Handbook for Mentors

University Campus Suffolkat Suffolk New College

For Mentors supporting PGCE/Cert Ed Trainees

2013-2014

No part of this document may be reproduced without the permission of the authors

Contents

Page No:

3 Contacts

4 Background, the mentor, the meaning of mentoring

5 What is mentoring?

6 Is mentoring the same as coaching?

6 The mentoring relationship

7 The advantages of mentoring

7 The qualities of a mentor

8 Self assessment of mentoring skills

9 What is a subject-specific mentor for Initial teacher training?

10 Mentors will be expected to…

12 The mentoring meeting

12 Tips for setting mentoring agendas

14 Documenting mentoring meetings

14 Teaching Observations

16 A professional code of practice for mentors

17 Suggested further reading

17 References

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Appendices:

Appendix 1: Overview of Teaching Observations Appendix 2: Individual Learning and Progress Plan (ILPP)Appendix 3: Mentor ReportAppendix 4: Mentor Observation RecordAppendix 5: LLUK: Full Teaching Role

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Contacts

University Campus Suffolk: ITE Delivery Team

Denis McAuleyHead of HE

01473 78denis.mcauley@eastonotely.ac.uk

Lucy Faller-MeadProgramme Area Leader HE &Training

01473 784279lucy.faller-mead@eastonotely.ac.uk

Teaching TeamTegan LockeITE Course Leader and Lecturer

01473 784279tegan.locke@eastonotely.ac.uk

Kathryn LangfordITE Lecturer Campus: West Suffolk College

01284 716553kathryn.langford@wsc.ac.uk

Nathan BriggsITE LecturerCampus: Otley

01473 784279Nathan.briggs@eastonotely.ac.uk

Trish BradwellITE LecturerCampus: Easton and Otley

01473 784279trish.bradwell@eastonotely.ac.uk

Katie WildenITE LecturerCampus: Writtle College

01473 784321katie.wilden@eastonotely.ac.uk

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Background

The role of mentoring for trainee teachers in the Learning and Skills sector has been a discussion point since the Government published its report Success for All in 2002. In the

Ofsted review of teacher education for the sector in 2003, the role of subject-specific mentoring was highlighted. It was felt that subject-specific support should be more structured, to develop the specialist knowledge of the new teacher.

The Mentor

Trainee teachers should have a mentor when they join initial teacher training (ITT) or Skills for Life (SfL) teaching programmes. It is essential that the mentor should be drawn from the same or closely related subject specialism, since they need to understand both the curriculum area and the detail of teaching within that subject area.

The mentor should: Hold a teaching/training qualification and/or demonstrate successful practice Have at least three years, full time (or equivalent) experience of teaching/training Be approved by their line manager and the ITT programme leader Attend compulsory training events with the ITT team at any of the UCS partner colleges Be respected as a role model for good teaching Provide constructive support and adapt their approach to meet a range of training needs Be able to actively listen Be prepared to be observed teaching and provide a subject specific context Be prepared to observe their mentee and provide subject specific developmental feedback Be able to undertake and record formal reviews with the mentee in accordance with

programme requirements

The Meaning of Mentoring

The origins of the word ‘mentor’ go back to the Greek epic poem The Odyssey. According to the myth, when Odysseus went away to fight, he left his son, Telemachus, in the care of a friend named ‘Mentor’. Mentor was also a tutor to Telemachus. The name ‘mentor’ has, therefore, become synonymous with a wise and supportive advisor. A close reading of the myth reveals the relationship between Telemachus and Mentor to be of mutual benefit, with some versions of the myth even reporting Telemachus saving Mentor’s life.

Organisations with effective mentoring systems report that learners often progress further in their development and value their mentor for guidance and support.

What is Mentoring?

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Consider the model of mentoring outlined below.

(Adapted from: Kerry and Mayes, 1995)

This model proposes that there are three ‘mentoring dispositions’ (shown outside the circle) which are essential to effective mentoring:

1. Mentors must be prepared to ‘open’ themselves to the mentee by sharing their reasoning and decision processes with them and allowing themselves to be observed in the classroom.

2. The mentor has the skills and ability to match the support they give with the mentee’s developing knowledge and understanding, thereby leading incrementally.

3. Mentors should be able to express care and concern, demonstrating empathy for the mentee’s situation.

This model also outlines three basic components to mentoring: the mentoring relationship; functions of mentoring and mentoring activities. The mentoring relationship is seen as one in which the mentee views the mentor as a role model and where the mentor nurtures and cares for the mentee.

The mentoring relationship also serves five basic functions which can be broken down into related behaviours.

According to this model, the behaviours and ‘functions’ of a mentor are all demonstrated through three key mentoring activities: demonstration lessons, observation and feedback and support meetings.

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Mentoring relationshipRole modelNurtureCare giver

Functions of mentoringTeach Sponsor Encourage Counsel Befriend

model protect affirm listen accept inform support inspire probe relateconfirm/ promote challenge advise clarifydisconfirmprescribequestion

Mentoring Activities

Demonstration lessonsObservations and feedbackSupport meetings

Opening ourselves

Leading incrementally

Expressing care and concern

Is Mentoring the same as Coaching?

With the introduction of Subject Learning Coaches by the DFES Standards Unit, there exists some confusion regarding the difference between coaches and mentors. One of the reasons these two roles are confused is that effective mentors and coaches have very similar skills and qualities and can enter into very similar activities. The difference, in our educational context, lies in the purpose.

