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The University of Warwick

Initial Teacher Training Programme (FE and Skills Sector)

Subject Mentor’s Handbook

2014-15

Improving trainees’ teaching skills

Modelling good practice in teaching

Providing high-quality coaching and mentoring

Enhancing subject and curriculum knowledge

http://www2.warwick.ac.uk/itt/suppment

1 Subject Mentor’s Handbook July 2014-15


Welcome and Introduction

Thank you for taking on the role of subject specialist mentor for a trainee teacher on the University of Warwick’s programme of Initial Teacher Training (ITT). Within the Warwick partnership, we aim to train teachers who will set themselves high standards and continually aim to improve their skills and understanding. We recognise that our trainees will all begin at different starting points so we aim to work with individuals to develop the skills they have and raise awareness in them of their potential. We have ambitious expectations of our trainees and with your help and support we are aiming to enable trainees to become good or outstanding teachers.

Good luck with your mentoring – we hope you enjoy the experience too!

Ellen Buttler – Director for Initial Teacher Training (FE)

024 76151297

The information in this handbook is divided into four sections to help you find what you want quickly:

Quick checklist of the mentor’s role and useful forms p 3

The mentor’s role p 4

The teacher training programme of your mentee p 5

What you need to do and what you need to know now p 6

All the forms you need p 15

Contact Details

Web support for mentors: http://www2.warwick.ac.uk/itt/suppment

Your mentee:

Name

Email

Telephone

The Programme Manager or Course Tutor at college of your mentee:

Name(s)

Email

Telephone



Quick checklist of the mentor’s tasks

TICK

Attend college meeting for mentors (as appropriate)

Read mentor handbook and visit the mentor website

Sign the mentor – mentee agreement form (Appendix 3)

One observation of the mentee each year (one hour) plus feedback report (Appendix 2)Regular meetings with mentee

Contribute to record of mentee meetings (Appendix 4)

Keeping in touch with course tutor

Complete the on-line initial mentor questionnaire - skills and experienceshttp://www2.warwick.ac.uk/study/cll/othercourses/itt/suppment/quest/Complete on line mentor evaluationhttp://www2.warwick.ac.uk/study/cll/othercourses/itt/suppment/quest1Engage in professional dialogue with the mentee at the end of programme, completing the final evaluation to capture experiences (Appendix 5)

Useful Documents and FormsAll the forms you need can be found as appendices to this document they are:

OBSERVATION REPORT FORM APPENDIX 2

Ofsted Descriptors & Professional Standards Appendix 1a & b

Observation Pro-forma Appendix 2

Mentoring Agreement Appendix 3

Record of Mentoring Appendix 4

End of Programme Evaluation – Professional Dialogue

Appendix 5


http://www2.warwick.ac.uk/study/cll/othercourses/itt/suppment/quest1

http://www2.warwick.ac.uk/study/cll/othercourses/itt/suppment/quest/

Part 1. About the role of a subject mentor

What’s the job of a subject mentor? He or she is a critical friend, a role model for a teacher, a subject specific coach, someone who can facilitate, make links to useful other people and arrange for things to happen because they know the ropes. S/he will also be able to give constructive and supportive critical feedback to the trainee1 about the teaching of their subject specialism.

The Programme Manager at the University or college will be your link to the programme itself.

What makes a good mentor?

Some suggested mentor attributes make the mentoring experience good for both parties:

Good listening skills Being able to put yourself in the trainee’s place – and empathise Giving space to make mistakes sometimes Giving encouragement to try new techniques and praise for real achievements Challenging the thinking of the trainee Giving constructive feedback

This is a professional relationship; the Mentoring Agreement (in Part 4) sets out what you should both be expected to do or not do and we are realistic about the amount of time which any mentor may have to give to a new teacher.

OFSTED see the role of the mentor as a critical part of the trainee’s training. They are looking for subject specific mentoring that:

is provided by experienced and expert mentors and as such we would respectfully ask that you complete the initial mentor questionnaire which can be located here:http://www2.warwick.ac.uk/study/cll/othercourses/itt/suppment/quest/

responds to trainees’ specific training needs, including enhancing subject and curriculum knowledge

improves trainees’ teaching skills models good practice in teaching provides high-quality coaching and mentoring to enhance trainees’ professional development

They also expect mentors and trainers to work together collaboratively to meet the needs of the trainee.

