Mentor Training:

The wider mentor role

Chris Dalladay

14 July 2011

3 November 2011

Objectives…

• to develop an awareness of the London Providers’ Framework for mentor training

• to consider aspects related to observing trainee teachers teach and the de-brief session

• to consider aspects and issues related to planning the school-based training programme

suggested reading:

Ellis, V (ed) (2002) “Learning and teaching in secondary schools”; Exeter: Learning Matters Ltd.

Turner, M & Bash, L (1999) “Sharing expertise in Teacher Education”; London: Cassell Education

Carroll, C & Simco, N (2001) “Succeeding as an Induction Tutor”; Exeter: Learning Matters Ltd.

The London Providers’ Framework

Stage 1 (for new mentors): Access Stage

Pre-requisites• QTS and, normally, min. 2 yrs teaching exp.• ability to model effective teaching• good subject knowledge• commitment to PD of new teachers• good interpersonal & communication skills• commitment to inclusion and equal ops.

Programme• min. 6 hours face-to-face training focused on Stage 1 learning outcomes• Stage 1 attendance cert. issued by Provider

The London Providers’ Framework

Stage 1 (for new mentors): Access Stage

Taught element:• Intro. to programme• the tutoring role• the pastoral role• the assessment role

Learning Outcomes:• has an understanding of the requirements of the mentor’s role• achieves stage 1 attendance certificate

Working with Trainees

take responsibility for the school-based component of the training process as agreed by the partnership

co-ordinate and direct the training train, observe, ensure feedback, complete appropriate

paper work and set appropriate targets hold regular (weekly) meetings to discuss progress,

identify strengths and set targets contribute to the formative and summative assessments at

specified stages attend partnership meetings as appropriate and mentor

training sessions liaise with the Professional and Pastoral Tutors

The Mentor Role...

Mentor Qualities...

A mentor must be ‘open’ and honest with themselves and with the Trainee. They must be prepared to:share and examine their own teaching, their strengths and less successful episodes articulate their professional knowledge and skills be open minded when challenged by different views recognise and promote alternative approaches that they

might not use themselves but which would be successful for others

be constructive when being critical demonstrate aspects of teaching to Trainees work alongside a Trainee as a partner and collaborator in

the classroom be praising of success and understanding of a novice’s

mistakes source: Oxford Brookes University / OU

Lesson observation

• be prepared in terms of both the purposes of the observation

and the context of the lesson for the trainee and the pupils

• be aware of the effect you may have as an observer

• remember classrooms are complex environments and no one

can observe everything

• think about where you will sit and how you will act

• beware of your own prejudices and of making snap

judgements

Carroll, C. & Simco, N. (2001) ‘Succeeding as an Induction Tutor’; Exeter: Learning Matters

Lesson observation

Before

some time before:

agree content and objectives

agree particular strategies / approaches

consider aspects of differentiation

immediately before:

agree focus for observation

view worksheets, etc.

discuss any particular points

Lesson observation

During

• try to observe the whole lesson

• be positive but also honest (and tactful!)

• use the Standards as a basis for notes

• identify any Standards met

• consider any active role you might take in the lesson

• make notes and keep a copy

Lesson observation

After (the de-brief)

• try not to cover too many points

• make sure comments are balanced

• avoid global statements of praise (or criticism!)

• refer to Profiles and Standards wherever possible

• set clear targets for the future

• work with the trainee, not on him/her

Lesson observation

Co-analysis of practice

Key points:Key points: co-analysis of practice supports the professional co-analysis of practice supports the professional development of student teachers through:development of student teachers through:

helping the student teacher to analyse their own practice, including both those areas where good progress has been achieved and those where further development is needed

providing constructive feedback on the areas where the student teacher is making progress and those which need further development

exploring values and views about teaching and learning helping the student teacher to carry out action planning providing formative assessment of the student teacher helping the student teacher as they carry out self-assessment

source: The Open University ©

Use at least two visual sources/resources in your lesson with 8X on Friday (Q25, 14)

Increase the pace of lessons (Q10)

(etc.)

• observe mentor teach similar lesson to 8Y on Wed.

• explore “Google Earth” and “You Tube”; look through visual resources in stock cupboard.

Plan lesson with indicative timings of activities then discuss these at mentor meeting.

Don’t talk over the students. Insist on quiet and get it. (Q10, 31)

Use students as teachers to develop independent learning (Q25, 31)

(etc.)

• observe mentor teach 8Y on Wed. and note management stratgies in use. Discuss at mentor meeting

joint planning of the next lesson during Thurs. lunch

Sharing practice

to be effective in sharing practice, mentors to be effective in sharing practice, mentors need to:need to:

source: The Open University ©

be open about their own competences and areas which

need further development

be prepared to explore in detail the thinking behind their

actions in the classroom

move the student teacher from simple to more complex

analysis of teaching and learning.

Training Activities might include:

• observations of experienced teachers• shadowing of pupils and/or colleagues (eg. TA)• participation in joint planning / assessment moderation• team teaching / teaching parts of lessons• investigating resources• pairing of teachers for informal support• visits to other schools and sites• school-based training (eg. INSET, Professional Studies)• external conferences, seminars, workshops and training

courses• active research / reading / studying

Training Activities will be informed by:

• Subject-based Training Plans (SBTP) from UEL

• Lesson observation feedback and targets

• lessons observed by the trainee

• professional studies programmes

• anything else which has arisen

and outlined in…

• Weekly Training Plan (WTP) – every week

• ensure the Standards for QTS are referenced

Professional Studies (PCMs)

Possible topics might include:

• Teachers’ Professional Duties

• Policy & Equal Opportunities*

• SEN*, EAL, G&T, Inclusion

• Reporting

• Working with professional agencies

• Monitoring and Assessment*

• Support staff

• Behaviour management/Referral processes

• Every Child Matters* / Safeguarding*

* materials available through London Providers

SMART Targets

Example Target…

“to consider strategies for managing behaviour in the classroom (Q31)”

Example Training Activity…

“observe Mr… on Tuesday and make notes on the management strategies employed and their success.”

http://uelsecondary.pbworks.com

http://www.londonmentors.net New resources for Professional Studies are available from London Providers:•Assessment•SEN•Equity•Safeguarding•ECM•Partnership•Mentoring