Early Years Initial Teacher Training EYITT University of

Early Years Initial Teacher Training (EYITT) University of Brighton: Mentor Training 2018 -2019 WELCOME

Training will cover… • The Graduate Employment Based (GEB) route to Early Years Teacher Status (EYTS) • The Mentoring Model • National Mentor Standards and University Support • The EYITT assessment process • Use of the Pebble. Pad e-portfolio All of the information relating to placements, mentoring processes and trainee assessment can be found in your EYITT Partnership Handbook and online http: //blogs. brighton. ac. uk/mentors/

Early Years Teacher Team at the University of Brighton Eve Lumb Programme Leader E. Lumb@brighton. ac. uk Erica Evans Assistant Programme Leader ee 24@brighton. ac. uk Helen Carter Programme Assistant eyitt@brighton. ac. uk

What is Early Years Initial Teacher Training? • Early Years ITT leads to the award of Early Years Teacher Status (EYTS) • EYTS recognises graduate practitioners who have the skills to lead high quality early years practice. • EYTS is a professional accreditation endorsed by Government for graduate practitioners who can demonstrate competence against a set of professional standards – Teachers’ Standards (Early Years) • Early Years Teacher Status is the only graduate, professional accreditation of its kind in the early years sector

Key Priorities for our EYITT Programme

What is the role of the mentor?

Callan (2006) identifies the following key aspects of the mentor role • Assisting the transmission of knowledge of skills • Guiding the induction and nurturing of practitioners • Linking theoretical models and philosophical approaches to practice • Promoting shared good practice and professional values • Presenting solutions to professional challenges • Enabling the exercise of professional judgement • Focussing on the ability and potential of the practitioner • Enhancing the development of individuals and organisations • Drawing on and developing the research base for the sector

How do you see the relationship between the mentor and mentee?

University of Greenwich Study ‘Mentoring is a learning relationship between two people. It requires trust, commitment and emotional engagement. It involves listening, questioning, challenge and support. It has a timescale. ’ (Garvey, 2007, p. 1)

Agreeing Ways Forward

The Mentoring Model – EYITT

National Mentor Standards • Self-evaluation and audit tool for EYITT mentors based on national standards • Complete at start of mentoring process • Review at end of mentoring process • Share with University Tutors • University support

Graduate Employment Based (GEB) Route – How the Programme Works – Typical trainee: Graduates currently working in the early years sector – Approx. 10 months part-time (September - end of June)

Two Key Elements Setting/School Based Training (SBT) University Based Training (UBT) Monthly Sessions: Fridays Block Sessions: Sept, Jan, March (typically 2 or 3 days) Personal Academic Tutor (PAT) Sessions: group sessions every month. Individual sessions when required and at formal review points. SBT 1 – Your own host setting/school: (compulsory – continues throughout the programme) SBT 2 a – Other setting: (compulsory – x 2 days per week for 8 weeks) W/B: 8/10/18 - 10/12/18 (excluding half-term weeks) SBT 2 b – Other setting: (if needed – X 2 days per week for 8 weeks) W/B: 14/01/19 - 11/03/19 (excluding half-term week) SBT 3 – School KS 1: (compulsory – 14 days total) 25/04/2019 - 15/5/2019

What it looks like across the Programme

At each SBT trainees will work with their mentor and university tutor to ensure progress in meeting the standards.

Age Range Requirement • During the EYITT training year, all trainees must have their practice assessed across the full age range 0 -5. • Previous experience working with a different age range cannot be used as evidence. Babies: 0 -20 months Toddlers: 16 -36 months Young Children: 30 -60 months

Pebble. Pad e-portfolio • Pebble. Pad is the tool that trainees use to develop their eportfolio • The e-portfolio contains: ü Information about the trainee’s qualifications and previous experience ü Information about the progress the trainee is making (i. e. mentor reports, grading from each SBT etc. . ) ü Reflective tasks ü Professional Action Plan for standards ü Evidence gathered for each standard

Pebble. Pad e-portfolio • Trainees will send Mentors and University Tutors a link to their Pebble. Pad e-portfolio workbook. • Mentors and University Tutors must look at the Professional Action Plans and Evidence gathered prior to Progress Reviews (EYA) and Interim (EYB) and Final assessment (EYC) points. • Mentors should look at the e-portfolio prior to weekly/fortnightly mentor meetings in order to support the trainee to think about their action plans and what targets and actions they may need to add or amend.