Subject Learning Coaches are intended to be part of a teacher’s Continuing Professional Development (CPD), helping individuals to look at issues surrounding

teaching and learning. Mentoring is about helping individuals at specific stages of their development, for example during initial teacher training and during periods of change such as the move to a new job within the organisation or when a new member of staff joins the organisation. The focus of mentoring is, therefore, not just about teaching and learning but also about induction and orientation. In this sense, coaching is just one element of the mentoring process.

The Mentoring Relationship

Before you begin mentoring, it is worth considering the relationship between mentor and mentee.

‘…a particular form of relationship designed to provide personal and professional support to an individual. The mentor is generally more experienced than the mentee and makes use of that experience in a facilitative way to support the development of the mentee. Mentoring is used to assist individuals at specific stages of development or transition and lasts for a sustained but defined period of time. The mentoring relationship provides a developmental opportunity for both parties and can thus be of mutual benefit.’(CCDU, 1994, The University of Leeds).

This is a particularly useful definition as it sees the mentor’s role as facilitative, supportive and developmental. This is important to note as mentoring relationships are between equals: a mentor should have no supervisory responsibility or authority over a mentee. This definition also emphasises that the benefits of the mentoring relationship are mutual.

The Advantages of Mentoring

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Mentoring

Induction Orientation Coaching

For the mentee, mentoring provides:

a point of personal contact other than course tutors and other assessors a source of support and guidance a critical friend with whom weaknesses can be explored and addressed and achievements

shared and built upon regular meetings in which specific issues and ideas can be discussed and developed a chance to explore teaching and learning in a non-assessed and non-threatening environment a smoother transition into the workplace.

For the mentor, mentoring provides: a catalyst to reflect upon one’s own practice a way of developing personal and professional skills further opportunities to network with other professionals job satisfaction and increased self-esteem new opportunities for career and professional development- there may be opportunities in the

future to gain an accredited qualification

The Qualities of a Mentor

It is worth thinking about the personal qualities and professional skills which make effective mentors:

Personal qualities

good interpersonal and communication skills approachable empathy good listening skills a genuine desire to help others an open mind and flexible attitude is supportive without being controlling can give guidance to a mentee without making their decisions will always give honest answers doesn’t apportion blame but looks to find solutions actively questions the mentee ability to probe and challenge willingness to debate and discuss has realistic expectations of themselves and others good organisational skills.

Professional skills

excellent teacher practitioner knowledge and experience of the mentee’s new area of work knows organisational routines, procedures and policies enthusiastic about teaching can offer a range of perspectives and teaching and learning techniques can make suggestions informed by their own expertise and experience can empower the mentee with the knowledge gained from their experience can help the mentee to identify practice which meets professional requirements.

If you are about to become a mentor, you might want to complete the following self-assessment.

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Self Assessment of Mentoring Skills

Assess your own potential as a mentor by indicating on the continuum whether this isa strength or an area identified for further development.

An area for further development A strength

1. Are you a good role model?(Someone to be respected because of their: ability/ experience/ willingness to self-review/ professional standards.)

2. Are you an enthusiast?(Someone who sparks interest; makes teaching fascinating and lively.)

3. Are you an identifier of need?(Someone who can help the mentee to: identify areas of further development; prioritise needs and set appropriate targets.)

4. Are you a teacher-guide?(Someone who can: show the mentee how to improve; share skills and discuss issues, ideas and problems willingly.)

5. Are you a problem solver?(Someone who can help the mentee to identify their strengths and show how to use them to develop their skills further and overcome problems.)

6. Are you a supporter?(Someone who is a good listener and counsellor: warm and caring; encouraging and accessible.)

7. Are you a manager of conflict?(Someone who is a good negotiator; aware of the politics of the institution and the job itself and potential tensions)

8. Are you a career counsellor?8

(Someone who is good at helping the mentee to develop a knowledge and consideration of different career profiles and pathways).

(Adapted from: Smith and West-Burnham, 1984)

What is a subject-specific mentor for Initial Teacher Training ?

Education and training provided in the learning and skills sector enables people of all ages and backgrounds to improve their lives, to obtain or enhance employment and participate more fully in their communities. Achievement of these economic and social benefits is largely dependent on the quality and success of their learning experience. If learners are to realise their full potential, they must be taught by qualified teachers who are confident and competent in teaching their subject or vocational area.

‘Equipping our Teachers for the Future’ (DfES 2004) set out proposals to contribute to the professionalisation of teachers, tutors and trainers in the Lifelong Learning Sector through the development of new qualifications to reflect teacher roles. All are working in the sector primarily because they have expertise, skills and knowledge in specialist vocational and/or academic disciplines.

LLUK developed new standards, role specifications and units of assessment upon which new teacher training qualifications in the sector were based from September 2007.

LLUK identified two distinct roles in the Learning and Skills Learning sector

These are:

A full teaching role which represents the full range of responsibilities performed by those who are expected to attain the status of Qualified Teacher Learning and Skills (QTLS).

An associate teacher role (ATLS) which contains fewer teaching responsibilities

QTLS status was launched in September 2007. From this date any new unqualified teachers, within the sector, with a full teaching role were required to achieve QTLS status within five years. Under the reforms, all new teachers were required to register with the Institute for Learning (the professional body for teachers and trainers in the sector). Those awarded QTLS status will continue to demonstrate their good standing through a career-long commitment to professional development. There is currently a full review of professional formation and the requirements for teachers within the sector. Once the findings of this review are published, mentors will be informed of the implication for their role and for their mentees.

