Mentor training presentation for PCE programme, 2013

transcript

Welcome to the PGCE/Certificate in Education (Post-Compulsory Education)

Mentor Training9 November 2013

The course mantra:

It’s in the (Mentors’) Handbook!

: Term

Course based on spiral curriculum: a synoptic foundation re-visiting material in greater detail…

Planning and Preparing forTeaching and Learning

: Term

ProfessionalPractice 1

Planning and Preparing forTeaching and Learning PTLLS

: Term

Assessmentand

Evaluation

Teaching &LearningProcess

: Term

ResearchingPractice

Theories &Principles of

InclusiveLearning &Teaching

Assessmentand

Evaluation

: Term

CurriculumDesign &

Development

ResearchingPractice

Assessmentand

Evaluation

: Term

CurriculumDesign &

Development

Unit assessment based on Learning Outcomes

•… what students should know or be able to do when they have done the unit

•not “objectives”: they are for the student, not the tutor

•not “competences” (à la NVQ): they go beyond simple performance

• include underpinning knowledge

• reflection and

• critical discussion.

Competences and Outcomes

Wot? No assignments?

• Tutors do not set assignment titles

• Students decide what to submit to show that they have:

met the outcomes

at the appropriate level

• Using a “Submission Proposal” (or learning contract) to confirm suitability

Differential Assessment

Cert Ed PGCE

Year One HE 1 (QCF 4) HE 3 (QCF 6)

Year Two HE 2 (QCF 5) HE 3 (QCF 6)

Ref Cert Ed Outcome PGCE Outcome

Roles and Responsibilities

Understand the relationships between teachers and other professionals in lifelong learning

Evaluate different ways in which teachers and other professional may work together in lifelong learning

Be able to evaluate own practice in planning inclusive learning and teaching

Be able to evaluate practice in planning inclusive learning and teaching in your own setting and at least one other

Outcomes at different levels

PGCE outcomes call for greater depth than Cert

…and greater breadth, beyond the confines of own practice

Professional Practice 1 and 2 • Learning Contract (PDP)

• 50 hours of teaching

• 4 Observations

• 10 hours reflective evaluation

• Reflective Journal

• Study days

Micro-teaching(Year 1)

Project(Year 2)

• 4 Observations

• Study days

All based on a Personal Development Plan.

Project(Year 2)

• 4 Observations

• Study days

This is where the actual

practice sits.

Project(Year 2)

• 4 Observations

• Study days

Minimum, per year.

Project(Year 2)

• 4 Observations

• Study days

2 tutor + 2 mentor observations each year

Project(Year 2)

• 4 Observations

• Study days

Project(Year 2)

And 2 observations

of fellow students

(so by peers too)

Formative only

2 tutor + 2 mentor observations each year

• 4 Observations

• Study days

Critical review of practice.

Project(Year 2)

• 4 Observations

• Study days

Possibly based on issues arising from observations or class/tutorial/mentor discussions

Project(Year 2)

• 4 Observations

• Study days

Excerpts from a journal kept throughout the year based on experience as teacher and student.Micro-teaching

(Year 1)Project(Year 2)

• 4 Observations

• Study days

2 in Y1 with discipline-related tasks between; 1 in Y2.

Project(Year 2)

• 4 Observations

• Study days

Formatively assessed in first term

Project(Year 2)

• 4 Observations

• Study days

On a negotiated topic

Project(Year 2)

Assessing Observed

Practice

1. Planning and Preparing the Session2. Opening the Session3. Presenting material4. Resources5. Relating to students and supporting students

individually6. Activities, exercises and promoting active learning7. Checks on learning8. Managing the session, learner behaviour, timings

and response to events9. Concluding the session10.Equal Opportunities & Safeguarding issues

identified/addressed

Assessing Observed

Practice

1. Planning and Preparing the Session2. Opening the Session3. Presenting material4. Resources5. Relating to students and supporting students

individually6. Activities, exercises and promoting active learning7. Checks on learning8. Managing the session, learner behaviour, timings

and response to events9. Concluding the session10.Equal Opportunities & Safeguarding issues

identified/addressed

These are the headings for the

summative assessment

Developmental points

Subject-specific issues (for Mentor use) Action points for future development Student’s own plans before next

observation Summary (Notes on embedding functional skills).

And these for formative feedback

Of special interest to you

Mentors Observe Teaching

At least twice each year

for a complete session

early and late in a variety of teaching settings.

