Class Teachers’ Meeting UEA January 17 2017 Effective Mentoring Class Teachers’ Meeting UEA January 17 2017

What our students said in 2015 – 16… Clear feedback both written and verbal from CT - lots of advice and support to help me plan inspiring lessons that children will enjoy. The quality of the oral and written feedback has enabled me as a practitioner to reflect and improve my practice. All oral and written feedback was personalised to my specific needs in areas for development. It was of a constructive manner and helped me to make progress against all of the Teacher Standards. I was always made aware of how I was doing throughout the placement and feedback was on going. …also increasing my confidence in my strengths…supportive and encouraging.

National Standards (July 2016) A key recommendation from Sir Andrew Carter’s review of initial teacher training (ITT) was for a set of non-statutory standards to be developed to help bring greater coherence and consistency to the school-based mentoring arrangements for trainee teachers. Related to one of our Ofsted priorities.

Main aims of the National Standards To foster greater consistency in the practice of mentors. To raise the profile of mentoring and provide a framework for the professional development of current and aspiring mentors. To contribute towards the building of a culture of coaching and mentoring in schools.

Four Standards Standard 1 - Personal qualities Establish trusting relationships, modelling high standards of practice, and empathising with the challenges a trainee faces. Standard 2 – Teaching Support trainees to develop their teaching practice in order to set high expectations and to meet the needs of all pupils. Standard 3 – Professionalism Induct the trainee into professional norms and values, helping them to understand the importance of the role and responsibilities of teachers in society. Standard 4 – Self-development and working in partnership Continue to develop their own professional knowledge, skills and understanding and invest time in developing a good working relationship within relevant ITT partnerships.

Common stages of student learning A summary of a developmental model of mentoring adapted from Furlong et al. (1994) http://reflectiveteaching.co.uk/books-and-resources/reflective-teaching-in-schools/becoming-a-reflective-professional/learning-through-mentoring-in-initial-teacher-education-additional-chapter

Balancing support and challenge http://www.open.edu/openlearn/education/learning-teach-mentoring-and-tutoring-student-teachers/content-section-2.2

Support with the mentoring role Regular contact with UEA teaching practice supervisor Joint observations and feedback Examples of observations of student teachers (EYFS and KS1/2 examples: covering English, mathematics and science this term).