Role of Mentors

Trainees will be supported by a mentor/subject specialist in their workplace. “Success for All’ has introduced formalised mentoring as a part of workplace development. Results of Inspection have found that “where partnerships promoted mentoring, the trainees benefited greatly”. The inspectors also observed, however, “that the lack of effective mentoring in the workplace inhibited trainees’ progress, as did insufficient observation and feedback on their teaching.” (DfES 2002:23).

All trainees will have a mentor who will take responsibility for supporting the student’s development in the workplace throughout the duration of the programme. In most cases this will be a subject specialist.

All part-time, in-service applicants are expected to identify a suitable mentor through their place of work. The Course Tutor will liaise with the mentors and line managers and provide support and briefings to support them in this role.

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Participants on the full-time, pre-service programme will be allocated a subject mentor prior to joining the programme.

Mentorship aims to provide professional support and training to trainee teachers. It is envisaged that this will be undertaken by an experienced subject teacher usually supported by a senior member of staff. UCS will provide a strong supportive role to the mentor/trainee relationship. The role of the mentor may differ slightly in the different teacher education routes.

Trainee teachers on the full-time pre-service route are essentially on teaching practice for the duration of the course and have a very different starting point to those part-time, in-service trainees already employed as teachers. However, the process of mentorship remains focused around support for trainees particularly in respect of their subject discipline and enabling them to develop the skills necessary to become competent teachers.

Mentors will be expected to …

attend a training session which will address their role and responsibilities and provide their CV

participate in termly review meetings

complete monitoring documentation regarding the student teacher’s progress over the duration of their studies

evaluate the mentoring experience and make suggestions for improvements, for example through attendance at course committee meetings, mentor review meeting and/or Placement Provider Group meetings

Observe the trainee teacher on a minimum number of occasions (see Appendix1 for the breakdown of these observations) for formative assessment purposes. The tutor will assist with the first observation to ensure that the process is moderated.

be prepared to be observed teaching by the mentee

Support and encourage the trainee’s progress and professional development

Liaise with PGCE/Cert Ed Course Leader / Education Team as necessary and complete monthly reviews (Appendix 3)

Discuss and review the reflective journal with the mentee.

Induct their mentee into the curriculum area and give clear information about departmental procedures, resources, confidentiality and health and safety requirements.

Organise the opportunities for their mentee to observe and reflect on the work of other teachers when appropriate, including being observed themselves

Model and discuss good classroom practice

Support their mentee’s grasp of subject knowledge in terms of currency, breadth and appropriate structure for presentation to learners.

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Explore with their mentee different strategies available for teaching and assessing their subject specialism.

Give verbal and written feedback on the outcome of the formative observation

Help their mentee to identify targets for development and offer advice about alternative strategies (See The ILPP in Appendix 2)

NB If this is the first time that you have been a mentor on this programme, you should arrange to observe the trainee with the teacher training tutor. This will clarify procedures and requirements. You should meet with the tutor even if you have carried out observations before, to discuss joint assessments of the trainee.

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The Mentoring Meeting

The purpose of mentoring meetings

Mentoring time should not be seen simply as an opportunity for a ‘chat and a cup of coffee’, they are professional meetings crucial for the development and success of the mentee.

Mentoring time should, therefore, evolve around a definite focus topic or task. This does not mean that you cannot add to this plan or deviate from it as necessity dictates, but it can provide a framework and starting point for your meetings.

Tips for setting mentoring agendas

Before meeting your mentee for the first time, brainstorm possible ‘topics’ for discussion (i.e. lesson planning, differentiation, classroom/workshop management…) by thinking about the training needs of someone in their situation.

Be aware of the demands on the mentee in terms of: their training programme and any related assessment; their teaching commitments and any other professional commitments. Try to consider what they will need support in achieving and how this can be done in your mentoring time.

Encourage the mentee to discriminate between urgent developmental issues or questions which must be dealt with as soon as they arise and the sorts of ‘everyday’ or ‘incidental’ issues for which an answer or advice may not need to be sought immediately but which are, nevertheless, very important to the mentee.

Agree with the mentee a way of them noting down these ‘everyday’ or ‘incidental’ questions and concerns which come to light during their working life so that they are not forgotten before the next mentoring meeting. This could be a notebook or diary or, in their reflective journal.

All trainees are required to complete an Individual Learning and Progress Plan (ILPP) which should be used to inform the topics discussed during mentoring meetings. Please use it to record the non-confidential parts of the discussion. (see Appendix 2 – which contains guidelines for mentor meetings)

Agree with the mentee when and how you will deal with these ‘everyday’ or ‘incidental’ questions. (I.e. at the beginning or end of each mentoring session).

Encourage the mentee to use their reflective journal to help you both set useful and relevant agendas. This can be done without the mentor actually reading the journal and demands to read it should never be made.

Potential focus topics or tasks will often come to light during mentoring sessions. Be flexible and either respond to them immediately, if appropriate and practical to do so, or negotiate with the mentee which mentoring meeting these topics will be discussed in.

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Finish each mentoring meeting by establishing what the focus or agenda items will be for your next meeting and ensure that both parties are aware of any materials they will need to bring.

Do not overload your mentoring meetings; try to have one focus topic or task as your main outcome.