Scheduling

Mentor (4)

of Peers (2x2)

by peers

SubmissionProfessional

Practice 1

SubmissionProfessional

Practice 2

Tutor (4)

At least one before Christmas

Year 2Year 1

332 21 1

Before the Session• Your mentee should provide you with

a copy of the Observation schedule a lesson plan, scheme of work, and copies of any exercises or other materials

(OHTs, etc.) the report from her previous observation

• Discuss the planning rationale, features of class, characteristics of the group action points from previous observation and

• Any points she wants you to concentrate on.

After the sessionCan yield some of the most effective learning in the entire Course

Material is live,

you have both shared it from your different standpoints,

and noticed different things —and it is

the optimum time for feedback.

Using the Observation Schedule

• Familiarise yourself with the forms first

Tutors use these forms scores of times a year—mentors much more rarely. So get to know

• Remember to note the evidence

• The forms are the Student’s responsibility

We do not keep copies. This is the only way to ensure they are not

hi-jacked for management purposes to the detriment of

students’ confidence and learning.

• The forms are the Student’s responsibility

• Supplement them with your own comments and ideas.

Detailed questions

Year 1 Year 2

Opening the Session8.11

Do you make the objectives of thesession clear to the students?

Do you outline the plan of the session?

Do you make links with other sessions,etc. as appropriate?

Do you check the present level ofstudents’ knowledge, skills and/orpreparation?

Do you deal appropriately with late-comers?

Do you deal appropriately withunprepared students?

· Do you re-negotiate the session ifnecessary?

· Do you make particular efforts to linkthe session with students’ otherexperiences or interests?

Detailed questions

Year 1 Year 2

Opening the Session8.11

Do you make the objectives of thesession clear to the students?

Do you outline the plan of the session?

Do you make links with other sessions,etc. as appropriate?

Do you check the present level ofstudents’ knowledge, skills and/orpreparation?

Do you deal appropriately with late-comers?

Do you deal appropriately withunprepared students?

· Do you re-negotiate the session ifnecessary?

· Do you make particular efforts to linkthe session with students’ otherexperiences or interests?

These questions are for guidance only: students are actually assessed against the

headings

Using the Form

Heading Met?

8.13 Presenting material

Evidence, strengths and areas for development

Your presentation was clear and followed a logical step-by-stepprogression

But you could have linked it more to the students’ experience andinterests — some of the things they were saying when they werechatting at the start of the class could have given you a cue

Your slides are good — but there doesn’t have to be a new one for

every thing you say!

Using the Form

Heading Met?

8.13 Presenting material

Evidence, strengths and areas for development

Your presentation was clear and followed a logical step-by-stepprogression

But you could have linked it more to the students’ experience andinterests — some of the things they were saying when they werechatting at the start of the class could have given you a cue

Your slides are good — but there doesn’t have to be a new one for

every thing you say!

Initial or “n/a” or “see below” for reasons not to pass.

We do not grade

observations.

ResearchingPractice

Assessmentand

Evaluation

: Term

CurriculumDesign &

Development

How was it for you?

Who has been mentored?

This exercise was not actually used because of time.

How was it for you?

On a scale of 1 to 10, how would you rate your

experience of having been mentored?

How was it for you?

What features made it a positive and what a negative

experience?

Mentoring is ...

Talking to someone

about their work so as to

help them do it better.

Talking...

Listening as much as talking. … helps them feel valued … to pick up subtle differences

from your own experience … encourages them to talk.

Time…Ideally: allow half-an-hour, or more if you

can about once a fortnight somewhere without interruptions! And allow about fifteen minutes

before and about half an hour after each teaching observation.

... about their work The agenda is usually and mainly up to the

mentee it helps them to own the process

may be based on their Action Plan but they may need encouragement (and to be kept to the point).

The Learning Contract and Mentoring

Each Unit has a Learning Contract (or “Submission Proposal”) prepared by the student with the help of her tutor

including mentoring requests: please help her to draw up the Proposal; only sign your bit if you can meet the demands

it may make on you. If they are not practicable, re-negotiate them

The Proposal is a realistic working document rather than merely a set of pious aspirations.

Recording Mentoring

All records are kept by the student for confidentiality reasons as part of their professional journal

for the Professional Practice units and because writing it up also helps

the learning process.

Web-site

http://www.bedspce.org.uk/mentor_material.htm

for handbook and documentation on-line