welcome to derby! whole programme updates ofsted validation exploring the teachers’ standards...
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Welcome to Derby!
Whole programme updates Ofsted Validation
Exploring the Teachers’ Standards (Early Years)
How to be an effective mentor – input and sharing good practice
Assessment requirements
Feedback
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The EYTS Team
Debrah Turner Programme Leader [email protected]
Jenny Boldrin Senior [email protected]
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The EYTS Team
Fiona Shelton Deputy Head of Department: Head of Initial Teacher Education [email protected]
Louise Harvey Senior Administrator [email protected]
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Meet the Team
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Sue Wilcockson
Hi, I am Sue Wilcockson. I have been in early years for just over 20 years. I owned a village pre-school playgroup for 15 years working with children from 2-5 years. I achieved Early Years Professional Status in 2006 having completed the pilot scheme and gained a Masters degree in Early Years Education in 2013. I have been working on the Early Years Teacher programme with Derby University since 2007 and have been involved in all aspects of this programme. In 2013 I began work as a freelance Early Years Ofsted Inspector - a challenging but rewarding role!
Lucy Marshall
Hi, I’m Lucy Marshall. Since completing my degree in Early Childhood Studies in 2008 and developing my practice in varied roles within Early Years Settings, I have been involved in supporting childcare professionals to develop skills and knowledge in using the environment and children’s interests to enhance children’s learning opportunities from birth to five. Obtaining Early Years Professional Status in 2013, has enabled me to provide enhanced opportunities for staff to undertake training both theory and practice to build their knowledge in better supporting the learning and development of children in their Early Years.
Meet the Team
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Sarah Cadle
Hi, my name is Sarah Cadle and I have worked in early years for 20 years. I begun working for a group of PVI settings developing my role from management to senior management. Since 2010 I have been working as an Early Intervention Coordinator for Derby City Children’s Centres. I gained my Early Years Professional Status in 2008 and love being part of the team at Derby University.
Christine Doubtfire
I managed the Early Years team at West Nottinghamshire College, was a primary school governor and also worked for 7 years managing the ‘before and after’ school club at my children’s school. I gave up my career in FE to join my husband in developing the nursery in December 2010 and we opened a new nursery in 2013. To support my transition to early years I have completed a Masters Degree in Early Years Education and the Early Years Professional Status. In my role at the nurseries, I enjoy my 1:1s with the pre-school children and working with the staff team to continually develop and improve what we do.
Ice Breaker
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Programme Updates - Fiona Shelton - Deputy Head of Department: Head of Initial Teacher Education Ofsted Validation
Early Childhood Studies with Early Years Teacher Status Post Graduate Certificate in Early Years with Early Years Teacher Status
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A moment in time…
EYTS Programme as a whole Theory covered Professionalism Assessment and Progression
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The Teachers’ Standards (Early Years)
Reflect on the Standards you have been given and consider what they might look like within your setting/school. Further consider what opportunities the trainee would have to demonstrate the standard within their practice and leadership.
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S3 – Demonstrate good knowledge of early learning and the EYFS
S6 – Make accurate and productive use of assessment
S8 – Fulfil wider professional responsibilities
Grading, quality and consistency – A partnership approach
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The Trainee
The University Assessment Mentor
The Placement/Setting
MentorThe Academic
Mentor
Case Study – Ofsted grading criteria and target setting
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THE ROLE OF THE MENTOR Welcome back…..
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Activity
What words come to mind when you think about your role as a mentor and the qualities you feel it takes to be an effective mentor? Work together to write words on the flip chart paper.
Can you identify any particular words which might present challenges or work in opposition to one another?
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FriendMotivator
Therapist!CoachConflict
manager
Role model
TrainerAssessorChallenger
Guide
Listener
Expectations for Mentors: who were your mentors?