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Documenting mentoring meetings

Documentation should form the basis of a reflective dialogue between the mentor and mentee and provide a useful record for everyone to refer back to. It should not be seen only as a way of providing evidence that mentoring has taken place.

It should be confidential

The responsibility for its completion should lie with the mentee

Ownership of the documentation should rest with the mentee

It should inform teaching and learning practice by being reflective in nature, not a tick list

It should include the opportunity to reflect upon developmental observations

Teaching observations

Mentoring meetings will constantly bring to light different developmental needs of the mentee. In order to meet these needs, it is often useful for a mentor to observe all or part of a mentee’s lesson or training session. Similarly, it is often useful for the mentee to observe a lesson led by the mentor or another colleague. For initial teacher training, the mentor needs to observe the candidate throughout the programme, as indicated in the Overview of Teaching Observations.

Experience has proved that, where mentors and mentees regularly and have the opportunity to observe each other in the classroom, the benefits to both parties are enormous.

Feedback after lesson observations should stimulate a reflective dialogue between mentor and mentee. It can not be emphasised enough that the quality of this dialogue, as opposed to the actual observations made, is the key to ensuring that learning takes place and that support is given.

To support the development process it may be helpful to refer to Ofsted’s Grading Characteristics to your guide discussions.

Things to consider:

A focus for the observation needs to be negotiated with the mentee and relate to the module being undertaken- and agreed beforehand

Given the focus, decide whether it is necessary for the entire lesson to be observed

There is a standard proforma to complete

Before any observation takes place, the mentee should prepare a copy of the proforma for recording the observation and give it to the observer (but they may not always remember!)

Each lesson observation will be used for formative assessment for that module

Feedback should take place ASAP although a short break for reflection is often useful

The scheduled mentoring meeting could be used to reflect upon this feedback in more detail.

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A Professional Code of Practice for Mentors

The mentoring relationship is a professional partnership and should be treated as such. A professional, well organised mentor who can ascertain the needs of the mentee and respond accordingly can make the difference between failure and success for the mentee. Furthermore, the mentoring meeting is committed time and part of the mentee’s training entitlement.

A mentor should arrange regular meetings with their mentee, in accordance with organisational policies.

Mentoring meetings should be arranged for a designated time and place.

If unavoidable circumstances mean that the mentoring meeting can not go ahead at the usual time, it should be rescheduled for the next available opportunity.

A mentor should arrive for mentoring meetings punctually.

A mentor should arrive prepared for the agreed meeting.

Mentors should give mentees their undivided attention: carrying out other tasks whilst discussing things with the mentee or taking phone calls during mentoring time should be avoided.

Mentoring meetings should have a definite focus.

The mentor and mentee should set the mentoring agenda together. A mentor should respond to the developmental needs of the mentee and should not impose their own issues or concerns on the mentoring time.

A mentor should adhere to organisational policies regarding confidentiality.

A mentor should not pay lip-service to paperwork which records the mentoring time but should record meetings in a way which allows the mentee to develop by using it for future reference and reflection.

A mentor should never exploit the mentoring relationship and should guard against the exploitation of the mentee by other parties.

A mentor must realise their own limitations and request the help of others from within their organisation in order to meet the developmental needs of the mentee.

A mentor has a duty of care towards the mentee and should help the mentee deal with any emotional responses triggered by the training process.

A mentor should handle any problems concerning the mentoring process in a professional manner and in accordance with the quality assurance procedures within their organisation.

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Suggested materials for further reading

Daloz, L.A. (1986) Effective Teaching and Mentoring. Jossey-Bass Wiley.  

Daloz, L.A. (1999) Mentor: Guiding the Journey of Adult Learners. Jossey-Bass Wiley.  

Daresh, J, C. and Daresh, J. (2002) Teachers Mentoring Teachers: A Practical Approach to Helping New and Experienced Staff. Corwin Press.   Fagan, M.M. and Walter, G. (1982) ‘Mentoring among teachers’. Journal of Educational Research. 76 (2), 113-17.

Fish, D. (1995) Quality mentoring for Student Teachers. David Fulton Publishers.

Gold, Y. and Roth, R. A. (1999) Mentoring: A New Vision. Pearson US imports & PHIPEs  Gray, W. A and Gray, M. M. (eds) (1886) Mentoring: Aid to excellence in career development, business and the professions. British Columbia: The Xerox Reproduction Centre.

Herman, L. and Mandell, A. (2004) From Teaching to Mentoring: Principles and Practice, Dialogue and Life in Adult Education. Routledge Falmer.   Kerry, T. and Shelton Mayes, A. (eds) (1995) Issues in Mentoring. Routledge.  

Malderez, A. and Bodoczky, C. (1999) Mentor Courses: a resource book for trainer-trainers. Cambridge University Press.

Pollard, A. (2002) Reflective Teaching: Effective and Evidence Informed Professional Practice. Continuum.

Riemann, A.J. and Theis-Spinthall, L. (1998) Mentoring and Supervision for Teachers. Pearson Education  Rhodes, C. Stokes, M. and Hamp, G. (2004) A Practical Guide to Mentoring, Coaching and Peer-Networking: Teacher Professional Development in Schools and Colleges. Routledge Falmer. 

Villani, S. (2002) Mentoring Programs for New Teachers: Models of Induction and Support. Corwin Press. 

