EXAMPLE MENTOR REPORT ONE 2011-2012
PGCE PCET (DTTLS)
End of Stage 1 – Mentor Report
Name of trainee: Gary Jones
Describe overall progress against the LLUK professional standards, in particular domains D, E and B and provide
feedback with regard to strengths and areas for development or concern.
Overall Progress

Domain D - Planning for Learning
In my observation, I saw that Gary’s session was based on sound planning for learning and delivery of teaching and learning. This supported
student development outside of the lesson subject as there was clear identification of Every Child Matters, Minimum Core and Differentiation.
Gary uses questioning during a session to establish learners’ understanding and needs to continue practising his questioning technique and
refocusing learning.

Domain E - Assessment for Learning
I have observed Gary using assessment tools within the session which were appropriate to the subject and the group and this supported learning
within the group and subject. The assessment met the needs of the curriculum and the group; although the peer assessment piece could have
been supported through a discussion about ‘why’ grades are given and students having to justify their comments regard others’ work. This would
also have developed an understanding of assessment in the group.
Gary has a good understanding of assessment strategies, and although he applies them fairly and effectively, more practice is required to increase
his confidence. He understands these terms in relation to assessment.
In the formal assessment of his sessions, Gary gives assignment support and ensures that all the learners are at the right stage to able to
undertake assessment.
Formal assessment has only just happened on one course, but Gary will be involved in the feedback session. Informal feedback has already been
used in all courses.

Domain B - Teaching and Learning
Gary uses a wide range of methods and styles to develop the content through his lessons and encourages learners to use their own life
EXAMPLE MENTOR REPORT ONE 2011-2012
PGCE PCET (DTTLS)
experiences during lessons.
He can use a range of communication formats which support the delivery of teaching and learning in the lesson. Formats included poster
presentations, slideshow, verbal, and written.
Gary uses Q&A to develop understanding and learning. This is effective for the most part although could be firmed up to help concrete learning
further.
His lessons are well structured and information is clearly presented; using a range of communications skills and opportunities to develop learning.
Strengths
1. During the past months Gary has continually proven to be a professional and dedicated individual. He continues to show that he is
committed to the success of the students, himself, and the modules he is working with. This attitude has resulted in Gary being easily
accepted in to the team.
2. During the times I have observed Gary I have been pleased to see that he has not ‘played it safe’ for the purpose of getting a good
observation outcome. Gary continues to try new teaching styles and always puts his best in to planning and preparing for using ‘different’
teaching resources/ tools.
3. Gary’s subject knowledge has always been something which is important to him and he is not one to go into class unprepared or unaware of the subject content he is teaching. Comments from the lecturers he works with have held Gary in a respected position and these
colleagues enjoy working with him.
Areas for Development In order to progress, as expected, with his teaching Gary does have a few things to develop.
1. Wider Perspective & Further Learning – work with colleagues and resources to offer students the chance to discover the ‘wider
perspective’ of your subjects. Use your knowledge, etc, to give students ideas for where they can apply the lessons they are learning (i.e. HCI
in the real world). This will deepen the learning for the students as they will be able to see real applications.
EXAMPLE MENTOR REPORT ONE 2011-2012
PGCE PCET (DTTLS)
2. Although Gary has developed some good classroom management techniques, through activities etc, it is important that he develops some
ways of reminding the students that he controls the classroom with regards to behaviour, language, etc. These strategies will ensure that Gary
can continue to work with students to promote a respectful and enjoyable classroom environment. These strategies will also help Gary to
manage ‘troublesome’ students.
3. He needs to continue practising his questioning technique and refocusing learning.
Additional Comments
Overall I am extremely happy with the progress which Gary has made, and which he continues to make, in his teaching practice.
Mentor Signature: John Smith
Print name: John Smith Date: 12/12/2011
** This form must be physically signed, not electronically **