School Direct Mentor Training Key areas of focus Familiarisation with the TSs What does the SD training involve? School Based induction & early support How do you support trainees in writing an effective individual training plan for their TEP/ATS Initial? New PG Cert assignments Theme: How do we know trainees, and the pupils in your trainee’s classes are making progress?

Time Content 9:30-10:20 Familiarisation with the Teachers’ Standards & ATS level descriptors   10:20-10:30 What does the SD training involve? (Admin/paperwork/ ATS review points) 10:30-11:00 School based induction and support in the first few weeks 11:00-11:30 Break 11:30-12:30 How do you support trainees in writing an effective individual training plan for their TEP/ATS Initial?

Mentoring Theory into Practice and for School Improvement Full Mentor Training Secondary-Full Mentor training THURSDAY 28th September 09:30-15:30 Primary-Full Mentor training Mentoring Theory into Practice and for School Improvement Links with SBT Thursday 21 September 2017 BA SBT3 School Direct   Thursday 7th December 2017 PGCE SBT1 BA SBT2   Thursday 19 April 2018 PGCE SBT2 BA SBT1

Importance of mentoring School-based route into teaching 159 days School Experience & up to 20 days Central Training Pedagogy- Mentor’s as Teacher educators- “targeted feedback can help novices develop more complex ways of teaching by trying out specific practices with sustained support .” (Stanulis, Brondyk, Little, & Wibbens, 2014, p128) Adaptability- No universal approach “mentoring (like teaching) can (and does, in different contexts) have a variety of purposes or goals, can (and does) involve a variety of practices and strategies to achieve these purposes and goals, and can (and does) take place at different stages of a mentee’s professional development and over different durations.” (Hobson, Ashby, Malderez, & Tomlinson, 2009, p207) Just emphasise the importance of mentoring to teacher trainees,

School Direct Mentor Training Familiarisation with the TSs

Group Work Draw a trainee teacher AND a teacher on your A3 sheet and consider: What skills and attributes will be needed to be an excellent trainee AND an excellent teacher? Challenge Which skills/ attributes are similar for trainee teachers/ teachers? Can you decide on the top 3 indispensable skills/ attributes? Which skills/ attributes will be needed from the start and which might come later? Considering what makes an excellent teacher & trainee

Group Work Now review the Teachers’ Standards In a different colour pen cross reference the skills and attributes against the TS’s Challenge Which TS’s did you not cover, and how might they be covered? How might you support the development of these skills/ attributes over the year? Linking their skills/attributes to the TS’s and thinking about how they might support trainees in getting these skills.

Trainees guided towards ‘Grade 1’ Using the ATS Levels - Trainee attributes/criteria for different levels of achievement. Trainees guided towards ‘Grade 1’ Target setting and progress.

The excellent trainee should… Take initiative and be PROACTIVE BE REFLECTIVE Develop good professional relationships Observe excellent teaching Be organised Be flexible & adaptable Be positive and resilient Sharing my own ideas for excellent trainees

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 Wright, Trevor, 2010, ‘How to be a brilliant mentor’ 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.

National mentor standards What are these? Why are they useful? personal qualities, teaching, professionalism self-development & working in partnership MDX- Mentor Self-Audit and Identification of Development Needs 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). 22/11/2018

School Direct Mentor Training 2) What does the SD training involve?

What does the SD training involve? Overview of the year Term 1: - ATS Initial & Subject Audits - School Induction - University induction (13th/14th Sept) - Assignment 1 (SBR-Jan 2018) - ATS Term 1 & Subject Audit (Dec) Term 2: - SE2 for a ½ term (Sharing ATS targets, Report) - Assignment 2 (M&A-May 2018) - ATS Term 2 & review Subject Audits (Mar) Term 3: - ATS Term 3 & Subject Audits (June) - Mentor End of Programme Report - Transition to Teaching Weekly Mentor Meeting Weekly Lesson observation Reviewing Lesson evaluations/Reflective Diary Using ATS Level descriptors to set developmental targets Up to 60% timetable, across full range of year groups

SE2- ½ term placement in a second setting (Usually term 2 Jan-Feb) Key Points in Year: End of term progress and assessment reports (ATS Term 1, ATS Term 2 & ATS Term 3) Following University induction: ATS Initial- Self audit and Individual Training Plan confirmed End of Term 1: ATS Term 1 – Assessment review point 1 End of Term 2: ATS Term 2 - Assessment review point 2 End of Term 3: ATS Term 3- Assessment review point 3 End of Term 3 : ATS Final- MENTOR END OF PROGRAMME REPORT, SE2- ½ term placement in a second setting (Usually term 2 Jan-Feb) Highlight key review dates Say that trainees should share their ATS form (ATS Term 2) with their SE2 mentors.

Support from Middlesex MDX Wiki- http://middlesexsecondarypartnership.middlesex.wikispaces.net/School +Direct http://middlesexprimarypartnership.middlesex.wikispaces.net/School+Di rect Key documents for mentors include: Mentor Guidance Summary ATS forms (Terms 1,2,3) ATS Level Descriptors Weekly Mentor Meeting form Lesson Observation form Cause for concern End of programme report

School Direct Mentor Training 3) School Based induction & early support

Preparation for teaching Pre-induction and induction Induction 2017-18 Summer Term Pre- Induction - Introduce pre- course tasks Pre-course tasks ATS Initial SK Audits Reading School Experience Term 1 Start of Sept 2017 School Induction Term 1 13th & 14th Sept 2017 University Induction

School Based induction & early support Discuss the key tasks that trainees should undertaken during school induction (1-2 weeks) regarding: - Schools - Departments Classes Students etc. Challenge How can you facilitate these tasks? Which will need to be provided at a whole school level? Discuss and compile a list of the key tasks that trainees should undertaken or receive support/training with in the first 2 weeks of school experience

School Based induction- Key points Setting up a Training Plan-documented on the ATS Initial and Subject Knowledge Audit Facilitating observations Lesson planning- e.g. joint planning, or structured support to help them begin to understand the basics of planning a well- structured lesson. Sharing resources/ SofW etc. Safeguarding Access to data & school policies and procedures (especially SIMs/Pupil data)

Class Context Sheets Talk about the new class context sheet and how we expect it to be used. Need to complete and UPDATE for all classes 22/11/2018

School Direct Mentor Training 4) How do you support trainees in writing an effective individual training plan for their ATS Initial/ Trainee Entry Profile?

