2015-16 Mentor Training and
Refresher Sessions
Sue Webster – PGCE/Cert Ed (DET)
Introductions
Changes
Mentoring role
PGCE/Cert Ed (DET) programme design
Current topics
Introductions
Introductions
Plymouth teaching team:
Sue Webster (Centre Tutor and University Placement
Coordinator), Wendy Lambert-Heggs and Simon
Webster
Russell Shobrook (Deputy Programme Lead) and
Denise Summers (Programme Lead)
Partner College Placement Coordinators:
Nicky Gilmour (PCA),
Nicky Hawkins (SDC),
Bill Heggs (CCP)
Changes
Changes for 2015-16
1. Mentors no longer have to sign and set targets on
Lesson Plans…please help trainees create their
target setting sheet at start of each module,
instead.
2. Moved to semesters (September to January &
February to June) and electronic submissions and
marking.
3. Enh Mod – assessed through completion of a
Research Proposal Form, rather than researchbased essay/report.
Mentoring role
Mentoring role
Not based on any one model, but will include
coaching, facilitation and being a critical friend.
Whether part-time or full-time there are
milestones on the Stages and Framework for
development of Pre-Service Trainee Teachers
(Pre-Service Placement Policy, p.13) which will assist in pacing
the transitional phases for trainees.
Mentoring role: a focus on…
1. Subject specific pedagogy – trainees’
developing teaching knowledge and skills,
and impact on their learners’ learning…
2. The relation between theory and practice –
i.e. Theory in Practice; Practice in Theory
All mentors have:
• Copy of Pre-Service Mentor Handbook
(New mentors also have a hardcopy of the PreService Placement Policy)
• Support from Partner College/Univeristy
Coordinators
• Refreshers through updates and meetings
• Regular newsletters sent via email
• Resources available at POPPI site
This start of year mentor meeting is part of the baseline training for
new mentors, who will also have a paired observation.
Key documents to read
Pre-service Mentor Handbook
and
Pre-Service Placement Policy
These contain the intentions, expectations and the legal
requirements for safety of learners and trainees, as well as for
mentors and teaching staff.
All templates and forms are included as appendices.
Mentor Observation form
The specific Mentor Observation form, focuses on
subject specialist pedagogy, knowledge and skills
and the impact on learning.
Subject specialist practice is graded 1(Outstanding)
– 4 (Fail) by mentors.
Remaining areas of practice are graded 1-4 at the tutor
observations. The grading criteria are on the back sheet of the
observation form.
Trainee Attendance and Absences
For all our trainees:
• Trainees are expected to work to their placement
timetable and dates, not starting or ending in-line with
University terms
• Unavoidable absences from placement must be
reported verbally. It is the trainee’s responsibility to
ensure that this information reaches their personal
mentor
NB failure of a trainee to inform the placement centre of an
absence may be considered as professional misconduct.
For new Mentors
Review of baseline training:
• Read the Pre-service Mentor Handbook
• Make sure you have contact details for your
centre’s Placement Coordinator
• Review the examples on-line at POPPI
• Make sure you have a paired observation at
the first mentor observation
Summary of mentor records
• Observations
• Hours log
• End of Stage 1 and End of Stage 2 reports
Help them with target setting, as part of the
trainee’s profile, means that they can create
professional portfolio that can be used
for interviews and constructing CVs later on.
Thanks to Wendy Lambert-Heggs for the following two slides:
There are many definitions of mentoring/models. Below is a classic example from Maynard, T. and Furlong, J (1993) Learning to
Teach and Models of Mentoring, in D. McIntyre, H. Haggar and M. Wilkin (EDS Edition) Mentoring Perspectives on School Based
Teacher Education. London: Kogan Page
Three Models of Mentoring
The Competency Model
Here, the mentor takes on the role of ‘systematic trainer’ or coach, with a
predetermined list of competencies to tick off.
The Apprenticeship Model
This notion is of the teacher working alongside an experienced professional, observing
but also collaborating (coaching).
The Reflective Model
The mentor helps the teacher to develop a deeper understanding of student learning
by joining them as co-enquirer.
The above models will very much depend upon the culture of the organisation and
the Trainee’s needs, and each phase of experience for the trainee reflects all models
but in varying proportions.
