RBWM SCITT Mentor Meetings 2017 Mentor Training RBWM
RBWM SCITT Mentor Meetings 2017
Mentor Training RBWM SCITT Requirements and Expectations • Session 1 – Thursday 5 th October 4 pm-5 pm National Standards, Programme requirements, observation and feedback • Session 2 – Thursday 16 th November 4 pm-5 pm Needs analysis, training information and course timeline, trainee targets • Session 3 – Thursday 7 th December 4 pm-5 pm Second placement, gathering evidence around the trainee, cause for concern • Session 4 – Thursday 19 th April 4 pm-5 pm To include -gaining QTS, bundles of evidence, work scrutiny, final assessment
National Standards for SCITT Mentors 2016 • A mentor is a suitably-experienced teacher who has formal responsibility to work collaboratively within the ITT partnership to help ensure the trainee receives the highest-quality training. • mentors should have excellent subject knowledge and a clear understanding of what constitutes high-quality teaching in a variety of contexts. • mentors play a central role in encouraging trainees and supporting their development and progress by drawing on a wide range of experiences, strategies and techniques to support trainees in meeting the Teachers’ Standards. • Schools also have a role to play in supporting both mentors and trainees by creating and fostering a positive environment in which mentors and trainees are able to fulfil their professional expectations.
Four separate but related Mentor Standards • Standard 1 - Personal qualities Establish trusting relationships, modelling high standards of practice, and empathising with the challenges a trainee faces. • Standard 2 – Teaching Support trainees to develop their teaching practice in order to set high expectations and to meet the needs of all pupils. • Standard 3 – Professionalism Induct the trainee into professional norms and values, helping them to understand the importance of the role and responsibilities of teachers in society. • Standard 4 – Self-development and working in partnership Continue to develop their own professional knowledge, skills and understanding and invest time in developing a good working relationship within relevant ITT partnerships.
Mentors should use the standards to: • understand what is expected of them and see that it is a manageable role; • enable self-evaluation of practice and help identify areas for further improvement; • support the delivery of the training plan; and • induct trainees into the school and the profession.
All SCITTS should use the Mentor Standards to: • raise the status and recognition of the mentoring role; • bring consistency in mentoring within any agreement made with schools in delivering ITT; • inform the training of mentors and monitoring of their support to trainees; • establish rigorous mentor selection processes; and • enhance the professional development of mentors including developing or identifying training needs.
Programme Requirements • Needs analysis • Termly report • Pupil Development Study • Observation and feedback requirements – proformas etc
Lesson Observation • Before the lesson observation, identify with the trainee a key area/Standard of focus – this will make tracking their progress easier • As well as observing the teaching, spend time observing and (when possible) talking to the learners to see what is working for them and to see if they can explain/link their learning • As well as observing with SCITT tutors, paired observations planned with peers in school can help moderate judgements • If the trainee is willing, videoing a section of the lesson can allow for a two way discussion as you can pause and rewind and the trainee will be able to make their own conclusions making feedback more meaningful
Lesson Feedback • Try to give feedback as soon as possible after the lesson • Time your feedback so the receiver is able to listen and receive it • Before giving feedback think through what you want to say • Ask the trainee for their thoughts and feelings first • Provide positive feedback first • Be specific, giving examples of evidence
• Emphasise those areas which the trainee is able to change. • Explore ideas to collaborate, to find a workable solution. • If appropriate offer suggestions as to how the trainee can change, improve and develop. • Value and respect the trainee when providing constructive feedback – ‘judgementoring’ • Leave the trainee feeling that they have learned something and that it is their choice and responsibility of what to do with their feedback • Always be genuine
Difficult conversations - Scenarios • Work in groups of threes or fours to discuss the scenarios outlined. • How might you tackle the conversation or feedback? • Find 3 solutions to the issue and select a colleague to feedback the scenario and the solutions to the group.
Termly judgements – definition of key terms • Exploring the standard assessment statements – what does exceeding look like?
• Any questions? • Content for session 2? Add to evaluation.
Session 2 16. 11. 17 • Programme requirements – second placement pre obs • Needs analysis • Training schedule –specific weeks e. g. inclusion • Developing trainee targets linked to Standards • Mentor experience so far • Cause for concern
Programme requirements • Second Placement pre obs • Needs analysis
Training Programme • Inclusion week etc
Trainee targets for improvement
Paired talk – sharing experience/issues • Case study – offering support and solutions • Experienced mentor with less experienced
Cause for concern
• Questions? • In session 3?
Session 3 07. 12. 17 • Transfer document • Second placement • Gathering evidence around the trainee • Tracking pupil progress
Transfer document
Second placement
Gathering evidence around the trainee • Support with marking and feedback with focus on range of ability, meeting Teaching Standards and addressing school policy • Marking with mentor to model and analyse process • Trainee to gain greater understanding of pupil progress and tracking to feed into lesson planning and review • 3 student bundles of evidence • Work scrutiny – what is it? Why/when is it done? What do you hope to learn?
Work Scrutiny
• Questions? • For session 4 19 th April?
- Slides: 26