References

Beels, C and Powell, D. (1994) Mentoring with Newly -Qualified Teachers – the Practical Guide. CCDU: The University of Leeds.

FEnto, (2001) Mentoring Towards Excellence. Learning and Skills Council.

Kerry, T. and Shelton Mayes, A. (eds) (1995) Issues in Mentoring. Routledge.

Smith, P. and West-Burnham, J. (1984) Mentoring in the Effective School. Routledge.

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Appendices

Appendix 1: Overview of Teaching Observations CTLLS/Cert Ed/PGCE Route

Appendix 2: Individual Learning and Progress Plan (ILPP)

Appendix 3: Termly Mentor Report

Appendix 4: Mentor observation Record

Appendix 5: LLUK: Full Teaching Role

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Appendix 1: Overview of Teaching Observations Cert Ed/PGCE Route

Part Time Cert Ed/PGCETo be completed both in year

one and year 2

Full Time Cert Ed/PGCETo be completed in one year

2 Tutor observations (completed by ITT tutor)

4 Tutor observations(completed by ITT tutor)

1 Mentor observation 2 Mentor observations

1 Dual observation (Tutor and Mentor observe a session

together)

2 Dual observations (Tutor and Mentor observe a

session together)

2 Trainee observations (Trainee observes another

tutor)

4 Trainee observations(Trainee observes another

tutor)

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APPENDIX 2: Individual Learning and Progress Plan (ILPP)

University Campus Suffolk

Initial Teacher TrainingCentre Name: UCS at Suffolk New College

Individual Learning & Progress Plan

PGCE/Cert Ed Programmes

Trainee Teacher

Programme

Tutor

Mentor

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IntroductionThis Individual Learning & Progress Plan (ILPP) will enable you to monitor your own development and progress throughout your programme. You will be asked to record your skills, knowledge and needs as you enter your studies. We would also ask you to record any issues that might affect your learning as this will enable you and your tutor to identify any initial support that might be required. You will be expected to maintain a reflective journal throughout this module.

As you move through the programme you will also be responsible for tracking and updating your progress, in discussion with your tutor, mentor and other members of the teaching team.

Appendix One is the ITE Trainee Individual Progress and Tracking Tool. This document is used by your tutors to assess and monitor your progress, and it is used to contribute to your grade for the Professional Practice Module(s).

As a trainee you should use this tool to self-assess your own progress and use this as a basis for discussion with tutors, peers, mentors, colleagues; and as a benchmarking tool to set your own targets and actions for development of your practice.

Discuss your own self assessment with your tutor to determine your progress and identify how accurate your self assessment is.

When completed, your ILPP must be handed in at the appropriate submission date. After being returned to you, it should enable you to provide evidence of your professional development for registration with the Institute for Learning (IfL).

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Personal Information

Name

Student number

Course

Start date

Tutor

Email address

Home phone

Work phone

Mobile phone

Teaching role

Institution name

Institution address

Mentor name

Mentor email address

Mentor work phone

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Record of teaching practiceIdentify your subject specialist area, the levels and record the number of hours that you teach during the programme. In total you should record 75 hours of teaching in Year 1 of the Cert Ed or PGCE programmes. The record of teaching should be signed and dated by your mentor or appropriate member of staff in your institution to confirm that it is an accurate record of your teaching hours.

Teaching context and subjects taught

Subject taught Teaching context Level taught

Record of teaching practice

Subject Date from Date to Total hours

Total 0

Record of teaching observationsDate Tutor name Mentor name Outcome (grade)

Tutor: ………………………………………………………………………….………………

Mentor: ……………………………………………………………………….…………………

Trainee teacher: ……………………………………………………………………..…………………

Date : …………………………………………………………………………………………

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Self Assessment ProfileAt the beginning of the course, work through the topics listed in this self-assessment profile to identify your current, personal skills and needs which will help you to prioritise targets towards which you intend to work over the duration of the programme. You can refer to LLUK professional standards to find out where your professional development should be taking you.

Initial reflective statement of your teaching experiences and training at the point of starting your teacher training

Current role and responsibilities

Personal and professional strengths(write here)

Areas for development(write here)

Outcome of initial / diagnostic assessments

Language and literacy(Write here)

Numeracy(Write here)

Information and communications technology(Write here)

Support and development needs identified(Write here)

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Subject Specialism AuditSubject specialism(s)

Completed qualificationsQualification name Date awarded

Qualifications in progressQualification name Anticipated award

date

Desirable qualificationsQualification name Target date

Teaching experience Position Date

fromDate to

Seminars, events and coursesWrite down the names and dates of any events that you have attended that have updated your subject knowledge.Name of seminar, event or course Date

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Keeping up to date with developments in your fieldList ways in which you keep up to date with developments in your specialist areaWays in which you keep up to date

Support needed to develop in your fieldList possible sources or areas of support that could help you to develop in your specialist area.Sources or methods of support for your development

Books and websitesWrite down the details of books and websites that you find useful or that you would like to access1. (write list here)

Self assessment summarySummarise your self assessment profile and your subject specialism audit here. You may wish to discuss these with your Tutor and Mentor.

Current strengths1. (write list here)

Areas for development1. (write list here)

Support needs1. (write list here)

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Targets (for Year 1)

Your Professional Development Plan will enable you to identify the particular areas that you wish to work on throughout the first year of the programme. These areas need to be expressed in terms of targets which are specific, measurable, achievable, relevant, time-constrained, evaluative and reflective. This should be completed during the first term and will be reviewed in discussion with your tutor and mentor at identified reviews throughout the year.

