Mentor Training Brunel University Primary Partnership November – 5.45pm Gwen Ineson, Ray Huntley, Barbara Hosier, Lynne Thorogood

Agenda Overview of FSE and DSE (Foundation and Development School Experience) Requirements of the Partnership – Roles of members of Partnership – Partnership agreement Supporting a trainee teacher in your class – Roles and responsibilities – Individualised training programme – Profile of Progress towards meeting the Teachers’ Standards Using the Teachers’ Standards

Dates Foundation School Experience – Mon 11 th Nov – Fri 6 th Dec 2013 (+ 20 th Dec) Development Phase – Mon 6 th Jan – Fri 28 th Feb 2014 (Half term w/c 17 th Feb) Next mentor training – To be confirmed

Pattern of school experience TimeActivities Foundation Phase  Students to discuss their Profile of Professional Development (PPD) with class teacher/ school based mentor (they will have already discussed aspects with their university based personal tutor).  Planned observation of a systematic synthetic phonics (SSP) lesson. It maybe that this is organised in another classroom with an experienced teacher of phonics as seen appropriate by the mentor. Enter points into the SSP tracker.  Plan, deliver and review the storysack to a group of pupils and follow instructions as part of this English directed task.  Observation of any discrete or embedded grammar teaching, and a discussion of how grammar is embedded within the curriculum in line with the increase focus. Plan, deliver and review the 'draft' grammar directed task to a group of pupils in line with the instructions as part of this English directed task.  Observation of classroom management/ organisation and behaviour for learning techniques across all subject areas (particularly in line with national priorities).

Pattern of school experience TimeActivities Foundation Phase  Participating in classroom routines and teaching under the direction of the class teacher, to include one session per day which is planned, taught and evaluated by the student (with groups or whole class depending on the student’s level of confidence at this stage).  Learning about planning, teaching and assessment practices across the foundation subjects.  Finding out about the school’s planning and assessment frameworks (set up a meeting with the relevant person if possible).  Research of key school policies  Setting up planning and assessment frameworks for the School Experience.

Pattern of school experience TimeActivities Development Phase: Weeks 1-3  Planning, teaching and evaluating lessons for the whole class (with support from the class teacher) for 25% of week.  Working with groups, individuals or class under the direction of the class teacher for 50% of week. ALL students should engage in the teaching of SSP and grammar at some stage during this phase, and possibly go into another class as seen appropriate by the mentor.  Preparation time for completing assignments, planning directed tasks, displays, etc. for 25% of week. Development Phase: Weeks 4-7  Planning, teaching and evaluating lessons for the whole class for 50% of week.  Other work with children for 25% of the week (e.g. directed tasks, assessment work).  25% preparation time.

Foundation Phase Pre-Block checklist (p.19) Training Task Schedule (p. 67) Individual Needs Assignment (p.177) Professional Learning Record (p. 87)

Role of Trainee Planning – Medium term: in collaboration with mentor – Individual lesson plans: initially in collaboration with mentor, with trainees taking more responsibility through the placement Assessment – Tracking records for all pupils for every core lesson taught – One SEN pupil fully (profile pupil - individual needs assignment) One assessment in English, maths and science each week – Five further pupils – focus pupils One assessment in core subjects over the block – On going formative assessment – who, what, how?

Role of Trainee - continued Be professional – Punctuality – Dress/appearance – Fit in with school – Absenteeism – More detailed information on pp

Role of Mentor Devising and implementing an individualised Training Plan Explaining the school’s policies and systems for planning, assessing and record keeping Ensuring that trainees have opportunities to observe and discuss good practice in planning, teaching and assessing in the relevant Key Stage Sharing non-confidential records on children’s progress Ensuring that the trainee has the opportunity to assess children in the core subjects in the terms set out above Directing the trainee in terms of pupil tracking Monitoring and assessing trainee progress throughout the SE through regular observation, debriefing and target setting Assessing the trainee against the Teachers’ Standards

Role of Link Tutor Link between Partnership Schools, the Cluster Leader and Brunel University Weeks 1-5 – Review progress of trainee with mentor – Set targets – Ensure assessment procedures for final weeks are clear Weeks 5-7 – Assess trainee with mentor – Complete Assessment paperwork

Role of the Cluster Leader A cluster of schools is a geographical group of partnership schools in which the students are on school placement and thus the Cluster Leader is: The main point of contact between the partnership schools in a specific area and the university. The main point of contact between the link tutors within the cluster and the university via the PDU during the period of sustained school experience. Responsible for coordinating and running the mentor training programme in the cluster of schools.

Developing an Individualised Training Programme An example of a generic Training Programme for FSE/DSE can be found on p67 (foundation phase) and p73 (development phase) of the handbook. This document should be individualised by taking into account: – trainees’ individual starting points and needs, as identified in previous paperwork, with particular reference to enhancing the quality of teaching in the core subjects and ICT – the routines and timetables of the school and class in which the trainee is working

Developing the individualised Training Programme - continued Devising a programme which meets the trainee’s needs. Possible components: observing other teachers observing children’s learning focused interviews with teachers / school personnel data collection for assignments team planning, teaching and assessing, followed by discussion solo planning, teaching and assessing, followed by de- briefing space for self-evaluation and target setting formal target setting, formative and summative assessment processes

Feedback and formative assessment issues Encouraging self review and evaluation in your trainee Engaging in constructive evaluation Telling the trainee how to teach / what to do Providing information and knowledge Affirming worth and positive features Recognising and dealing with feelings Assertively challenging actions and ideas Promoting independent development

Monitoring trainee progress: formal and informal processes Monitoring draws on: Formal observation skills – seeing the snapshots of lessons Informal observations and professional inter-actions Monitoring the development of trainee files How is the monitoring recorded?

The Standards Two sections:  Part One – Teaching  Part Two – Personal and Professional Conduct 8 standards (QTS and Core)

Professional Learning Record p.87 Covers the whole school-based training period 5 assessment points Trainee takes responsibility to self-assess progress Mentor’s assessment Targets, strengths and distinctiveness

Paperwork Partnership Agreement – p.20 Pre-Block week checklist – p.19 Checklist for starting main block – p.19 Observation sheet (1 per week) Weekly training sheet (1 per week) Professional Learning Record– p.87 All forms are available electronically on the website

Further Information Partnership website: mary-school-partnerships Our Partnership Manager can be contacted – – tel:

Conclusion Thank you for your continued support in working in Partnership with Brunel! Please complete the evaluation so that we know what we are doing right and what can be done to improve