UNIVERSITY OF HUDDERSFIELD

SUPPORTING PRE-SERVICE TRAINEES ON PLACEMENT

LIZ DIXON

Pre-service Mentor Training 2013-14

Overview of the session

Introductions Provide an outline of the Pre-service course Discuss requirements for a trainee placement

General issues Teaching practice Role of the mentor Observations and assessment Documentation

The voices of trainees Case studies and questions

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The Pre-service team

Head of department : Dr Roy Fisher Course Leader : Dr Martyn Walker Personal Tutors

Gwyneth Allatt Liz Dixon Judith Kidder John McNichol / Sarah Williamson Alison Ryan

Admin support – Geraldine Allport and Linda Bedford

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Information about the Pre-service course The Pre-service course is a one year, full time course

in initial teacher training at the University of Huddersfield, leading to the award of Post-Graduate Certificate in Education (PGCE) Professional Graduate Certificate in Education (PGCE) Certificate in Education (Cert Ed) for Lifelong Learning Post Graduate Diploma in Education (PGDip)

Different routes to the award depend on the level of study of the modules undertaken on the course (level 4-7).

Information about the Pre-service course

Due to the changes over the last few years in the Lifelong Learning Sector, it is now a requirement for teachers across the sector to have a teaching qualification. As part of the qualification it is also a requirement that each trainee have a subject specialist mentor.

The course maintains a Mentor database which is used to support our mentors, send them information and comply with the requirements for Ofsted.

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Our trainees

Typically are well-qualified in their specialist subject area

Often have relevant experience of working in their specialist field

Usually have limited experience of teaching

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Our expectations of trainees Show a professional attitude Develop their awareness and understanding of the working practices

of the organisation and of the teachers with whom they work Participate in an active teaching role Fulfil the other duties and responsibilities associated with their

teaching role Seek out and be receptive to feedback and support from their

mentor and other specialist staff Prepare, maintain and evaluate schemes of work, lesson plans and

assessment records for all of their teaching Demonstrate a commitment to reflect, evaluate and develop their

own performance.

Aims of the teaching practice placement

Provides the opportunity for trainees to achieve many of the outcomes for the course

Acquire guided experience in teaching their own specialism Develop professional skills and techniques associated with

the teaching role. Develop expertise in performing the teacher's role both in

the classroom and the wider context Acquire personal experience of the structure, organisation

and work of the placement. Involve themselves in effective working relationships with

staff in the placement.

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Role of the mentor (1)

The mentor would normally be: a suitably qualified and experienced teacher who

understands the requirements of teaching/training in the subject area

a critical friend in the trainee's placement who is able to provide advice, guidance and constructive feedback

available to meet the trainee regularly to discuss their progress and development needs

Role of the mentor (2)

The mentor can assist the trainee in the following areas: Induction within the specialist department Planning and Curriculum:

Supervise trainee’s planning at the lesson and course level. Provide access to module/unit specifications and resources

Teaching observations: including constructive feedback, especially relating to subject

specialist pedagogy. Progress reviews:

Development of the trainee’s teaching and their general progress in the placement .

The extent to which the trainee is working towards the grading criteria.

Support and identification of any problems and where appropriate, liaison with the trainee’s personal tutor

Liaison with University – completing relevant documentation and contact with University tutors / admin team

Teaching practice modules

Trainees complete 4 modules in total on the course 2 of these modules relate directly to their teaching

practice Personal and Professional Development (DFD7130 / DMD7130)

November – February, 2/3 days a week Teaching a Specialist Subject (DID 7230 / DHD7230 / DMD7230)

February – April, full time 6 week block placement

Standard requirements for assessment of teaching practice A minimum of 100 hours of teaching practice

50 hours for each module 8 teaching observations

4 observations for each module A teaching file

Evidence of planning, resources and reflection relating to teaching in each of the two teaching practice modules

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Placement overview

Early in the placement: Trainees settle in and familiarise themselves with key

people, places and procedures in the placement (department and the wider institution).

Induction – including relevant health and safety issues Trainees have an Induction Checklist which they need to

complete. It will help trainees to settle in if they could be allocated a

space where they can work / leave belongings. Trainees have a first meeting with their named mentor Trainees shadow and observe staff to help them to see a

range of different student groups, courses and approaches to teaching and learning.

Trainees agree a timetable with their mentor/ a manager.

Teaching practice

Teaching hours can include teaching whole classes, team teaching, small groups and one to one

Where possible trainees should be phased in, taking on increasing responsibility for planning and delivery

Experience of a range of groups, courses, settings Opportunities to observe other teachers

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Timetable

Agree with individual trainees Block 1 – attend part-time November - February Trainees are available for placement 3 days

Monday / Thursday / Friday Wednesday / Thursday / Friday Days will depend on their University timetable Typically 6-8 hours teaching over two or three days.

Block 2 – full-time Feb – Easter (6 weeks) Typically 10-12 hours teaching per week.

Teaching file for each module

The trainee’s file should include:An on-going log of teaching hoursTeaching observation reportsRecords of discussions with mentors, including subject specialist issuesFull documentation evidencing lessons which the trainee has planned and taughtPersonal Development Plan records Placement report form completed by the mentor

First phase of teaching practice

Personal and Professional Development 2 or 3 days attendance at placement (negotiated) Minimum of 50 hours teaching A minimum of 4 satisfactory observations Generic and subject specialist observations Typically carried out by:

1 subject specialist (usually the mentor) 2 generic (teacher trainers or specialists in the department) 1 university tutor

Completed by mid February

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Teaching practice block 1

During this phase the trainee should shadow and observe teaching and, as appropriate, take on increasing responsibility for preparing and delivering part or all of a session. For this module, the trainee needs to complete :50 hours teaching practice – this can include team teaching, small groups, one to one and whole classesReceive 4 satisfactory teaching observations with written feedback.Trainees should be completing a log of all their teaching hours and building a teaching file. This file should include relevant schemes of work, lesson plans, resources, records of student assessment and feedback and trainees’ reflections on their teaching.Trainees should have discussions with their mentors and any other staff they are working with. Discussions could focus on:

their lesson planning the content of their teaching files observations and action planning progress and how they are working towards grading criteria Form PDP6 should be completed and signed as a record of discussions.