Teaching practice Area for development Action to be taken Target date

Academic progressArea for development Action to be taken Target date

Minimum core skillsArea for development Action to be taken Target date

Other areasArea for development Action to be taken Target date

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Targets (for Year 2)

Your Professional Development Plan will enable you to identify the particular areas that you wish to work on throughout the second year of the programme. These areas need to be expressed in terms of targets which are specific, measurable, achievable, relevant, time-constrained, evaluative and reflective (they should build on progress made in year one). This should be completed during the first term and will be reviewed in discussion with your tutor and mentor at identified reviews throughout the year.

Teaching practice Area for development Action to be taken Target date

Academic progressArea for development Action to be taken Target date

Minimum core skillsArea for development Action to be taken Target date

Other areasArea for development Action to be taken Target date

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Review

It is expected that at least three times a year you will have a formal review with your tutor and mentor. On these occasions please complete the template below. Please ensure that prior to meeting with your tutor or mentor you have completed your own reflective review of your progress so that the review with your tutor or mentor can then be added and action points for development identified.(This template can also be used to record outcomes of any other meeting you have with your mentor or tutor.)

Learner review:

Tutor review:

Mentor review:

Action point By whom By when Completed

Trainee Teacher:……………………… Tutor:……………………… Date:……………………

Trainee Teacher:……………………… Tutor:……………………… Date:……………………28

Title:

Tutor Reviews: Guidance for trainees in preparing for reviews

In order to get the most out of your tutor reviews, it is important that you prepare well and reflect on your own practice.

At each review with your Tutor the following areas of practice may be discussed:

1. How the training is enabling you to improve your teaching, and the learning experience for your students.

2. Examples of how you have supported your learners to progress over a period of time and explain how you know they have progressed.

3. How your plan lessons and how these contribute to your scheme of work.

4. Examples of barriers to learning and how you have overcome these.

5. How you monitor and assess student achievement and how this demonstrates progress.

6. Where you go to for advice on aspects of learners development including:

Additional support Safeguarding and child protection issues Support from other professionals

7. Your understanding of social and cultural diversity and how you apply to your teaching.

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Title:

Mentor Reviews: Guidance for trainees

Your reviews with your mentor will have a slightly different focus and although you will have an ongoing dialogue with your mentor about your developing practice, it is important to stop and capture fundamental developments in your practice.

The following areas of practice will be covered at your mentor review:

1. Explanation of the types of teaching and learning approaches you use and why these are relevant to your subject.

2. Awareness of barriers to learning, such as how limitations in English and Maths can impact on subject knowledge/skills development.

3. Explanation of barriers to learning in your subject area and how these can be overcome.

4. Provide examples of work you have carried out with a wide range of professionals to secure the overall development of learners.

5. As you become more experienced – an explanation using your subject-specific pedagogical understanding to justify why particular approaches in teaching and learning are more successful than others.

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Grade characteristics: Quality of teaching, learning and assessmentPlease note that the grade characteristics are for guidance only and should not be used as a literal checklist.

Outstanding(1)

Much teaching, learning and assessment is outstanding and rarely less than consistently good. As a result, the very large majority of learners consistently make very good and sustained progress in learning sessions

Teacher is highly adept at working with and developing skills and knowledge in learners from different backgrounds. Teacher has consistently high expectations of all learners and demonstrates this in a range of learning environments.

Drawing on excellent subject knowledge and/or industry experience, teacher plans astutely and set challenging tasks based on systematic, accurate assessment of learners’ prior skills, knowledge and understanding. They use well-judged and often imaginative teaching strategies that, together with sharply focused and timely support and intervention, match individual needs accurately. Consequently, the development of learners’ skills and understanding is exceptional. Teacher generates high levels of enthusiasm for participation in, and commitment to, learning.

Teaching and learning develop high levels of resilience, confidence and independence in learners when they tackle challenging activities. The teacher checks learners’ understanding effectively throughout learning sessions. Time is used very well and every opportunity is taken to develop crucial skills successfully, including being able to use their literacy and numeracy skills on other courses and at work.

Appropriate and regular coursework contributes very well to learners’ progress. High quality learning materials and resources including information and communication technology (ICT) are available and are used by staff and learners during and between learning and assessment sessions.

Marking and constructive feedback from the teacher are frequent and of a consistent quality, leading to high levels of engagement and interest.

The embedding of English, mathematics and functional skills is consistently good with much outstanding. The teacher enthuses and motivate most learners to participate in a wide range of learning activities.

Equality and diversity are integrated fully into the learning experience. The teacher manages learners’ behaviour skilfully; they show great awareness of equality and diversity in teaching sessions.

Advice, guidance and support motivate learners to secure the best possible opportunities for success in their learning and progression.

Good (2)

Teaching, learning and assessment are predominantly good, with examples of outstanding teaching. The teacher is able to develop learners’ skills and knowledge regardless of their backgrounds. As a result, learners make good progress.

The teacher has high expectations of all learners. The teacher uses their well-developed skills and expertise to assess learners’ prior skills, knowledge and understanding accurately, to plan effectively and set challenging tasks. They use effective teaching, learning and assessment strategies that, together with appropriately targeted support and intervention, match most learners’ individual needs effectively.

