Mentor Training Friday 30th September 2016 Mentor training has been updated this year to address the new national standards for mentors.

Agenda Session 1 – Role of the mentor and the new mentor standards Session 2 – Administration and support Session 3 – Target setting and challenge Session 4 – Giving effective feedback and having challenging conversations, PS and QA Four sessions, of an hour each, to cover the administration and paperwork, highlight the new mentor standards, consider the main parts of the role and the timeline for completion as well as giving experienced mentors a platform to share good practice more widely. It is important that you collect examples of good practice from across the partnership and share these with the SEG team.

Key Improvement Priorities 2016-17 Mentoring quality and consistency Our KIPs Key Improvement Priorities 2016-17 Mentoring quality and consistency Addressing the needs of all learners Cross-phase experiences Resilience Mentoring quality and consistency – should be addressed through this training and through the QA processes, outlined at the end of Session 4. KPI 2 and 3 should be addressed through assessing against the Teachers’ Standards, particularly TS5 and through primary visits during SBT 2. Resilience is discussed briefly during Session 4 and links to the Ofsted teacher workload recommendations, also published on the Wiki. 22/02/2018

The role of the mentor Working with the new mentor standards Session 1 The role of the mentor Working with the new mentor standards

The Subject Mentor ‘The Subject Mentor has without a doubt the most important influence upon the development of the trainee teacher.’ We understand the pivotal role played by the mentor in training teachers. Highlight the 4 days in school, 1 day in University most weeks. We are here to support you in training our trainees. New national standards also aim to raise the profile of mentoring in schools, as well as achieving greater consistency and build a culture of coaching and mentoring – all covered in Session 1.

Sort the cards into whichever categories you think they best fit. The role of the mentor Sort the cards into whichever categories you think they best fit. Sort the role cards into categories of choice and discuss the complex nature of the role. Feedback main points raised by each group. 22/02/2018

The brilliant mentor is… approachable, flexible and committed fascinated by teaching and learning an expert open to new ideas reflective explicit about what they do a problem-solver realistic but not cynical creative well organised emotionally intelligent a good collaborator This list is from Trevor Wright’s book ‘How to be a brilliant mentor’ and is available to mentors via their trainee. It is recommended reading for mentors.

(love, despair, hate, fear, terror, elation…) A complex relationship Relationships Emotional (love, despair, hate, fear, terror, elation…) A complex relationship (but asymmetrical) Talk about the asymmetrical relationship – mentors are there to help and support, but also to grade and make judgements. If you wish/have time – share a couple of examples from Chapter 10 of Trevor Wright’s book – quotes from trainees about their mentors. For example “from the first day, you made me feel like an asset, rather than a liability”, “I do feel that a graduated introduction to some of the more challenging classes at the start of my placement would have been less harrowing” and “most importantly, you always forced me to focus on the positives in my lessons”.

Mentor, coach or counsellor? There is a National Framework of Mentoring and Coaching (DfES, 2005) Mentoring and coaching can be considered part of a triangle of support Mentoring = putting in Coaching = drawing out Counselling = acknowledging Info only.

Balancing the role of mentor When might you need to Mentor? Coach? Counsel? Ask the groups to consider this question and take some feedback.

Coaching Mentoring Core skills Expert Not expert Building rapport Guides Advises Listening for meaning Assesses No formal assessment Questioning for understanding How would this model fit with the timeline October-January and across the whole PGCE year? Non directive strategies (pull) Directive (push) Trainee generates solutions Directive Facilitative

The helping relationship continuum Push----------Pull Directive-----------Non-directive Diagnostic listening-------------Active listening Info only.

Where do you sit on the continuum? Think Where do you sit on the continuum? How will you support the trainee as mentor/coach during their SBT placement? Consider the questions. Where is your natural point on the continuum? What changes may you have to make to youur own behaviour in order to best support trainees?

The Brilliant Mentor! This is how trainees see you. Refer back to some of Trevor Wright’s examples if you wish. Which one are you?

