for Mentors to contact tutors to clarify procedures or to discuss areas of concern,
and we are all for that, but it is a matter both of maintenance of trust and courtesy to inform the
student if you are planning to get in touch with us.
Problems and Concerns
The course team are here to support you, so do not hesitate in making contact if you have any
concerns about your role as a Mentor. Your mentee will have a personal tutor and this is probably
the best starting point as they will be working closely with the mentee; alternatively the course
leader would be happy to provide any guidance.
15
Appendices
1) Mentor agreement
2) Sample observation form
3) Guidance notes for observers
16
Agreement with Mentor
Name of Mentor:
Workplace/current role:
Qualifications:
Contact details
Phone:
Email:
The Mentor agrees:
1) To assist the student in the application of course material to their own particular setting
and area of practice.
2) To assist the student in reflection on the significance of learning for the development of
the work setting and personal practice.
3) To assist the student with any other particular issues identified and agreed in the
Personal Development Planner or tutorials.
4) To contribute to the assessment of Professional Practice units by undertaking two
observations in each year of the course.
5) To endorse material gathered for the Professional Practice portfolio, as representing an
accurate account of developmental work undertaken in practice by the student.
6) To maintain appropriate confidentiality about mentoring discussions.
7) To attend training and/or meetings required in order to prepare for, carry out, review
and develop the mentoring process.
The Student agrees:
1) To keep the Mentor informed about teaching and work on the course, as necessary to
facilitate the Mentor's work.
The Tutor agrees:
1) To ensure that the Mentor is sufficiently informed about the course to facilitate working
with the student.
2) To provide advice and support in respect of the Mentor's role.
3) To be available for consultation as required.
4) On satisfactory completion of the entor's task, to recommend the payment of the
honorarium to the Course Management Board.
Specific agreement/amendments to terms of agreement:
(please outline any agreed changes)
Signature/date (Mentor):
______________________________
Signature/date (student):
_________________________
17
Observation Protocol (specimen)
Name of Student: Ginny Giraffe
Year 1/Year 2
Observer:
Vona Vole
Tutor/Mentor
Subject:
Team working
Date: 11/10/2013
Class size:
14
Class level: Level 3
Type of lesson: Taught lesson
Duration and location: 11-12, Rose Centre, Catford
Heading
1
Planning and Preparing the Session
Met
vv
Evidence, strengths and areas for development
Lesson plan and copies of handouts and slides supplied before the session—clear
evidence of planning. But no Scheme of Work.
Brief rundown of the group and its membership—but no mention of the student
with a hearing impairment. Clearly you know the group quite well. This is the
third-last of your sessions on this unit: you explained the pressure to cover the
material, but really you have sacrificed some of the potential learning in the
interests of that.
2
Opening the Session
Not yet
Evidence, strengths and areas for development
A slow start because of late arrivals: you did not actually get stuck in for a whole
quarter-hour. Is that why you are slipping behind? You may have effectively told
the group that it is OK to arrive late. I know they have to cross the campus, but
could you negotiate with their previous lecturer to give them time?
You introduced the session objectives, but it was not clear that it meant anything
to the students .
3
Presenting material
VV
Evidence, strengths and areas for development
It’s a pity you started with the presentation: you could have used it to summarise
and draw themes out of issues arising in discussion. That would have been a riskier
option, relying on the students to make the points in the first place, but would
almost certainly have resulted in deeper learning.
18
4
Resources
VV
Evidence, strengths and areas for development
Clear and well-structured presentation, with good clear slides to support it. But
there were a lot of bullet-points and a lot of reading; much could have been
communicated more effectively with diagrams and/or single key words.
5
Relating to students and supporting students individually
VV
Evidence, strengths and areas for development
Generally good—a comfortable relationship as it should be after working with
them for a term. You insist that they come to you, rather than making the effort to
go to them (as with the first group to arrive)—perhaps you could take a bit more of
the initiative. No significant class management problems, other than the tardy
start and the (unnoticed) student texting under the desk towards the end. Can’t
say there was really an opportunity to observe individual work: you spent some
time with the small groups, but that did not really involve active help for individual
students.
6
Using activities, exercises and promoting active learning
VV
Evidence, strengths and areas for development
You included a small group exercise, which was quite well managed: the
instructions were clear and presented visually as well as verbally. The students
were clearly familiar with the method, and worked quite well. The reporting back
wasn’t brilliant—they didn’t have much to say, and the first group said practically
all of it. That could have been managed better (see my notes) The pity was that the
exercise was too abstract—you could have asked them for their experiences of
successful team-working (even in the class) and got them to draw the principles
out of it in plenary discussion.
7
Appropriateness of selected methods and checks on learning
VV
Evidence, strengths and areas for development
Questioning on what was remembered from last week—that was good but you let
it go with answers from just three students. You used the whiteboard to record
their reporting-back, which was good because it recorded their contributions and
