Professional Tutor Conference 20th September 2018 University of Brighton ITE Secondary Partnership

6 Keys to Quality See SPiE p.14 Warm and welcoming induction, including safe guarding Ongoing and supportive informal guidance and advice Effective regular mentor meetings Individualised training and development opportunities Constructive, personalised verbal and written feedback Accurate assessment using grading descriptors Explain how these came about in light of their feedback at our last meeting and being shared with tutors and mentors.

Trainees’ role in making the most of school support Key 1: Friendly, respectful disposition, read documents, respond to communications Key 2: Respond positively, take notes, carefully consider, act Key 3: Be prepared, upload asap Key 4: Engage, identify opportunities, be curious, know your handbooks Key 5: Be open, analyse, seek to understand, recognise strengths Key 6: Contribute to discussions, utilise descriptors for development, upload all feedback asap What is the Professional Tutor’s role linked to the 6 Keys? Activity (HO) These were shared with trainees in UBT on Professionalism and what it means to be a professional learner. Go through each one. How can we encourage these attributes and ways of working in Professional Studies meetings? Activity (HO) ‘Keys to Quality – roles and responsibilities. Draw on description of PT role to capture key aspects and characteristics of PT’s role in ensuring this happens. Split group into 6 making sure there is a mix of experienced and new PTs. Each group starts with a different Key.

Trainee feedback 2017-18 At the end of the SBT period trainees complete an evaluation of SBT provision. One statement refers to their professional studies programme: Q. Regular sessions on professional issues, organised by the school's professional tutor, helped to develop my understanding and practice. 92% agreed with the above statement (across all secondary programmes). Share data handout and highlight interesting points. Overall average is a good result – we aim to always be in the 90% for agree/strongly agree combined and we’ve achieved this. SDT was only 15 responders so need to be careful with %. However, does this raise a question for how PS sessions might be organised for a short 6 week SBT? This year all are starting at the same time so should see an improvement in this. Potential issues with PS is that they are cancelled, non-existent, not knowing the course, never meeting the PT, repeats of SBT1 sessions, more time to talk informally, not informed about sessions. Raise these and consider how we might work together with PT and LT to evaluate our own practice in schools. See if like the idea of a generic feedback form that trainees complete in schools and give to PT? One school gives out certificates for each session. Is it time to revisit our PS programmes and work together on this? How could we do this? Talk through mentor results – again very positive.

What trainees are identifying as effective. Typical comments from SBT evaluations are: “Support was second to none”. “Excellent, very supportive and great developmental programme”. “Interesting, nurturing and knowledgeable”. “My PT was hands on from the get go and completely facilitated progress in all students”. “PS programme was very effective and well-timed”. “PT came into lessons and always had time to speak to us”.

Discuss Scenario 1 A mentor doesn’t seem to know the SBT requirements or what their role entails. How would you approach this? What do you have in place to ensure that all mentors understand their role? Scenario 2 A trainee confides in you that they feel their mentor is very negative and that this is having an impact on their motivation. What might be the reason/s for this and how would you approach this? Which Key to quality does this come under?

Discuss Scenario 3 A trainee disagrees with the grades on their SB and believes they should be higher. The trainee believes there are inconsistencies in the feedback and grading they are getting and contradictory advice from teachers within the department. What steps would you take to resolve this? What systems are already in place to ensure consistency of feedback?

Advice given to trainees Raise informally and respectfully with mentor during a meeting Share link to mentor website and handbooks Offer to print off forms Seek advice from professional tutor Raise with link tutor Discuss with subject tutor SBT supervisor and DHoS may become involved where appropriate

Advice given to trainees

How do these scenarios relate to Keys to Quality How do these scenarios relate to the six Keys to Quality?

We look forward to our continued and effective work in partnership in 18/19 and beyond Please do not hesitate to contact us at any point with successes, queries, concerns or suggestions.