National mentor standards What are these? Why are they useful? Mention the mentor standards, published July 2016. I have mapped the new standards to our training and documentation and will send a separate document, which may be easier to refer to. For a v quick overview you should say that the standards cover 4 key areas: personal qualities, teaching, professionalism and self-development & working in partnership. They are clear in the mentor handbook (referred to in Session 2 in much more detail). 22/02/2018

Administration and support Session 2 Administration and support

Trainees use the ATS form to track their progress Teachers’ Standards Trainees need to meet and exceed the Teachers’ Standards by the end of the course Trainees use the ATS form to track their progress Mentors grade against the 8 Teachers’ Standards at each assessment point Mentors comment on personal and professional conduct Mention Part 1 and Part 2 of the Teachers’ Standards. We are assuming familiarity with these – but signpost mentors to the Wiki for a copy, if they are not. Introduce the ATS form as the main document used by trainees – we will come back to this. Distinguish grading against TS1-8 Part 1 of the TS and commenting on Part 2 of the TS in separate sections of the ATS form. Made clear in the mentor handbook too.

The year calendar The PGCE year Overview of key dates. Highlight the SBR deadlines in SBT 1, as well as the first ATS Review point on 18th January 2017.

Where are the pressure points? What happens on Monday? SBT 1 Timeline Where are the pressure points? What happens on Monday? When do you assess? What needs to happen each week? Can they answer these questions? They may ask questions about the timetable and what needs to be included. Refer to the timetable calculator in the mentor handbook. They may ask further questions, which you can either answer, park for later or get back to them. Remind them that they have a handbook, access to support and that everything is on the Wiki.

To help you… Go through the main parts of the document. Attendance requirements – page 4 Key dates – page 5 Key paperwork – page 6 Mentor responsibilities – page 7 Needs analysis – page 8 (we refer to this later in Session 4) Dealing with challenging circumstances – page 9 (referred to in Session 4) PS – page 11 (referred to in Session 4) If things go wrong – PSPs and CfCs – page 11 Appendices and weekly guidance – pages 13-84

Website Front page looks like this. Highlight mentor tab and handbooks, as well as subject pages.

Documentation and support Middlesex Secondary Partnership Explore the Wiki and highlight key places to find information.

The ATS form The ATS form. Highlight key review dates on the first page. Say that trainees should share their ATS form with you on their induction visit to the school. Tell them that the initial parts of the form and starting point gradings will already have been completed.

ATS entry profile Explain briefly what we ask them to do during induction and that trainees will have initial targets already. Target-setting will be covered in detail in Session 3.

Trainee self assessment: evidence and claims Talk about evidencing the Teachers’ Standards and explain that we ask trainees to update this form regularly (weekly? – that’s what I tell mine). Refer in particular to TS3 – talk about the subject knowledge audit and the need to review this regularly. 22/02/2018

ATS review points and grading This part will have been completed during induction, quite likely to be 8 ‘W’s for most trainees. (Yellow arrow) This part will be completed by mentors at the first review point in January (Red arrow)

Assessment of personal and professional conduct (Part 2) This part (Blue arrow) needs to be completed by mentors at the first review point and should ONLY refer to Part 2 of the standards, personal and professional conduct. Tell them that we often use these comments on references. This part (Purple arrow) is where future targets are set. Explain that we use these during returns week as the basis for the Progress Review.

The ATS level descriptors ATS level descriptors. To help with target setting (this is covered in depth in Session 3).

The impact of teaching on pupil progress TS 2 – impact on pupil progress (we will return to this in Session 4) TS7 – significant changes based on the behaviour management working group report published in July. 22/02/2018

Lesson observations One formal lesson observation per week should be completed, using the Middlesex form. Refer to the Teachers’ Standards when giving feedback. Link feedback to pupil progress (more on this in Session 4). The ATS level descriptors document are a great tool to use for this as key statements can be highlighted in the observation feedback, making it very clear where the trainee is at and at which grade they are working. Link feedback to weekly targets where possible. Informal feedback is fine – we encourage trainees to keep a book for informal and additional feedback.