Second phase of teaching practice

Teaching a Specialist Subject 6 weeks full time attendance at placement 75 hours teaching A minimum of 4 satisfactory observations Generic and subject specialist observations Typically carried out by

1 subject specialist (usually the mentor) 2 generic (teacher trainers or specialists in the department) 1 university tutor

Completed by Easter May extend beyond 6 weeks to complete hours

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Teaching practice: 6 week full time block In this second part of their teaching practice the

trainees should be developing their range of experience of teaching and their understanding of the wider teacher role.

Trainees should be encouraged to observe other staff. They should also, where possible, attend relevant meetings and events in the department and the wider institution.

Trainees will be expected to focus on particular aspects of their teaching to improve their skills and extend their use of more advanced techniques.

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Teaching practice 6 week full time block

The trainee should be continuing to log all teaching hours and building a second teaching file which includes observations, relevant schemes of work, lesson plans, resources, records of student assessment and the trainee’s reflections on his/her teaching.

This file should demonstrate the trainee’s increasing engagement with more varied and challenging teaching situations.

Trainees need to continue to discuss their teaching, planning and the content of their teaching files regularly with their mentors and any other staff they are working with. They should also discuss observations and action planning,

general progress and how they are working towards grading criteria

Observations of trainees

Observations and feedback should be constructive and developmental and take account of the stage the trainee has reached in their training

Joint observations – with University tutors, other mentors, teacher trainers

Individual observations are not graded Assessment of trainees does include a grade which is indicative of

progress and achievement for that particular module Grades are determined through a trainee’s self assessment and

their University personal tutor. Mentor feedback given to the trainees will be an important consideration in that process.

Additional assessment and projects

During the course trainees may be required to complete a range of different assignment tasks relating to teaching and learning

Projects might include : Assessment projects Curriculum development Creativity/ Innovation projects

Where projects link to placement, it is often helpful if trainees are able to discuss their ideas and work in progress with their mentor

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Examples of projects trainees might undertake Curriculum development

Schemes of work Development of new modules / units Resource development to support a module

Creativity / Innovation Use of technology to support teaching and learning Resource packs Displays of student work Materials for college intranets / VLEs Use of games Resources for interactive whiteboards

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In addition trainees should be encouraged to ……..

Become involved with the department Discuss their progress with their mentor Identify points for development following observations Attend events such as course team meetings, staff

development as appropriate

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Documentation : Placement Report Form

This form is designed for you, and other staff in the department, to provide feedback and comments on the trainee’s overall progress and development during their placement.

The form should be completed once towards the end of block 1 of the teaching practice and again on completion of the placement. Trainees are required to return the completed forms to their personal tutor.

The comments on the form can provide trainees with some of the evidence required for their grading.

Documentation: Personal Development Plan (PDP)

Trainees keep a record of their progress and development within their PDP. Of particular note for mentors:

PDP2 – log of teaching hours and other placement activities. Should be countersigned by trainee’s mentor

PDP6 – record of meetings with mentors PDP7 – grading documentation

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Grading process

Trainees self-assess and agree a grade with their personal tutor, documented in PDP 7

Mentors can play a significant part in the process Includes grading criteria used by Ofsted to grade

trainee teachers 4 areas within the grading:

Trainee’s personal characteristics as a trainee teacher The quality of the trainee’s practical teaching The quality of the trainee’s teaching files The quality of trainee’s explanations, as demonstrated for

example in observation documentation, teaching files and reflective journal

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Summary of the mentor role Providing opportunities for the trainee to learn more about the setting and organisation Acting as a gateway to other people and sources of knowledge in the institution Helping the trainee to evaluate their own teaching in relation to increasing their insight into

the wider role of the teacher Challenging the trainee to face up to opportunities and problems and to recognise personal

strengths and weaknesses Discussing with the trainee strategies and issues appropriate to maintaining and managing

an effective learning environment relevant to their particular subject or discipline Observing the trainee teach and using this as a basis for providing constructive feedback, so

facilitating the development of their teaching effectiveness Enabling the trainee, when appropriate opportunities arise, to broaden their outlook and

experience e.g. attend certain meetings, observe more experienced colleagues, become involved in projects and other developments

Encouraging the trainee and helping them to develop the skills necessary to evaluate their own performance in the teaching role and to explore the resultant issues

Providing the challenge for the trainee to take the next step in their professional development and growth

OFSTED Inspections of Initial Teacher Training Short notice inspections Significant focus on mentors and trainees in

placements Visits and observations Talking to mentors and trainees Progress and attainment of trainees Documentation Quality assurance Partnerships with the University

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Open access for mentors and other staff who support our trainees is available online: http://consortium.hud.ac.uk/

Documentation and resources31

The voice of the trainees32

Case studies

Consider some of the given case studies What issues do they raise for you in your role as

mentors?

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Questions ?34

And finally ....

Please ensure you maintain close links with the University.

Make known any concerns you have about a trainee. Let us know of any changes during the placement –

mentor, contact details etc Joint observations, especially new providers /

mentors Thank you for attending and for the ways in which

you support our trainees.

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