Finally, your experiences are important to us and we would be grateful if you would provide us with feedback though the on-line survey located below and through professional dialogue with your

mentee at the end of programme.


Thank you

1 You will find that the word ‘trainee’ is used throughout to mean the trainee teacher; this works better than using the word ‘student’ which can become confused with the learners the trainee is teaching.



http://www2.warwick.ac.uk/study/cll/othercourses/itt/suppment/quest/

Part 2. The Initial Teacher Training programme

The University of Warwick offers initial teacher training programmes for would-be and practising teachers working in the FE and Skills Sector. Trainees can either take the certificate or diploma qualification. In addition English, maths and teachers of disabled learners can take subject specific diploma and additional diploma programmes. All these courses are part-time and most trainees are already in employment as teachers, trainers or instructors. Some may even be working full-time and as such may face challenges as they undertake their programmes.

You can find a copy of the Student Handbook and the Professional Development Portfolio on the mentor website.

Trainees’ teaching practice

Think of the course as two parallel lines. The top line represents the course and coursework: five assignments in Year 1, four assignments in year 2 or three assignments on the subject specialist diploma programmes.

The lower line represents professional development as a teacher which is where your knowledge, skills and enthusiasm can make a huge difference to a trainee teacher. Trainees are expected to teach for a minimum of 50 hours of each year of the programme . Your role as mentor is to support the trainee’s teaching of their specialist subject and to help them extend their teaching skills.

During a two year course the teacher trainer will carry out at least six observations. Your part in this process is to observe your mentee twice on the two year programme; once in each year of the programme for a minimum of one hour. (If more beneficial to the trainee this can be split to two half hour observations in each year but no observation should be less than 30 minutes.) Usually the mentor will undertake the second or third observation in each year.

Keep in touch

It is vital that everyone working with the trainee is aware of what is happening so please keep in touch with course tutors! Your trainee’s Professional Development Portfolio (holding a range of evidence about their developing teaching skills) is a key document to help with this, so make sure that you see it regularly.


Professional development

Course and coursework

Part 3. What are you responsible for doing?

We ask you to:

get to know as much as possible about your trainee and his/her work and the learners involvedsee yourself as a supportive but critical frienddecide on their experience level so that you can negotiate the level and amount of support they may needdevelop a relationship with the trainee so you are aware of their individual needs. consider the teaching the trainee has to do in any one week to make a judgement about the relative demands of each group and the challenge your trainee is facing. discuss with the trainee whether the following are appropriate, relevant, and of good quality: the scheme of work /ILPs; the lesson planning; resources used; progress made by learners in taught sessions; marking of learners’ worklook at your trainee’s paperwork or course management files. Trainees will benefit from developing good organisational skills which prevent problems building up later.develop your trainee’s ability to self-evaluate their teaching

discuss sessions taught which have gone well and those which have not help trainees to make connections between the causes of good and bad sessions help trainees to regularly identify what learning has taken place in a session and how this was

measured discuss how sessions could be improved (when appropriate)

further the trainee’s understanding of their learners’ needs: discuss differentiation for specific learners enable the trainee to get the learner’s perspective on their teaching

push forward your trainee’s professional development by: encouraging the trainee to widen his or her experience of teaching different levels, groups and

contexts encouraging them to be innovative and take risks reviewing success in the above action planning future development in small ways and by setting achievable targets.

How long will this take?

Ideally meeting for fifteen minutes a week can be most effective but you may need to make different arrangements that suit both you and your trainee. Decide with the trainee what you will do in that time so you both know what to prepare for the meeting. Over the course of a year, this may build up to approximately 10 hours depending on your trainee’s skills and confidence. If meeting each week is not possible, perhaps you could arrange to hold your meeting over the telephone or using Skype.

How do I know whether my trainee has reached an appropriate standard of work?

The programme takes a developmental approach to bringing on the teaching skills of the trainee. Whatever their starting-point, they should be improving as the course progresses. You should expect your mentee to bring his or her Teaching Observation File with them when they talk to you so that you can see the observation reports completed by other observers. The ‘Agreed areas for development’ section at the end will identify areas where your mentee needs to improve his/her teaching skills.