Teaching generally develops learners’ resilience, confidence and independence when tackling challenging activities. The teacher listens perceptively to, carefully observe and skilfully questions learners during learning sessions. Teaching deepens learners’ knowledge and understanding consistently and promotes the development of independent learning skills. Good use of resources, including ICT, and regular coursework contribute well to learners’ progress.

The teacher assesses learners’ progress regularly and accurately and discuss assessments with them so that learners know how well they have done and what they need to do to improve.

The embedding of English, mathematics and functional skills is generally good. The teacher enthuses and motivate most learners to participate in a wide range of learning activities.

Equality and diversity are promoted and learners’ behaviour is managed well, although some work is still needed to integrate aspects

of equality and diversity into learning fully. Advice, guidance and support provide good opportunities for learners to be motivated and make the necessary connection between

learning and successful progression. Requires improvement(3)

Teaching, learning and assessment require improvement and are not yet good. They result in most learners making progress however; there are weaknesses in areas of delivery, such as in learning or assessment.

There is likely to be some good teaching, learning and assessment and there are no endemic inadequacies for particular learners. The teacher works with and develops skills and knowledge in learners from different backgrounds satisfactorily. The teachers expectations enable most learners to work hard and achieve satisfactorily, and encourage them to make progress. Due attention is given to the careful initial assessment and ongoing assessment of learners’ progress, but these are not always conducted rigorously enough, which may result in some unnecessary repetition of work for learners, and tasks being planned and set that do not fully challenge them.

The teacher monitors learners’ work during learning sessions, set appropriate tasks and are capable of adjusting their plans to support learning. These adaptations are usually successful but occasionally are not timely or relevant, and this slows learning for some learners.

Teaching strategies ensure that learners’ individual needs are usually met. The teacher deploys available additional support carefully, use available resources well and set appropriate coursework for learners.

Learners are informed about the progress they are making and how to improve further through marking and dialogue with the teacher that is usually timely and encouraging. This approach ensures that most learners want to work hard and improve.

The embedding of English, mathematics and functional skills is satisfactory overall. The promotion of equality and support for diversity in teaching and learning are satisfactory. Advice, guidance and support help to motivate learners to succeed in their learning and progress.

Refer Teaching, learning and assessment are likely to be inadequate where any of the following apply. As a result of weak teaching, learning and assessment over time, learners are making inadequate progress and have been

unsuccessful in attaining their learning goals. The teacher does not have sufficiently high expectations and, over time, teaching fails to excite, enthuse, engage or motivate

particular groups of learners, including those with learning difficulties and/or disabilities. The teacher lacks expertise and the ability to promote learning. Embedding of English, mathematics and functional skills is inadequate and a significant proportion of learners do not receive

appropriate support to address English, mathematics and language needs. Learning activities and resources are not sufficiently well matched to the needs of learners and, as a result, they make inadequate

progress. The teacher shows insufficient understanding and promotes equality and diversity insufficiently in teaching sessions.

Source: http://www.ofsted.gov.uk/resources/common-inspection-framework-for-further-education-and-skills-2012

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Appendix 3: Termly Mentor Report

PGCE/CERT EDMENTOR’S TERMLY PROGRESS REPORT

MENTOR’S NAME:

MENTEE’S NAME:

TUTOR GROUP LEADER

NOV 12

FEB13

MAY13

Please complete this form and submit to ……………………via email, …………………………Your report will help monitor your trainee teacher’s general progress and help deal with any issues as they arise.

Please comment on your mentee’s performance in the following areas.

Progressing well

Requires further development

Comment

Professional values

Organisational skills

Time management

Planning and preparation

Monitoring and recording learner’s progressEffective team working

Reflect on and evaluate on own performanceTake responsibility for own professional development.

Areas of strength

Areas for improvement (including actions taken and details of targets set on ILP)

General comments

Date: Signed:

Thank you for your time!

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Mentor Observation Record PART 1 (Trainee Teacher to complete & send to the observing mentor at least 24 hours before the observation)Learning Network College

Pre-observation requirements checklist(please tick )

Class/Group Profile Lesson plan

Scheme of work (SOW) Copy of resources

Student teacher name Group

Observing mentor’s name Topic

Level No of students in group

Location/Room Date

Start time Finish time

Previous observer/tutor suggestions or innovative practice you have incorporated in the lesson

Any particular advice/help for this lesson or would you like anything to be specifically commented upon?

Trainee comment before observation Observer comment

PART 2 Subject Specialist Mentor to complete

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1. Teaching for learning Comment upon trainee’s knowledge of own specialist area, currency and appropriateness to the teaching context. Are teaching approaches, strategies and theories appropriate, engaging and innovative for own specialist area?Strengths Areas for consideration and / or developmente.g. appropriate resources, techniques, level, sequence, and curriculum issues including: (EP 2.3)

2. Assessment for learning Assessment activities are appropriate for own specialist areaStrengths Areas for consideration and / or development

3. General Comment

Grade Pass Refer

Date of verbal feedback Date of written feedback

Signature of Observer Date

Signature of Trainee Date

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Part 3 Reflection and Action Plan

Action Plan

Identify three areas in which you have improved since the last lesson observation, three areas of strength and three areas for development. These areas of development should become the focus element for your next observation. Please make any further comments that will aid your reflective entry of the lesson.

1. Three areas that you have improved or developed

1

2

3

2. Three areas of strength in this lesson

1

2

3

3. Three areas for improvement

1

2

3

Any other comments that will inform your reflective entry (learning resources, environment, other factors etc).