Professional Action Plan (PAP) • Each Early Years ITT trainee will have a unique PAP – held in their e-portfolio • The PAP identifies targets & actions which support individual trainees to meet the Teachers’ Standards (Early Years) • Trainees are responsible for making effective use of their PAP • PAPs should be updated and amended as trainees reflect on their ability to meet the standards • Trainees will share their PAP with mentors in each of their SBTs

The Role of the SBT Mentor – To support and encourage trainees to reflect on their practice in relation to the Teachers Standards (Early Years) – To observe and assess trainee practice against the Teachers’ Standards (Early Years) – To discuss progress on the Professional Action Plan – To review progress in meeting the standards – Weekly (SBT 2 or 3) or fortnightly (SBT 1) meetings to discuss progress – SBT 2 settings are paid £ 300 to cover costs of mentoring – SBT 1 settings must use part of the £ 7000 financial incentive to cover costs of mentoring Roles and responsibilities of mentors can be found in the Partnership Handbook

Reflective Practice • Early Years Teacher trainees engage in the process of reflection. • They consider their day to day practice in relation to the Teachers’ Standards (Early Years) • They identify developments to practice • Mentors encourage trainees to be reflective How do I promote opportunities for sustained shared thinking? How can I improve partnerships with parents? How do I lead and support other practitioners?

Record of Mentorship Trainees must keep records of all meetings with their mentors, in host placements, alternative age range placements and school based placements. Trainees will use form EYH. This is uploaded onto Pebble. Pad.

The Role of the University Tutor • To agree assessment judgements made by the mentors • To observe practice and offer feedback to trainees • The same University Tutor will visit the trainee throughout the year

The EY ITT Assessment Process This involves: Ø Progress Report (EYA) carried out by SBT mentors and university tutors. Ø Assessment reports (interim EYB and final EYC/EYKS 1) completed by SBT mentors Ø Formative Review - with the university Personal Academic Tutor to review progress in meeting the standards Ø Portfolio of evidence (eportfolio) Ø Final Standards Interview Throughout the year trainees will be reflecting on and demonstrating their ability to meet the 8 Teachers’ Standards (Early Years) across the age ranges; babies, toddlers and young children. Assessment is focussed on the impact that trainees make on children’s learning and progress.

Schedule of Mentor Assessments • 6 assessment points in SBT 1 (3 with the University Tutor) • 4 assessment points in each SBT 2 (1 with the University Tutor) • 2 assessment points in the SBT 3(1 with the University Tutor) Please ensure completed assessment reports are returned to the EYITT Programme Assistant, Helen, by the dates given on page 38 of the Partnership Handbook

SBT Assessments (Partnership Handbook p. 75 -83) Progress Reports (EYA): Written by mentors and university tutors following observations and review of portfolio Interim Reports (EYB): Written by mentors half way through the year within SBT 1 and half way through SBT 2 a/SBT 2 b Final Assessment Reports (EYC): Written by mentors at the end of each SBT Final Assessment Report for Key Stage One Placement (EYKS 1): Written by the mentor at the end of SBT 3

Guidance for Mentors • Guidance to support the Progress Review (Partnership Handbook p. 19 -21) – – – How to observe trainees and consider progress How to use the grading descriptors Suggested schedule for the observation of practice How to feedback to trainees How to complete the Progress Review assessment form EYA • Guidance to support the Interim and Final Reports (Partnership Handbook p. 22 -2) – How to complete the Interim Report EYB – How to complete the Final Report EYC

Assessing Students • During progress reviews and interim and final assessments, mentors will grade trainees in relation to their progress in meeting the standards: 1. Grade One: Trainees who are demonstrating high levels of progress in meeting the standards 2. Grade Two: Trainees who are demonstrating good levels of progress in meeting the standards. 3. Grade Three: Trainees who are deemed as requiring improvement to meet the standards at a good level (will instigate university intervention to ensure progress is made to reach grade 2) 4. Grade Four: Need for Enhanced Support: Trainees who are not making sufficient progress (mentor and/or university tutor must instigate EYD form) • Mentors and University Tutors will use the EYITT grading descriptors to support judgements made in relation to trainee progress.