ATS Initial/TEP - Determines the trainee’s potential strengths from their ‘Entry profile’ Copies of ATS Exemplar Secondary (Do we need similar for Primary?)

ATS Initial/TEP - Outlines the pre-course tasks trainees have completed to prepare for the training year. General preparation - e.g. School familiarisation visits, pre-induction, reading N.C Specific preparation (school or university) e.g. SKE courses, Core reading, Subject enhancement/reading (revision guides/ textbooks), examination board websites to review past papers, PG Cert reading (Reflective Practice)

ATS Initial/TEP Initial review against the TSs Review ALL relevant evidence/experience (W/3/2/1)

ATS Initial/TEP Establishes targets (Term 1) and outlines training needs in their Initial Training Plan

ATS Initial/TEP Documents key information to support their training and development needs: Timetable Wider school responsibilities and training opportunities (TS8) Do we mention timetabling here?

ATS Initial/TEP Identifies age ranges and pre/post phase experience Experience of engaging with the “age ranges immediately before and after…” Share need for this to be undertaken.

How do you set sharp and effective termly, and weekly targets? Written targets Should be SMART Allow you to set relevant tasks/strategies Using the ATS Level descriptors

How do you set sharp and effective termly, and weekly targets? Use your level descriptors to consider what grade this trainee is targeted to achieve Targets Set - Develop an understanding of the school sanctions and rewards system and begin to consistently implement them in lessons. Try to apply strategies, such as increasing the use of praise, in order to promote positive behaviour and consider the factors that might impact on pupil behaviour. TS 7  

How do you set sharp and effective termly, and weekly targets? Targets Set - Develop an understanding of the school sanctions and rewards system and begin to consistently implement them in lessons. Try to apply strategies, such as increasing the use of praise, in order to promote positive behaviour and consider the factors that might impact on pupil behaviour.   TS 7

How do you set sharp and effective termly, and weekly targets? Briefly review the ATS Initial document Using the level descriptors set the ATS initial targets for this student Use these to set a weekly Mentor Meeting Record target as well as possible strategies & tasks to meet it Have a copy of Blank_ATS_Initial AND ATS_Initial Secondary targets to allow targets to be developed level descriptors

How do you set sharp and effective termly, and weekly targets? How do your targets compare to others? Are they related to the TS Are they SMART Have you set relevant strategies & tasks Is it clear how they relate to the ATS Level descriptors

Targeted Teaching: Strategies for Secondary Teaching (Baker, Brock and Evers 2017) Key aims Trainee Self-help-Clear strategies, underpinned by research, for trainees - Quick Wins -Slow Burners Mentor Guidance: Provide clear strategies which relate to common targets set for trainees. Mention the book which will be available as a free e-book for all SECONDARY TRAINEES Do you have a similar one for Primary?

School Direct Mentor Training 5) New PG Cert assignments

PG Cert overview School-based Professional Development (SPD) Module Title Semester Credits Level Assessment   School-based Professional Development (SPD) Autumn, Spring & Summer 20 6 Ongoing Coursework Students compile a professional development portfolio (PDP) related to the Teachers’ Standards (3000-words equivalent) School-based Enquiry (SBE) Autumn 7 Coursework assignment 3000-word enquiry based project on an individually negotiated area, based on a school improvement priority. Monitoring and Assessment (M&A) Spring & Summer Coursework assignment Critically reflective account of teaching and analysis of pupil progress along with portfolio of supporting evidence (3000-word equivalent)

PG Cert: Module 1 Module 1: School-Based Professional Development September-May To enable students to develop and demonstrate their progress in the understanding and skills necessary to operate as an effective teacher. Professional Development Portfolio (PDP) -Weekly Mentor Records - Detailed weekly lesson plans & evaluations - Lesson Observations - ATS reviews -Class Context sheets etc. Assessment- ongoing & reviewed by mentors & tutors .

PG Cert: Module 2 Module 2: School-Based Enquiry September-January To allow students to reflect critically and analytically through research on developments in education related to a school level focus. Identify an appropriate research question (behaviour, grouping, questioning) based on school/departmental/ personal priorities Assessment- January- 3000-word enquiry based project on an individually negotiated area .

PG Cert: Module 3 Module 3: Monitoring and Assessment January- May To enable students to operate in the complex and specialist context of a school, selecting and applying appropriate techniques for monitoring and assessing pupil progress. Monitoring and assessing pupil progress for a sequence of learning Assessment- May- 3000-word equivalent. Portfolio and critical reflction will include evidence of monitoring and assessment of pupil progress. (Plans, Observations, pupil work etc.) .

PG Cert- Support from mentors Ongoing review and support of PDP -Weekly observations, Weekly meetings, ATS reviews School Based Enquiry - Identifying suitable area for the SBE (SBE proposal- W/C 6th Nov) Monitoring & Assessment - Lesson planning and evaluations focussed on pupil progress & learning

ANY questions?