gave value to them—but you did not have to spend so long writing it all out.
Keywords would have done as well. And rather than concentrate on the reporting
back for its own sake, you could have used it as a vehicle to check learning with
follow-up questions about their suggestions.
19
8
Managing the session, learner behaviour, timings and response to events
VV
Evidence, strengths and areas for development
Didn’t exactly get off to a flying start; how might you tighten that up? Think about
how you divide your time when visiting groups. 3 groups of 4 might have been
more productive than four of 3. Think through more efficient ways of taking
reporting-back
9
Concluding the session
VV
Evidence, strengths and areas for development
As you commented afterwards, not as good as you would have liked. You
summarised the points you wanted to make, but there was no way of finding out
what the students were taking away. It is worth spending more time on this part of
the lesson.
10
Equal Opportunities & Safeguarding issues identified/addressed
VV
Evidence, strengths and areas for development
On the whole, apart from points made in the notes, you did quite well by your
hearing-impaired student—but consistency is important here! Does she get say, an
annotated PPT handout in case she misses your commentary? That way (although
there are problems about where she is looking when you are speaking) you might
not have to put so much on the slides, to the extent of potentially confusing
hearing students. Generally, you had created a comfortable environment in which
all students seemed able to contribute to the lesson – good.
11
Development of Functional Skills
Evidence, strengths and areas for development
There was clear evidence of development in literacy, reading, note taking and
discussion in small groups. If appropriate you could also ask about spellings – this
is particularly useful when related to subject specific terminology. Development of
numeracy skills was not embedded into this lesson – on a topic like this you might
think about the use of some research evidence with a quantitative dimension.
More could also be made of the opportunity to develop ICT skills, perhaps they
could create a diagram using drawing facilities?
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Subject Specific issues
For Mentor Use
NOTE: This section is only completed by the Mentor and refers to teaching the specific subject…. Rather
than the more generic feedback provided on the rest of the form. It is an opportunity to highlight specific
strategies and resources that might be useful – or pick out any points that have specific relevance for the
subject.
Summary
A sound session which has the basics in place, as a foundation for further development.
You have a good working relationship with the students, and you made an effort to make sure that
everyone was involved, including your hearing-impaired student.
The basics of your technique for presentation are in place, and it was a good idea to use a structured
group exercise to consolidate the material from the presentation.
Things you might like to reflect on in this area include getting away from wordy bullet points on PPT And
other ways of getting the feedback after the exercise—although I liked the fact that you wrote it up—
you’ll find that gets easier with more practice.
But see the Action Point below...
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Action points for future development
The single thing which would make the most difference to the students’ learning (rather than your
teaching as such) is relevance to experience. Where did the work experience/placement learning come
in? Without that, it’s all dry and “out there”; the students will “learn” it for assessment but they’ll forget
it. So take that into account for every session you plan from now on—and I’m sure they will be livelier
and more engaged.
Professional Challenge
In my next observation I will try ……
NOTE: This section is completed by the mentee
I’ll try to use the students’ experience to draw material out of them before presenting it to them. And I’ll
experiment with diagrams on PPT
Signed (Observer):
Date:
………………………………………………….
Signed (Student):
………………………………………………….
………………
Date:
………………
Note: This signed report must be given to the tutor/Mentor at the
start of your next observation.
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Observation Protocol - Guidance for Observers
Introduction
These notes are for use by Mentors and tutors in the assessment of Professional Practice
(units 4 and 8). The notes simply provide information and do not have to be submitted as
part of the assessment. The observation form used in this process will be provided in the
working papers - when completed, this form must be given to the student so that it can be
submitted as part of the assessment.
Observation Form
The observation headings on the following page mirror the format of the observation form.
They are presented as a series of questions which embody the criteria on which the
observer makes the assessment judgement. They are not assessment outcomes as such
but should provide guidance about what to look for in the observation.
The questions are in two columns - 'Stage 1' and 'Stage 2' to represent the appropriate
stage on the course. It is expected that students at 'Stage 2' will address both columns.
Procedure
It is important that students are able to evidence that assessment outcomes have been met
at least twice. This will be done by including the original (not photocopied) observation
report forms from both tutors and Mentors.
Tutors and Mentors are advised to hand-write the report forms in coloured ink, so that it is
clear that the submission contains originals. Or, in the case of typed reports, ensure that an
original signature is included on the form.
It is the student's responsibility to gather evidence for professional practice submissions,
therefore all observation forms should be given to them when complete.
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Guidance for Observers - Observation Headings
Stage 1
1