Children’s Progress When assessing trainees, mentors should focus on the impact that trainees are making on children’s learning and progress. Feedback comments on assessment forms (EYA, EYB, EYC) should go beyond describing what trainees do, and consider how the trainee’s practice is supporting children’s learning. What evidence is there that children are making progress? How are trainees ensuing their actions are impacting on progress?

Assessing Students • The EYITT Programme Assistant, Helen Carter, will forward electronic copies of all assessment forms to mentors • Assessment forms can also be found on the mentor blog: http: //blogs. brighton. ac. uk/mentors/ • Exemplars of completed forms are also on the mentor blog • Assessment forms must be word processed • Mentors to send copies of the assessment forms to Helen Carter by email: eyitt@brighton. ac. uk • A timetable for assessment forms can be found on page 38 of the Partnership Handbook.

Need for Enhanced Support • The ‘Need for Enhanced Support’ process is initiated if a trainee is not making sufficient progress in relation to the Teachers’ Standards (Early Years) or the expectations of the SBT. Concerns about trainee progress can be raised at any stage in the pathway. Concerns can be raised by any SBT mentor. • If a trainee is giving cause for concern and does not appear to be making sufficient progress, the Early Years Initial Teacher Training Course Leader must be informed. The trainee must also be fully informed and the details of Need for Enhanced Support will be clearly set out. • The Need for Enhanced Support must be communicated clearly and formally using the EYD form, which must be signed by the trainee. • A programme for supporting a trainee who has been identified as needing Enhanced Support will be established by the Course Leader and shared with the SBT mentor.

Evidencing the standards • Trainees will gather evidence for each of the supporting statements of the Teachers’ Standards (Early Years). By the end of the year they will aim to have a minimum of one piece of quality evidence per supporting statement. • Evidence will be located within the Pebble. Pad e-portfolio • Trainees will send a link to their Pebble. Pad workbook to SBT Mentors and University Tutors • Mentors should look at evidence gathered to inform progress reports

What is evidence? Examples of evidence might include: • • • Observation and assessment forms from host setting and placements (EYA, EYB, EYC, EYKS 1) Planning Environment plans observations of children (short observations/long observations) extracts from learning journeys assessments of children IEPs Completed two year check Observations of other teachers (particularly for S 3). Minutes from meetings Photos of displays and/or resources (NO photographs of children) Policies written or reviewed by the trainee

EYITT Steering Group • Includes: Mentors, University Tutors, Employers, LA representatives, Trainee rep • Meets three times per year • Helps to inform and shape EYITT provision If you would be interested in joining the steering group please contact Helen Carter for details of the next meeting. We would be pleased to welcome you to the group!

Next Steps • Ensure each SBT Mentor Agreement is signed and uploaded onto Pebble. Pad (Trainee) • Complete EYITT Mentor Skills self- audit and share with University Tutor at first joint Progress Review (Mentor) • Familiarise self with Pi. E handbook (Mentor and Trainee) • Ensure you are able to see Trainee Pebble. Pad portfolio (Trainee and Mentor) • Meet fortnightly in SBT 1 and weekly in SBT 2 to discuss progress with PAP targets (EYH forms) (Mentor and Trainee) • Complete first joint Progress Review with University Tutor (Mentor, Trainee and University Tutor)

Future Mentor Training Dates • Thursday 10 th January 2019 (4 -6 pm) – SBT 1 Mentors • Wednesday 24 th May 2019 (4 -6 pm) – SBT 1 Mentors

“Thank you for supporting our EYITT trainees!”