Lesson plans and evaluations Trainees should evaluate their own lessons WWW/EBI, together with the pupil progress – this links to the lesson plan, where they plan assessment opportunities. Talk about the new class context sheet and how we expect it to be used. Trainees should reflect on their lesson and this should form the basis of the weekly meeting discussion. 22/02/2018

Weekly mentor meetings A timetabled meeting, once a week. WMM guidance given in the mentor handbook – refer to key points if you wish Reflect – review – sett new targets (Session 3) Tell them that they must complete the sections at the bottom of the form and tick one of the boxes. If trainees are not making progress – start a PSP at the bottom of the form the first time this happens. Guidance is in the mentor handbook.

Attendance To be signed each week. 100% attendance a requirement of the course.

Expected progress The yellow arrow shows minimum expected progress for SBT 1. 22/02/2018

Cause for concern Guidance on CfC in the mentor handbook. They contact us if any problems materialise.

Session 3 Setting development targets – new mentors Sharing good practice – experienced mentors

School Direct Mentor Training Supporting trainees by setting sharp and effective targets using the ATS Level Descriptors Tremaine to cover this session with his SD trainees.

Trainees guided towards ‘Grade 1’ Using the ATS Levels Lesson observations, setting targets, & moderating progress. Trainees guided towards ‘Grade 1’ Target setting and progress.

Claims, and using the ATS Levels language Place these words on the spectrum Grade 3 Grade 2 Grade 1 very effectively understand appropriately confidently effectively good aware highly maintain deliberately seek recognise rapidly

Claims, and Using the ATS language Grade 3 Grade 2 Grade 1 aware rapidly effectively appropriately very effectively maintain understand confidently good recognise highly deliberately seek

Setting set sharp and effective termly, and weekly targets Written targets Related to the Teaching Standards Using the ATS Level descriptors Allow you to set relevant tasks/strategies

Setting set sharp and effective termly, and weekly targets Strategies & Tasks Should be SMART Concrete tasks/ strategies to employ Achievable in a week/term

Target setting and Top tips New mentors Familiarisation with the ATS Levels Setting effective targets Suggesting appropriate tasks/strategies Target setting and Top tips Experienced mentors Devise a list of top tips Discuss how to share good practice in the department, in school and across the partnership Give an example, with a focus on feedback to trainees after a lesson Consider what mentors can do if there are challenging circumstances. New mentors – practise writing targets, using the ATS level descriptors. Experienced mentors – share good practice, top tips, a focus on impact on pupil progress and how to achieve this through focussed feedback. Also – consider what to do if challenges arise. What might these challenges be? What are the possible solutions? Where to access support? We will revisit this in Session 4 and ask them for their input. Remember to collate and record examples as we want to share these across the partnership.

Using the weekly mentor meeting to support trainee development Briefly review WMR Using the level descriptors set targets for this student and possible tasks/strategies Review blank WMR and set targets

Using the weekly mentor meeting to support trainee development How do your targets and strategies/tasks compare to others? Is it clear how they relate to the ATS Level descriptors? Are they SMART? Are the strategies & tasks appropriate and achievable in a week?

How might the trainee use this as evidence? Using the ATS levels in lesson observation to support trainee evidence & development Review this lesson observation, and highlight the language of the ATS level descriptors How might the trainee use this as evidence? What might it encourage discussion of at subsequent mentor meetings? Optional activity – if there is time in the session. Use exemplar Lesson observation and get them to highlight wording from the ATS Levels

School Direct Mentor Training Mentoring to coaching- Encouraging trainee reflection and positive outcomes for trainee learning Tremaine will do this with his SD mentors.

Briefly reflect on your mentor meetings Mentoring to coaching Briefly reflect on your mentor meetings What do mentor meetings currently look like? What do you do? What do trainees do?

Mentor Handbook: Possible checklist for Weekly Mentor Meeting Prior to the meeting: Formal observation undertaken, with full lesson plan and evaluation by the trainee Trainee completes ‘ Weekly Reflection’; summarises the tasks/strategies undertaken and drafts possible targets  During the meeting: Discuss the reflection, including the lesson evaluation Model good practice in effectively evaluating a lesson Discuss general progress towards the TSs, using the Level Descriptors document Review previous targets and agree new developmental targets Identify tasks and strategies to address these targets If possible, impact on pupil progress and look at examples of pupil work that demonstrate this.