The descriptors for the different standards of teaching (Appendix 1a) and the Professional Standards for Teachers and Trainers in Education and Training - England (Appendix 1b) will both help you to see


what is expected as an appropriate standard. The partnership programme is committed to helping trainees to become good or outstanding teachers by the end of their course.

Observations

As stated previously you will complete at least two observations (one in each year) using the same Observation Report Form as the teacher trainer (Appendix 2). Your trainee will have a Teaching Observation File which holds all the observation reports. Usually the mentor observation is the second or third one so please look at the previous observation reports before you carry out your observation so that you can follow up any areas for development from the last observation. Similarly areas for development which you record will be followed up at the next observation.

Record of Mentoring

Please sign the mentoring agreement (Appendix 3) and encourage the trainee to maintain the Record of Mentoring (Appendix 4) as a means of tracking your meetings with them, although it is the trainee’s responsibility to do this. Some trainees will have an electronic portfolio (e-PDP), and you will be given access to this page.

If at any time, you have any major concerns about your trainee’s teaching please consult the Programme Manager.

You might find it useful to use this checklist at points during your mentoring discussions:

Subject knowledge: what level does the trainee have? Understanding learners’ needs: differentiation between learners Planning: long and short-term Delivery and resources Managing the learning Assessment Evaluation and Reflection Managing classroom or workshop behaviour Equality and Diversity issues Motivating learners ILT skills of the trainee

Each one of the above list is an important part of the teacher’s role. Whilst you are talking to your trainee, try to assess his or her level of understanding about what is appropriate within your subject area on each of these topics then use this to set the next target.

What if things go wrong?

For a few trainees, teaching practice does not have a successful outcome. Should your trainee be one of these, you will be involved in the discussion about whether this trainee should fail their teaching practice or not. The teacher training team, will have evidence which you should look at. Your opinion of the trainee and his/her teaching will be evidence to be considered by the Programme Manager. It will be important at this stage that you have evidence of the trainee’s commitment and achievements so keep some notes for yourself

Finally thank you for giving your time and energy to be a mentor and for sharing your skills, knowledge and experience with your mentee.


.

Characteristics of an outstanding teacher.

Characteristics of a good teacher Characteristics of a competent teacher Characteristics of an Inadequate teacher

The very large majority of learners consistently make very good progress

Learners make good progress Learners make progress but there are weaknesses in learning and assessment

Learners or groups of learners are making inadequate progress and have been unsuccessful in attaining their learning goals

Consistently high expectations of all learners High expectations of all learners Expectations of learners enable most of them to work hard and achieve satisfactorily

Does not have sufficiently high expectations of learners

Highly adept at working with and developing skills and knowledge in learners from different backgrounds

Able to develop the learners’ skills and knowledge regardless of background

Able to work with and develop skills and knowledge in learners from different backgrounds satisfactorily

Not able to work effectively with learners from different backgrounds

Excellent subject knowledge and/or industry experience

Well-developed subject specialist skills and expertise

Satisfactory subject specialist skills Lacks expertise and the ability to promote learning

Planning and the setting of challenging tasks are based on systematic and accurate assessment of learners’ prior skills, knowledge and understanding

Plan effectively and set challenging tasks based on assessment of prior skills, knowledge and understanding

Careful initial and on-going assessment of learners’ progress takes place but is not always conducted rigorously enough, which may result in some unnecessary repetition of work for learners and less effective planning

Poor initial and on-going assessment of learners’ progress which leads to ineffective planning.

Well judged and imaginative teaching strategies that meet individual needs

Effective teaching, learning and assessment strategies match most learners individual needs

Teaching strategies ensure that learners’ individual needs are usually met

Poor teaching strategies mean that learners’ needs are not met

High levels of enthusiasm for participation in and commitment to learning are evident

Enthuse and motivate most learners to participate in a wide range of learning activities

Most learners are motivated to engage with a range of learning activities.

Teaching fails to excite, enthuse, engage or motivate particular groups of learners, including those with LD and or D.