Time – With great power comes great responsibility!! Empathy – Remember your first years in the profession A commitment to continuous improvement – modelling a mind-set Positivity – Tigger or Eyeore
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Supporting your trainee’s progress…. Effective feedback
Choose an appropriate time and place to have a constructive discussion Be sensitive to your trainee’s situation – she/he is likely to be nervous/anxious Begin by asking the trainee to comment on his/her performance Make sure feedback is clear and specific Deal with positive aspects of performance first Handle negative aspects by posing questions to the trainee, e.g. ‘How might
you have done that differently?’ Focus on key issues only Try to begin statements about performance with I, e.g. ‘I notice you were not
able to do that …’ rather than ‘you couldn’t do that could you?’ Make sure the feedback doesn’t categorise the person but refers directly to the
activity, e.g. ‘we made need to work on presentation skills’ rather than ‘you’ve got problems with your written work’
Try not to become defensive if the trainee criticises you.
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Managing traits
What impact would your traits have in a coaching/mentoring situation?
Personality Traits
Learning Styles
How will you manage your traits in a coaching/mentoring situation?
How would you coach a ‘Be perfect’ and a ‘Hurry up’?
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Setting short term goals
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Be specific – What results are expected out of the session? What needs to be done?
Be measurable – How will you know the goal has been met? Be action oriented – In what way will the goal be carried out? Be Realistic – Is the goal achievable? Time frame – When is it to be achieved?
What aspects of mentoring need to be considered for this to be successful?
Develop a questionnaire you can introduce at next Thursday’s staff meeting which addresses the staff’s perception of outdoor play in the setting.
Ask the staff their thoughts on outdoor play.
Now have a go!
Think of a goal you would like to achieve in the future:I would like to learn how to sew.
Now write down the steps you would need to achieve it:Find local sewing classes and book on.Save up to buy a sewing machine.Create space at home to set up a sewing area.
Now write down what your first step would be and write it as a SMART target:Use time on Thursday evening to research sewing classes on line and send an enquiry e
mail.
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Pause for thought…
What impact does the mentor have on the trainee’s placement experience?
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Typical trainee comments for placements rated less than good The mentor did not understand what was expected The mentor did not spend time with me and seemed very pressured The mentor told me on the first day that she did not want me A job share situation made communication difficult Feedback focused exclusively on the negative The mentor would not award good or outstanding grades even though I had
achieved the criteria because he felt that a student teacher couldn’t be ‘good’ yet
The mentor did not use the university criteria There was no space to learn from failure There was no space to be creative There were no or very few opportunities for feedback from people other than
the mentor.
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Typical trainee comments for placements rated as good or better
I felt like a welcome and included member of the teaching team I felt valued The mentoring style balanced strong support with freedom to learn
from mistakes, to experiment and to be creative Feedback was clear and fair with manageable targets Strengths as well as weaknesses were noted in feedback The mentor had time for me and knew what was expected I gained support and useful feedback from colleagues in addition to
my mentor I was graded fairly with reference to university criteria
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Feedback to placements by trainees 2 stars and a wish
I have built up good relationships with the children and staff in the baby room, working as part of the team. Children have now got to know me and will happily play / take part in different activities with me. I have felt supported by staff in being able to carry out the activities which I have needed to in the baby room. I also feel that the management have supported me in different pieces of work which I have done within the setting, such as things surrounding safeguarding, analysing accident forms and reviewing policies.
I feel it would be great if I could become a key person for a child in the toddler room, be able to track their progress and plan for their next steps. I also hope to take part in a two year progress check for a child in the toddler room.
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Early Years Teacher Status Placement Web Page
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USERNAME: earlyyears
PASSWORD: ear1years05
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Next steps in the mentoring process
Completing the End of Phase assessment for Phase 2 – E mail to [email protected] by Friday 20th March 2015.
Ongoing support for your trainee during final assessment phase.
Final observation of practice in partnership with your trainee’s UAM.
Summative assessment at the end of phase 3 to be completed and e mailed to [email protected] by 26th June 2015.
Any Questions?
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Keep in touch…
Professional Development Network
Conference – Saturday 4th July
Twitter – Follow us @DerbyUniEYTS
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Thank You!
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