New Subject Mentor (SM) Training Faculty of Education, Department of Secondary Education MMU SM training 2019-2020

Placements update MMU SM training 2019-2020

Secondary Partnership Team Karen Duffy Head of Partnerships Jane Martindale Partnership Coordinator Majella Dalton-Bartley Partnership Coordinator Gill Burgess – Partnership Tutor Aileen Thom – Partnership Tutor Cheryl Wilberforce – Partnership Tutor MMU SM training 2019-2020

Secondary Partnership Website Links to resources, advertising posts, CPD Latest news What’s happening in university Training materials including podcasts Handbooks Events announcements https://www2.mmu.ac.uk/stepd/ partnerships/resources/secondar y/ MMU SM training 2019-2020

Changes to the PGCE Calendar- MMU SM training 2019-2020

Language and Documentation Meeting the standards at a Minimum - MSM Meeting the standards at Good- MSG Meeting the standards at Outstanding- MSO Unsatisfactory Progress- UP Intervention and Support Plan -ISP Cause for Concern -CFC MMU SM training 2019-2020

Award Lead (subject)- AL University Personal Tutor- UPT University Visiting Tutor- UVT Placement A Placement B Please visit the website for all updated documentation and information. The SM Handbook contains all the information you will need. MMU SM training 2019-2020

What is the role of the Subject Mentor ? In groups consider The roles and responsibility of the SM The key tasks throughout the placement Write on a post-it note a brief definition of the role MMU SM training 2019-2020

The SM Role and Tasks: An Overview To induct the Student into the department and clarify departmental expectations. To help create a suitable timetable which supports the development of subject knowledge and allows the principle of gradualism to be applied To carry out a weekly formal observation on your Student (written feedback) and a joint observation with University Tutor. To carry out a weekly mentor meeting with your Student. To monitor students health and well-being during placement. To engage in joint / supported planning with the Student, sharing resources. MMU SM training 2019-2020

To monitor the Students collection of evidence for their SEF. To monitor progress towards meeting the standards, setting targets and reviewing Student progress, ensuring that Students work towards Good or Outstanding outcomes. Subject Audits – leading to a progressive timetable to address subject knowledge gaps – gradualism process Addressing areas for development through clear target setting keeping the UPT informed of issues/lack of progress. To contribute to Review 2a/b (Placement A), 4 and 5 (during Placement B), and grading. To monitor the Students collection of evidence for their SEF. MMU SM training 2019-2020

Induction- Day 2-4 Expected activities Work with Subject mentor to identify opportunities to complete university subject specific activities/observations Timetable of lessons to facilitate observation of good and outstanding teaching and learning in a wide range of subjects. Joint observation of lesson by student and SM/PM/Experienced teacher – to help students understand what they are observing Learning walk with SM/PM/Experienced teacher Pupil track day where student engages in the work/activities that pupils do in lessons Subject mentor to facilitate student FULL access to departmental teaching resources Subject mentor to share pupil information for classes on timetable Begin meeting and observing classes on timetable Planning meeting with SM to identify class and teaching activity for week 2 MMU SM training 2019-2020

Additional activities- Activities for week 2 Work with Subject mentor to identify opportunities to complete university subject specific activities/observations Timetable of lessons to facilitate observation of good and outstanding teaching and learning in a wide range of subjects. Structured time for engaging with information, researching resources, planning etc. SENCO meeting Further observation of classes on timetable Plan, teach and evaluate one teaching episode First formal Subject Mentor meeting – following Mentor Meeting schedule including identification of lessons to observe. Additional activities- Anything else important to school context Further track day – EAL or SEND pupil, TA, pupil of different KS from first track day Investigate school extra-curricular offering for potential involvement Meet Form group and Form Tutor Begin shadowing one staff duty Focused observations/Learning walk to look at behaviour management strategies in use in classrooms. MMU SM training 2019-2020

SM Files……. These are for you to keep (and will be monitored by the PM as part of the quality assurance process). They can be used to evidence entitlement etc. Copy of weekly lesson observation (including joint observations) Copy of weekly meetings (appropriate SMART targets are being set) Student timetable Copy of reviews Copy of ISP documentation (if appropriate) MSM to MSG/MSO procedures/documentation at Review 4 MMU SM training 2019-2020

Affect and Mentoring……… MMU SM training 2019-2020

The mentors relationship with the student teacher is central to their progress…… Teaching involves emotions (Day & Leitch, 2001; Hargreaves, 1998) Reciprocal relationship of care (Noddings, 2003)- attentiveness to care develops a stronger bond between mentor and mentee and enhances progress. - Training is Emotional (Yuan and Lee, 2016) and intertwined with the formation of teacher identity (Nichols, Shutz, Rodger & Bilicia2017) Emotion modulates virtually every aspect of our cognition (Tyng, Amin, Saad & Malik, 2017) The mentors relationship with the student teacher is central to their progress MMU SM training 2019-2020

The importance of language…… MMU SM training 2019-2020

Affective Language.. BUT… People use more positive than negative language (Dodds et al, 2015) BUT… Negativity bias= the use of ‘negative’ language is stronger than ‘positive’ language (Baumeister et al, 2001; Jing-Schmidt, 20017) MMU SM training 2019-2020

Using ‘Reappraisal’ The process of ‘modifying one’s appraisal of a situation…to alter its emotional impact’ (Gross, 2015) Mentors can help students reappraise, or re-frame, experiences they feel to be very negative so that they are able to take some positives from it (Robert, 2019) MMU SM training 2019-2020

Reappraisal Techniques- implications for practice……. Let them talk through their emotional reaction Begin the discussion by asking about their planning/intentions for learning Use active listening Use a blend of open and closed questioning Acknowledge their feelings Avoid judgement Give options Draw out the positives Refocus their attention; come back to the positives Show that they are significant. MMU SM training 2019-2020

Your turn……… You will be presented with a brief extract of a lesson observation feedback between the SM and Student Teacher. TASK- Read and discuss in groups How are both the SM and Student Teacher feeling? 2) How could you manage the conversation better, helping reframe the students mindset to encourage a more positive discussion? MMU SM training 2019-2020

Feedback Scenario- Straight after the lesson…….. Mentor: ‘So how do you think that went’? Student: ‘It was awful, completely lost the class, the work was too hard for them and Mia and Jack really disturbed the whole class- a complete disaster’ Mentor: ‘Yeah, it was not great was it! What happened to the behaviour management strategies we have been talking about for the past three weeks? Where were they? You didn’t use the schools BFL policy until the last thirty seconds’, getting them back on board next lesson will be really tough after that. Student: I don’t know! I got caught up with the task being too hard and then Mia and Jack just really messed things up. I did use some of the BFL strategies but they didn’t really work. Mentor: You didn’t use any of the specific strategies we talked about, you’re never going to improve if you carry on like this………… MMU SM training 2019-2020

Key contacts In the first instance, contact the university Subject Tutor. Karen Duffy Head of Partnerships K.j.duffy@mmu.ac.uk 07747 443583 or 0161 247 2333 Jane Martindale Secondary Partnerships Coordinator (PlacementA) J.martindale@mmu.ac.uk 07900305007 or 0161 247 2307 Majella Dalton-Bartley Secondary Partnerships Coordinator (PlacementB) m.dalton-bartley@mmu.ac.uk 07773688362 or 0161 247 2354 Beverley Ingham Core b.ingham@mmu.ac.uk secondary.placements@mmu.ac.uk 0161 247 6422 Salma Qurashi- School Direct Schooldirect@mmu.ac.uk 0161 247 2383 MMU SM training 2019-2020