High levels of confidence and independence in learners are developed when they tackle challenging activities

Teaching generally develops learners’ confidence and independence when tackling challenging activities

Teaching enables some learners to develop confidence to work independently with some challenging activities

Teaching does not result in learners working confidently and independently because activities do not challenge

L earners’ understanding is effectively checked throughout learning sessions,

Listen perceptively to, carefully observe and skillfully question learners during learning sessions

Learners’ work is monitored and appropriate tasks set and plans are adjusted to support learning; occasionally these adjustments are not timely and this slows learning for some learners

Little or no checking of understanding throughout the session

The teaching of learners’ Eng, maths and functional skills is consistently good with much outstanding.

Learners’ literacy and numeracy skills are developed

There is some development of Eng, maths and functional skills but some opportunities have been missed.

Teaching of Eng, maths and FS is inadequate; significant proportion of learners do not get appropriate support to address these needs.

High quality learning materials and resources including ICT, are used during and between

Good use of resources, including ICT contribute well to learners’ progress

Available resources are used well Learning activities and resources are not sufficiently well matched to the needs of


Appendix 1a Characteristics of an outstanding, good, competent and inadequate teacher

taught sessions learners so inadequate progress is made.High standards of marking and constructive feedback are frequently used and lead to high levels of engagement and interest

Learners’ progress is assessed 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

Learners are informed about the progress they are making and how to improve further through marking and dialogue with staff that is usually timely and encouraging so most learners want to work hard and improve

Poor feedback does not specify how learners can improve or what progress they are making which leads to a lack of motivation

Equality and diversity are integrated fully into the learning experience

Equality and diversity are promoted, although some work is still needed to integrate aspects of diversity and equality into learning fully

The promotion of equality and support for diversity in teaching and learning is satisfactory

Equality and diversity are insufficiently promoted in teaching sessions.

Learners’ behaviour is managed skillfully Learners’ behaviour is well managed Learners’ behaviour is managed satisfactorily. Student behaviour is poorly managedAdvice, guidance and support motivate learners to secure best possible opportunities for success in their learning and progression

Advice, guidance and support provide good opportunities for learners to be motivated & make the connection between learning & successful progression

Advice guidance and support help to motivate learners to succeed in their learning and progress

Poor advice and guidance leads to learners not making the connection between learning and successful progression


Appendix 1b - Professional Standards for Teachers and Trainers in Education and Training (England)

As a professional teacher or trainer you should demonstrate commitment to the following in your professional practice.

Professional values and attributes

Develop your own judgement of what works and does not work in your teaching and training

1 Reflect on what works best in your teaching and learning to meet the diverse needs of learners2 Evaluate and challenge your practice, values and beliefs3 Inspire, motivate and raise aspirations of learners through your enthusiasm and knowledge4 Be creative and innovative in selecting and adapting strategies to help learners to learn5 Value and promote social and cultural diversity, equality of opportunity and inclusion6 Build positive and collaborative relationships with colleagues and learners

Professional knowledge and understanding

Develop deep and critically informed knowledge and understanding in theory and practice

7 Maintain and update knowledge of your subject and/or vocational area 8 Maintain and update your knowledge of educational research to develop evidence-based

practice9 Apply theoretical understanding of effective practice in teaching, learning and assessment

drawing on research and other evidence10 Evaluate your practice with others and assess its impact on learning11 Manage and promote positive learner behaviour12 Understand the teaching and professional role and your responsibilities

Professional skills

Develop your expertise and skills to ensure the best outcomes for learners

13 Motivate and inspire learners to promote achievement and develop their skills to enable progression

14 Plan and deliver effective learning programmes for diverse groups or individuals in a safe and inclusive environment

15 Promote the benefits of technology and support learners in its use16 Address the mathematics and English needs of learners and work creatively to overcome

individual barriers to learning17 Enable learners to share responsibility for their own learning and assessment, setting goals that

stretch and challenge18 Apply appropriate and fair methods of assessment and provide constructive and timely feedback

to support progression and achievement19 Maintain and update your teaching and training expertise and vocational skills through

collaboration with employers20 Contribute to organisational development and quality improvement through collaboration with

others

Full guidance on how to use the standards can be accessed at the link below:


http://www.et-foundation.co.uk/wp-content/uploads/2014/06/ETF-Prof-Standards-Guidance-v3-4Jun2014.pdf

