EYITT Mentor University of Gloucestershire Wednesday 9 th September 2015 Cathie Clarke Updated 16/09/15

Priorities for 2015/2016 A shared understanding of EYITT and a shared vision and commitment to excellence High-quality and consistent mentoring support for every Trainee Confident and well-supported mentors

Key activities Liaising with the University Personal Tutors October 2015 Joint observation of practice/progress review February 2016 Joint observation and grading/progress review May 2016 Joint observation and grading/progress review June/July 2016 Joint observation (final assessment visit) The University will provide the template for recording observations via the EYITT online resource bank (elearn).

Key activities Professional development activities / other University meetings relevant to mentor role Termly mentor meetings Saturday 10 th October - Initial EYITT mentor training event Involvement in the moderation of portfolios Opportunities to attend some EYITT sessions at the University Discount on fee for Postgraduate Certificate in Mentoring and Coaching

Key activities - Observations Observing the Trainee’s practice and providing constructive verbal and written feedback in relation to the Teachers’ Standards (Early Years) * Reviewing and recording progress to previously set targets Agreeing new targets and actions Mentors are required to carry out observations on at least six occasions. This includes the joint observations with the Personal Tutor) * The University will provide the template for recording observations via the online resource bank.

Key activities – Providing mentoring meetings Evaluate progress against the Teachers’ Standards (Early Years) Assist the Trainee to set targets Act as a listening ear / sounding board / critical friend Conduct professional discussions, e.g. to provide evidence for safeguarding * Notes: There should be at least 10 formal mentoring meetings, for example, where the Mentor is based in the setting and there is informal contact between meetings. Where the Mentor is not based in the setting, meetings should take place at least fortnightly, mainly face to face but some may also take place by phone. Personal Tutors will carry out reviews of initial training needs analysis with Trainees during September. Trainees are responsible for recording mentoring meetings within their PDP. * The University will provide the template for recording professional discussions via the online resource bank.

Other responsibilities - 1 Demonstrating and modelling good practice in their own teaching / leadership and consultations / meetings Co-ordinating the contribution of other staff where appropriate Involving Trainee in whole school / setting activities Providing Trainee with opportunities to lead and support practice

Other responsibilities - 2 Providing opportunities for Trainee to develop their subject and pedagogical knowledge in the different age groups Preparing Trainee to teach and lead across the different age groups in the EYFS and develop their knowledge of the Key Stages Supporting Trainee to plan for and assess children Monitoring Trainee to ensure they have appropriate expectations of the children

Between now and the EYITT mentor training Use the time to: Become familiar with the 8 Teachers’ Standards (Early Years) and the 38 underpinning statements Discuss the Trainee’s training needs analysis and what they consider to be their strengths and their priorities for action Read through the Mentor Information Handbook Note down any questions you have about your mentoring role to bring to the training You might also: Carry out a short observation of the Trainee’s practice using the Teachers’ Standards and underpinning statements

Contacts UoG EYITT mentor support Cathie Clarke Mobile: / Naomi Murray UoG EYITT course contacts: Sian Wyman Course Lead EYITT and Senior Lecturer Early Years Lorna Meredith Course Administrator, EYITT Tel: /