Are the objectives of the session clear?
Is the plan of the session clear?
Does the tutor have a good
understanding of learners' needs and
capabilities?
Has the tutor made plans to adapt to
foreseeable problems?
Are the room and facilities suitably set
up, with attention to health and safety
considerations as required?
Stage 2


Does the tutor have a clear and empathic
understanding of what students need to
know and be able to do, to take
advantage of the session?
Does the tutor understand the different
motivations and expectations within the
group?
Opening the Session

2





Are the objectives of the session made
clear to the students?
Does the tutor outline the plan of the
session?
Are links made with other sessions?
Does the tutor check the present level of
students' knowledge and skills?
Are late-comers dealt with
appropriately?
Does the tutor deal appropriately with
unprepared students?


Is the session re-negotiated if necessary?
Does the tutor make particular efforts to
link the session with students' other
experiences or interests?

Is the trade-off between complexity and
comprehensibility managed
appropriately (ie neither oversimplification or confusion)?

Do resources used support the
development of additional skills (such as
literacy, numeracy, preparation for
assessment).
Where appropriate, is targeted support
provided by TAs?
Presenting material

3





Has the material been structured so that
it is ease for the students to follow?
Is the language used appropriate for
both subject and students?
Does the tutor emphasise the key points
appropriately?
Is the tutor's voice both clear and varied
for emphasis?
Does the tutor check understanding?
Does the tutor show enthusiasm for the
subject?
Resources

4






Are resources appropriate for the
students and the topic?
Are all necessary resources available?
Are a variety of resources, type and
media used?
Are resources used effectively to
enhance learning?
Are resources differentiated in order to
accommodate different levels of skill and
knowledge?
Are extension activities used where
appropriate?
Where appropriate, are TAs deployed
effectively?

24
 Relating to students and supporting them individually

5






Does the tutor distribute attention fairly
among the students?
Do all students get the attention they
require? Are all students involved?
Is verbal and non-verbal communication
appropriate for the students and the
topic?
Are the tasks set for individual students
suitable for the student and the topic?
Does the tutor give appropriate feedback
and encouragement?
Is a suitable working culture created and
maintained?
Does the tutor respond constructively to
questions and comments?






Is the tutor aware of what is going on in
the class whilst working with an
individual student?
Does support promote student's own
problem solving skills and develop
confidence?
Does the tutor deal with challenging
students consistently and effectively?
Does the tutor create and maintain an
appropriate social distance to suit the
student group and the task?
How does the tutor respond to students
'off task' activity?
Does the tutor help all students feel that
their contributions are valuable and
valued?
Using activities, exercises and promoting active learning

6






Are the teaching methods appropriate
for the students and the subject matter?
Do methods actively contribute to
meeting session objectives?
Has the tutor briefed everyone clearly?
Has the tutor got the timing right?
Does the tutor create opportunities for
students to take responsibility for their
own learning?
Does the tutor create opportunities for
students to learn from each other?
Do the students seem to feel they have a
contribution to make to the learning
process?





If groups are used, are they selected to
maximise effective working?
Is the tutor's intervention pitched at the
most effective level?
Does the tutor make use of the results of
the activity to modify the rest of the
session?
Do the methods promote deep learning?
Does the tutor play to students'
strengths?
Appropriateness of selected methods and checks on learning
7







Does the tutor question students?
Does the tutor use open questions?
Does the tutor ensure that it is not
always the same people answering
questions?
Are questions to the tutor encouraged?
Does the tutor explore with students
where they might be going wrong?
Do the exercises used stretch students
appropriately?
Is differentiated material used to check
learning?

Does the tutor pay attention to what
students reveal about their assumptions
and understanding, in their general
contributions?
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Managing the session, sequence, timings and response to events
8




Does the work fit the time allocated?
Does the tutor allocate time according to
session priorities?
Does the tutor move smoothly between
activities?
Do students know where they are and
what they should be doing at all times?

Does the tutor make good use of
unexpected events?

Does the tutor involve the students formally or informally in evaluating the
lesson?
Concluding the session

9




Does the session have a clear
conclusion?
Does either the tutor or students sum
up?
Is there an assessment of what has been
learned?
Are links made with the next session?
If work is set.... are expectations made
clear?
Equal opportunities and Safeguarding issues identified/addressed
10



Is the tutor aware of all the students with special needs of any kind?
Are such needs taken into consideration in the methods, resources and assessments
used?
Does the tutor monitor the interaction within the class to ensure as far as possible that no
student is being discriminated against by other members?
Development of Functional Skills

11




Are students encouraged to make relevant and extended contributions to discussions,
allowing for and responding to others’ input?
Are students expected to identify key points and ideas from written material?
Are students expected to write clearly and coherently, including an appropriate level of
detail?
Are students involved in interpreting, analysing or representing data?
Do students have the opportunity to use ICT?
Professional Challenge (this section is completed by the mentee)

12


Were the objectives of the session met?
How do you know?
What might you do the same next time?
What will you do differently next time?


Can you see opportunities for developing
your practice further?
What did the students learn, apart from
what you set out to teach them?
26