Appendix 2

University of WarwickDiploma and Certificate in Education and Training

Observation Report Form(Completed by tutor or mentor)

Trainee Teacher Date/time

Observer Location

GroupTrainee’s programme and year

Teaching Context

Action points identified in last observation

Target set at last Teaching Progress Review: Outstanding Good Competent

Lesson planning including planning for differentiation, development of English, maths and employability skills (professional standard 12 and 14)

Development of the skills of learners including development of English, maths, ICT and employability skills (professional Standards 9, 13 & 16)




Use of Resources including ILT: include any on-line activity to support independent learning (professional standard 15)

Assessment and checking for understanding including assessing learning that has taken place in the session (professional standards 9 and 18)

Group management and communication skills including strategies to promote positive behaviour (professional standards 6 & 11 )

Learner centredness/learner engagement /learner independence/differentiation (professional standards 3, 4 & 17)

Promotion of equality and diversity issues (professional standard 5)


Summary

Up to 3 agreed key strengths (Professional Standard 1)

Agreed areas for development (Professional Standards 2 , 10 and 20)

Signature of observer Date

Signature of teacher observed Date

Note to the trainee: Please add this observation report with your evaluation of the lesson, the extended lesson plan and your reflection on the whole observation and feedback process to the Teaching File which is part of your PDP.

No observations can take place unless you bring your Teaching File with you for your observer when you are being observed. This is because each observer is looking for the progress you make and seeing your last observation reports will help the observer greatly.


Appendix 3 Record of meetings between subject specialist mentor and trainee.

Date: Signatures:

Discussion

Target agreed and recorded on Action Plan (tick and initial)

Target reviewed and updated on Action Plan (tick and initial)



Appendix 4

Mentoring AgreementWe agree to the following:

Mentor will:

Maintain confidentiality about the discussions held between us Respect the work load of the mentee and not make unfair demands on time Be responsible for arranging, planning and structuring mentoring meetings on a regular

basis Support and guide the mentee in a sensitive and open manner, offering praise and

constructive criticism when required Encourage through ongoing dialogue and active investigation into what constitutes good

teaching Work co-operatively with the mentee to agree appropriate targets Respect the boundaries of the mentoring relationship Work closely with the teacher training Programme Manager in supporting the trainee,

particularly when problems arise.

Mentee will:

Maintain confidentiality about the discussions held between us Respect the work load of the mentor and not make unfair demands on time Attend meetings promptly Prepare for meetings according to the plan agreed at the previous meeting Participate in ongoing dialogue and active investigation into what constitutes good teaching

and learning Be open to feedback given, using it to build skills in self-evaluation and reflection Keep records of all meetings, phone calls and emails in Record of Mentoring document Respect the boundaries of the mentoring relationship

Signed

Mentor …………………………………………………………… Date ……………………………………………

Mentee …………………………………………………………. Date ……………………………………………


Appendix 5University of Warwick ITT Partnership

Mentoring End of Programme Evaluation - Professional Dialogue

This form is to be completed by the mentor/mentee at the end of Year 2 of Teacher Training.

Agreed trainee strengths in delivery of subject pedagogy:

Agreed future areas for development (this might be strategies that the trainee would like to experiment with in the future):

Agreed benefits of mentoring from the perspective of the trainee (you may wish to discuss what has gone well, new teaching strategies adopted linked to subject pedagogy, the impact on practice, opportunities to experiment and try out new resources and ideas etc) :

Agreed benefits of mentoring from the perspective of the mentor (you may wish to discuss what has gone well for you – have you learnt anything from working the trainee that you may wish to adopt in practice e.g. fresh ideas?):

Are there any areas for future consideration for the mentor e.g. anything the mentor might do differently next time?

Name of Trainee: Signature of Trainee:

Name of Mentor: Signature of Mentor

Date:

One copy of this form should be retained by the mentor and mentee and an additional electronic copy should also be emailed to [email protected] within 7 days of the date of the meeting.


mailto:[email protected]

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