Self-assessment gradeTo be completed by the trainee teacher

Appendix 5: LLUK Full Teaching (QTLS) Roles

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The following extract is taken from Guidance on teacher roles and initial teaching qualifications August 2007:pages 12-16 (www.lluk.org/svuk/documents/svukdocs/ai_guidance_aug07_version3.pdf)

While associate teachers have fewer teaching role responsibilities than those in a full teacher role, the quality of the teaching is expected to be of an equally high standard.

Comparison of full teacher and associate teacher rolesThere is a diversity of associate teaching roles which are complementary to, but remain distinct from the full teaching role. The following table provides an indication of the types of responsibilities undertaken by those in both roles.

Table comparing responsibilities of those in an associate teacher role and those in a full teacher role

(Text in grey denotes the same responsibilities across the two teacher roles)

The teacher performing the full teacher role will have a responsibility to:Apply and promote codes and principles of practice Negotiate individual learning goals with learners Demonstrate that individual learner needs have been taken into account, within a cohort

of learners and within the context of personalised learning Establish and maintain a learning environment appropriate to area of expertise and

learner cohort Identify key aspects of relative current legislative arrangements Establish ground rules that underpin appropriate behaviour and respect for others Demonstrate the application of codes of practice and principles of inclusiveness, including

respect for confidentiality Promote equality and engage with diversity, and know how to challenge discriminatory

behaviour and attitudes Negotiate ground rules with learners and learner cohorts, and engender understanding of

mutual respect within the learning environment

Conduct initial assessment Administer initial assessment in own specialist area. For example, form filling, informal

interviews Have an understanding of the use and purpose of different methods of initial assessment

and their appropriate application Have knowledge and understanding of different initial assessment methodologies Select and apply different initial assessment methods for appropriate use with learners

within an inclusive Framework Make use of the results of initial assessment in preparing for personalised learning

Plan for learning and develop the curriculum Prepare session plans to meet the individual needs of learners, even if using pre-

prepared materials and within predictable contexts Plan teaching sessions Will contribute to planning learning within a team, as appropriate Prepare schemes of work to meet the individual needs of learners Develop learning programmes which are coherent and appropriate for learners Plan differentiated learning activities which create the opportunity for individual learners to

be assessed against measurable outcomes Plan for contingencies within a teaching session Demonstrate planning skills, both as an autonomous teacher and as an effective

curriculum team member

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Apply theories of learning Identify theories of teaching and learning relevant to own specialist area and compare and

contrast their effectiveness in application with a range of learners Develop practice through reference to relevant and current theories of learningTeach Demonstrate effective and innovative approaches in teaching to:

o more than one levelo more than one target audienceo more than one learning programme

Deliver session plans to meet the individual needs of learners Apply appropriate teaching and learning strategies which take account of individual

learner need Use effective professional judgement to adapt or change teaching within a session to take

account of changing circumstances and/or learner demands Demonstrate understanding of the responsibilities and boundaries of own role in providing

support for individual learners Provide tutorial support to learners, as necessary Contribute to team work and teach as part of a team, as necessary, to enhance learners’

experience Signpost and/or refer learners on to specialist services, as necessary Work in partnership with colleagues and/or appropriate others within and outside the

organisation to support learners effectively Promote the benefits of multi agency working to enhance learner experience Seek out appropriate opportunities for collaborative working and professional

improvementTeach area of specialism Ensure that learners understand the context of the area of specialism. For example, its

application and contribution to the economy/society Promote the contribution of learning towards social regeneration and personal

development Demonstrate methods to effectively engage and enthuse their learners in the area of

specialism Use a variety of approaches to engage and enthuse learners, including the use of new

and emerging technologies Relate developments in own specialist area to current national and/ or global trends Refer learners on to sources of general and current education, training and/or career

opportunities, as appropriate Provide general and current information about potential education, training and/or career

opportunities

Select and/or develop materials Develop and produce teaching and learning materials appropriate for a range of contexts,

purposes and target audiences Adapt materials to ensure inclusiveness Adapt materials based on feedback and evaluation

Assess learners and provide constructive feedback Devise a range of assessment activities to meet the needs of individual learners Devise differentiated activities which create the opportunity for individual learners to be

assessed appropriately against measurable outcomes Use a range of assessment activities which produce valid, reliable and sufficient evidence Assess learner performance Evaluate appropriateness of different methods of assessment of learning and assessment

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for learning for a range of learners Evaluate the effectiveness of a range of assessment methods and tools for different

learners in different contexts Encourage learners to reflect on their own and others’ performance through self and peer

evaluation Facilitate opportunities for learners to use peer and/or self assessment in the context of

assessment for learning Review goals with learners and negotiate and agree achieved outcomes on a regular

basis Demonstrate principles of good practice in giving constructive feedback Facilitate opportunities for learner feedback Evaluate effectiveness of different methods of feedback as a tool for learning Demonstrate understanding of differences between assessment and evaluation Evaluate the effectiveness of feedback to aid the improvement of learner performance

Contribute to the quality cycle of the organisation Monitor learner progress Keep accurate records of learner progress Contribute to organisational quality procedures Use information on learner progress to contribute to quality improvement. Participate in standardisation activities

Evaluate own practice Evaluate own practice on a regular basis Collaborate with others to improve own and team performance Engage in continuing professional development Engage in small scale practitioner research, and disseminate this to wider audiences

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