Visual representation on transition of trainee/mentee needs over time (Phase)
INDUCTION PHASE
The competency model
FACILITATION/COLLABORATION
PHASE
The apprenticeship model
CONFIRMATION/AFFIRMATION
PHASE
The reflective model
Core structured guidance
Support and Advice; mentor/mentee relationship
Individual trainee/mentee concerns; professional acceptance
PGCE/Cert Ed (DET) programme
design
PGCE/Cert Ed (DET) programme
design
4 modules; each module is worth 30 credits
PGCE
30 credits at Level 6
90 credits at Level 6/7
Cert Ed
30 credits at Level 4
90 credits at Level 5
Course modules (FT)
Learning,
Teaching and
Assessment
Managing
Learning
Environments
Curriculum
and Society
Wider
Professional &
Personal
Development
Full-time Programme
Autumn Term
AU
Learning, Teaching and Assessment
(Core Module Level 4/6 - 30 credits)
Managing Learning Environments
(Enhancement Module Level 5/7 30 credits)
Spring/Summer Term
SP
Curriculum and Society
(Core Module Level 5/7 - 30
credits)
Wider Professional and Personal
Development
(Core Module Level 5/7 - 30
credits)
Part-Time Programme Yr 1
Autumn Term
AU
Learning, Teaching and
Assessment
(Core Module Level 4/6 - 30
credits)
Spring/Summer Term
SP
Curriculum and Society
(Core Module Level 5/7 - 30
credits)
Part-Time Programme Yr 2
Autumn Term
AU
Managing Learning
Environments
(Enhancement Module Level 5/7
- 30 credits)
Spring/Summer Term
SP
Wider Professional and Personal
Development
(Core Module Level 5/7 - 30
credits)
Practice Overview
Each module combines direct and non-direct
teaching hours, over a minimum of 30 weeks per
year*, averaging 25 hours of direct teaching per
module.
It is recommended that for FT programme the First module
should be approx 30% direct 70% non-direct - which equates to
about 8-10 hours direct and 15-17 hours non-direct.
*There is a requirement for a minimum of 100 direct and 30
non-direct hours by the end of the programme.
Included in these hours, each module requires
trainees to be observed in teaching twice:
• one x 1hr (minimum) session observed by a
subject specialist mentor
PLUS
• one x 1hr (minimum) session observed by a
course tutor
Professional Portfolio (PP)
Records the collaborative relationship between mentor and trainee,
moving towards development of their professional, autonomous
practice.
Trainees devise targets recorded on the Reflective Development Plan
Trainees will need help with target setting
Articulation of the impact of a trainee's experience of learners and
their learning is what gives the process its evidence:
• evaluated observations,
• target and review sheet,
• evaluated planning materials,
• reflections,
• breadth of practice and so on.
Current topics
Maths and English – 16-19 Study
Programmes
Information from the Foundation:
‘From AUGUST 2014 all 16–19 year olds without A*–C
GCSEs in English or Maths must continue to study
towards them by enrolling on either GCSE qualifications
or approved stepping stone qualifications such as
functional skills.
From AUGUST 2015 condition of funding revised so all
full time 16–19 year olds without prior attainment of
Grade D in English or Maths GCSE must be enrolled on
GCSE course.’
There is a Study Skills Guide if needed for
reference, but main text is:
Pears, R & Shields, G (2013)
Cite them right (9th edn),
Basingstoke:
Palgrave Macmillan.
This is available to trainees
electronically through the University.
Titles for our sector and University
• Plymouth Institute of Education (PIoE), which is part of
the Faculty of Arts and Humanities
• PGCE/Cert Ed (DET), i.e. incorporating the Diploma in
Education and Training.
• Further Education and Skills Sector
• Education and Training Foundation (the Foundation)
NB IfL is no longer functioning, with their remit and duties transferred to the
Foundation. QTLS remains a legislated status.
Ofsted
Ofsted visited ITTE at
Plymouth University at the
end of 2014.
Thank you to everyone who
supported that event!
Result was Grade 2 overall, with one of the three
separate graded areas at Grade 1.
The intention is to maintain and build on this result
for the next visit.