Session 4 Giving effective feedback and having challenging conversations Professional studies Quality assurance

Ofsted best practice “The concept of pupil-focused feedback was introduced and all school-based trainers received training to be able to apply these criteria to the trainee teachers’ lessons. Conversations about pupil learning increased and discussions about what trainee teachers had ‘delivered’ decreased. School-based trainers became more confident and accurate in measuring pupil progress, delivering formative feedback and making judgments about the quality of lessons using the lesson observation record. This sharp focus on pupils’ learning was noticeable during the inspection.” A quote from one of the Ofsted best practice documents. 22/02/2018

Mentors and trainees used questions such as: Ofsted best practice Mentors and trainees used questions such as: Where in the lesson could children have made more progress? Was this true for all children or particular groups? How could that have been achieved? What do you need to do now to make sure that there is greater learning in your next lesson? Ofsted highlighted questions such as this as evidence of good practice. 22/02/2018

Recommended reading “Appropriate questioning is what is most likely to move trainees on through their zone of proximal development” Trevor Wright, How to be a Brilliant Mentor, 2010 Trevor Wright talks about questioning in his book. The idea is to move away from a directive approach, where we tell the trainee their strengths and areas of weakness to a coaching model, where we ask appropriate questions to encourage the trainee to reflect on their practice.

Having challenging conversations Feedback from experienced mentors Mentor handbook – guidance Barriers and solutions Get the experienced mentors to feedback their thoughts from their discussions in Session 3. If you don’t have any experienced mentors – go straight to the third bullet point. Highlight the information and guidance given in the mentor handbook. Give mentor post-its – one colour write the challenges and barriers. Then get them to use a second colour to come up with solutions. Lead a feedback session based on the issues raised. 22/02/2018

Use the Middlesex PS programme Professional studies Use the Middlesex PS programme Moving to grade 1 – how to set weekly targets that help to develop trainees professional studies and practice, hand in hand Talk about the overview of the PS programme – in the mentor handbook and on the Wiki. Discuss how to use the PS programme to set targets that are appropriate to the stage of training. There will also be an in-school PS programme. Mentors should know what is being covered and when and use this to feed into target-setting, weekly meetings and lesson observation feedback. 22/02/2018

Weekly mentor meeting forms shared via Dropbox QA Visits – the TVR Needs analysis Weekly mentor meeting forms shared via Dropbox Look at the new TVR form and explain it’s purpose. Talk about the mentor needs analysis – they will have been sent the link, many will have completed it already. University tutors will refer to this on the first visit. Trainees upload their WMM forms and all other documentation (lesson observations, registers, lesson plans, ATS forms) to their Dropbox. Aske the trainee to give you access so that you can see their progress. We gather a lot of helpful information about mentor quality and consistency (one of our KPIs this year) through these three avenues. 22/02/2018

Key Improvement Priorities 2016-17 Mentoring quality and consistency Our KIPs Key Improvement Priorities 2016-17 Mentoring quality and consistency Addressing the needs of all learners Cross-phase experiences Resilience 2&3 – through TS5 and KS2 visits during SBT 2, both likely to be more of a priority later in the year? Resilience – aiming to retain trainees and teachers. 22/02/2018

Key documents from Ofsted can be found on the Wiki. Resilience Eliminating unnecessary workload associated with data management: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/511258/Eliminating-unnecessary-workload-associated-with-data-management.pdf Eliminating unnecessary workload around planning and teaching resources: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/511257/Eliminating-unnecessary-workload-around-planning-and-teaching-resources.pdf Eliminating unnecessary workload around marking: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/511256/Eliminating-unnecessary-workload-around-marking.pdf Key documents from Ofsted can be found on the Wiki. Mention these recommendations. Go through in more detail if time. If not, we will revisit during visits and January training. 22/02/2018

Mentor training and development 2016-17 Subject mentor training will take place in January: Preparing for SBT 2 The Monitoring and Assessment assignment Moving to grade 1 KPIs Mentor training on school visits: Joint observations Giving effective feedback Audit of mentor confidence and capabilities Updates on wiki Any questions – let us know.