Departmental Mentoring Raising the standard of Teaching and Learning Teacher Training, Departmental Mentoring and Lesson Observations

Becoming a Qualified Teacher 2 main routes Level 3 Award in Education and Training Level 5 Professional Graduate /Certificate in Education (Post compulsory Education)

Becoming a Qualified Teacher Level 3 Award in Education and Training This is the minimum requirement to allow a tutor to teach in the classroom. City and Guilds 17 weeks course – 3 hours per week 3 Units / 5 written assignments/micro teach Roles and Responsibilities of a Tutor Understanding Assessment in Education and Training Understanding and using Inclusive Teaching and Learning

Becoming a Qualified Teacher Level 5 - Professional Graduate/Certificate in Education (PCE) All staff within their first year contract have to complete this course. Taught in partnership with University of Wolverhampton 2 year course – 3 hours per week (in class) 3 modules in year 1 Professional Development (4 observations) Introduction to teaching in the lifelong learning sector Subject specific studies 3 modules in year 2 Professional development (4 observations) Subject specific and e-learning Curriculum, policies and practice

Cross College Observations Once qualified, a teacher joins the cross college observation cycle See Observation flowchart Notification October - notified of mentoring and observation schedule Monday prior to observation - notified of day and time (start or end of lesson) Pre-observation Department Mentoring Mentoring phase to last 2-3 weeks - departments to be informed of exact dates. Time frame dependent upon size/needs of the department Mentoring team meet with departments and individuals to ascertain their needs Previous QA reports and individuals' observation reports used to identify the department/individual needs. Student consultations to take place - group sessions and discussions with individuals Individual and/or Group mentoring sessions - work with individuals may include informal observations to then discuss strengths and areas for improvement in preparation for formal observation Observation period Observation conducted by observation team (minimum 30 mins) Ungraded Walkthroughs (PIP programme only) Post-observation Staff to complete post-observation reflection within two working days Feedback Within a maximum of five working days Discussion on observation, post-observation reflection and previous lesson observation action plan (if applicable) Professional standards met or 'shared development' process commences Developmental review If required. Staff notified of date and time. Review of lesson observation developmental points outlined in action plan No paperwork required 15-20 minutes

Dudley College Teaching Standards See handout – Dudley College Teaching Standards The Dudley College Teaching Standards are a combination of The Education and Training Foundation (ETF) Professional Standards for Teachers and Trainers, Ofsted guidelines and Dudley College requirements. The standards were updated for 15-16 to reflect the changes in the new CIF – most significantly to include British Values

Mentoring Phase 4 members of the OP team provide mentoring for a 2/3 week period After mentoring there is a 2/3 week development phase After the development phase, 4 different members of the OP team conduct ungraded lesson observations

Mentoring Phase The type of mentoring a department receives will be dependent upon their needs We want tutors to be responsible for developing their own teaching – research has shown that teachers improve more when the teacher identifies and takes responsibility for their own areas of development

Mentoring – The Teacher’s Needs We ask tutors to identify what THEIR needs are We look at their past strengths and areas for development – but also advise that these may have changed since they were last observed Initially all tutors are allocated an OP - we liaise with individuals to help identify how we can meet their needs

Types of mentoring Invite us into their classes/we recommend we visit their class and see them teaching Complete video mentoring Arrange a 1:1 discussion Collaborative (departments that work collaboratively are stronger) Group training Departmental training Revisiting OPT training sessions via BB Whatever THEY feel THEY need to raise THEIR standard of teaching.

Student views The new Ofsted framework has a greater emphasis on the learner journey. The mentoring team holds focus groups with the students to find out their needs regarding teaching and learning The observation team also speaks to individual students during lesson observations

Observations 2015/16 Ungraded – what are the differences? Tutors know the exact date and time of their observation Shorter ungraded observations (minimum 30minutes) Functional skills lessons will also be observed Walkthrough observations (PIP lessons only) Assessor observations will be conducted at the same time as their department

Outcomes of non-graded observation Teaching Standards Met Teaching Standards Met (Development Review Required) Teaching Standards Not Met – Re-observation needed

Feedback Tutor feeds back their Post Observation Reflection within 48hours Observer gives feedback within 5 working days Maximum of 3 strengths Maximum 3 areas of development Action plan

Walkthrough observations Observer will stay 10-15 minutes May arrive at any point of lesson Will not ask to see lesson plan Will complete evidence form Evidence forms part of overall QA report

What next? Actions from individuals observations feed into their PMR All of the findings feed into the QA report Actions from the QA report will now be added to the QIP

Questions?