1. UNIVERSITY OF HUDDERSFIELD SUPPORTING PRE-SERVICE TRAINEES ON PLACEMENT LIZ DIXON Pre-service Mentor Training 201516

2. Overview of the session  Introductions  Provide an outline of the Pre-service course  Discuss requirements for a trainee placement  General issues  Teaching practice requirements  Role of the mentor  Observations, grading and assessment  Documentation  The voices of trainees  Case studies and questions

3. The Pre-service team  Head of department : Prof Roy Fisher  Course Leader : Debs Philip  Personal Tutors  Gwyneth Allatt  Liz Dixon  Judith Kidder  Sarah Williamson  Alison Ryan  Course administrator – Anita Crowe  Placement Officers – Kate Papworth and Leanne Hemphill

4. Information about the Pre-service course  One year, full time course in initial teacher training at the University of Huddersfield, leading to the award of  Certificate in Education (Cert Ed) for Lifelong Learning  Professional Graduate Certificate in Education (PGCE)  Post-Graduate Certificate in Education (PGCE)  Post Graduate Diploma in Education (PGDip)  Different routes to the award depend on the level of study of the modules undertaken on the course (level 4-7).

5. Routes and awards MODULE 1MODULE 2 (includes teaching practice) MODULE 3 (includes teaching practice) MODULE 4 Cert EdLevel 4 30 credits Level 4 30 credits Level 5 30 credits Level 5 30 credits Professional PGCE Level 4 30 credits Level 4 30 credits Level 6 30 credits Level 6 30 credits Postgraduate PGCE Level 4 30 credits Level 4 30 credits Level 7 (M) 30 credits Level 7 (M) 30 credits Postgraduate Diploma Level 7 (M) 30 credits Level 7 (M) 30 credits Level 7 (M) 30 credits Level 7 (M) 30 credits

6. We are often asked the question, 'What kind of teachers does the University of Huddersfield and its partner colleges aim to produce?’ We have chosen to express our answer to this question through the acronym ASPIRE. A mbitious S tudent-Focused P rofessional I nspiring and Innovative R eflective E xcellent practitioners

7. Our trainees  Typically are well-qualified in their specialist subject area  Often have relevant experience of working in their specialist field  Usually have limited experience of teaching

8. Our expectations of trainees  Show a professional attitude  Develop their awareness and understanding of the working practices of the organisation and of the teachers with whom they work  Participate in an active teaching role  Fulfil the other duties and responsibilities associated with their teaching role  Seek out and be receptive to feedback and support from their mentor and other specialist staff  Prepare, maintain and evaluate schemes of work, lesson plans and assessment records for all of their teaching  Demonstrate a commitment to reflect, evaluate and develop their own performance.

9. Aims of the teaching practice placement  Provides the opportunity for trainees to achieve many of the outcomes for the course  Acquire guided experience in teaching their own specialism  Develop professional skills and techniques associated with the teaching role.  Develop expertise in performing the teacher's role both in the classroom and the wider context  Acquire personal experience of the structure, organisation and work of the placement.  Involve themselves in effective working relationships with staff in the placement.

10. Teaching practice modules  Trainees complete 4 modules in total on the course  2 of these modules relate directly to their teaching practice  Personal and Professional Development  (DFD7130 / DMD7130) November – February, 2/3 days a week  Teaching a Specialist Subject  (DID 7230 / DHD7230 / DMD7230) February – May, including full time 6 week block placement

11. Standard requirements for assessment of teaching practice  A minimum of 100 hours of teaching practice  50 hours for each module  8 teaching observations  4 observations for each module  A teaching file  Evidence of planning, resources and reflection relating to teaching in each of the two teaching practice modules

12. Placement overview Early in the placement:  Trainees settle in and familiarise themselves with key people, places and procedures in the placement (department and the wider institution).  Induction – including relevant health and safety issues  Trainees have an Induction Checklist which they need to complete.  It will help trainees to settle in if they could be allocated a space where they can work / leave belongings.  Trainees have a first meeting with their named mentor  Trainees shadow and observe staff to help them to see a range of different student groups, courses and approaches to teaching and learning.  Trainees agree a timetable with their mentor/ a manager.

13. Timetable  Agree with individual trainees  Block 1 – attend part-time November - February  Trainees are available for placement 3 days  Monday / Thursday / Friday  Wednesday / Thursday / Friday  Days will depend on their University timetable  Typically 6-8 hours teaching over two or three days.  Block 2 – full-time Feb – April (6 weeks)  Typically 10-12 hours teaching per week.

14. Teaching practice  Teaching hours can include teaching whole classes, team teaching, small groups and one to one  Where possible trainees should be phased in, taking on increasing responsibility for planning and delivery  Experience of a range of groups, courses, settings  Opportunities to observe other teachers

15. In addition trainees should be encouraged to ……..  Become involved with the department  Discuss their progress with their mentor  Identify points for development following observations  Attend events such as course team meetings, staff development as appropriate  Open evenings, interviews etc  Visits and extra-curricular activities  Trainee must be supernumerary, supervised and with no direct responsibility for students

16. Teaching file for each module The trainee’s file should include:  An on-going log of teaching hours  Teaching observation reports  Records of discussions with mentors, including subject specialist issues  Full documentation evidencing lessons which the trainee has planned and taught  Personal Development Plan records  Placement report form completed by the mentor

17. First phase of teaching practice  Module title : Personal and Professional Development  2 or 3 days attendance at placement (negotiated)  Minimum of 50 hours teaching  A minimum of 4 satisfactory observations  Generic and subject specialist observations  Typically carried out by: 1 subject specialist (usually the mentor) 2 generic (teacher trainers or specialists in the department) 1 university tutor  Completed by mid February

18. Teaching practice block 1 During this phase the trainee should shadow and observe teaching and, as appropriate, take on increasing responsibility for preparing and delivering part or all of a session. For this module, the trainee needs to complete :  50 hours teaching practice – this can include team teaching, small groups, one to one and whole classes  Receive 4 satisfactory teaching observations with written feedback.  Trainees should be completing a log of all their teaching hours and building a teaching file. This file should include relevant schemes of work, lesson plans, resources, records of student assessment and feedback and trainees’ reflections on their teaching.  Trainees should have discussions with their mentors and any other staff they are working with. Discussions could focus on:  their lesson planning  the content of their teaching files  observations and action planning  progress and how they are working towards grading criteria  Form PDP6 should be completed and signed as a record of discussions.

19. Second phase of teaching practice  Module title : Teaching a Specialist Subject  6 weeks full time attendance at placement  50 hours teaching  A minimum of 4 satisfactory observations  Generic and subject specialist observations  Typically carried out by 1 subject specialist (usually the mentor) 2 generic (teacher trainers or specialists in the department) 1 university tutor  Completed by w/c 27 April  May extend beyond 6 weeks to complete hours

20. Teaching practice: 6 week full time block  In this second part of their teaching practice the trainees should be developing their range of experience of teaching and their understanding of the wider teacher role.  Trainees should be encouraged to observe other staff. They should also, where possible, attend relevant meetings and events in the department and the wider institution.  Trainees will be expected to focus on particular aspects of their teaching to improve their skills and extend their use of more advanced techniques.

21. Teaching practice 6 week full time block  The trainee should be continuing to log all teaching hours and building a second teaching file which includes observations, relevant schemes of work, lesson plans, resources, records of student assessment and the trainee’s reflections on his/her teaching.  This file should demonstrate the trainee’s increasing engagement with more varied and challenging teaching situations.  Trainees need to continue to discuss their teaching, planning and the content of their teaching files regularly with their mentors and any other staff they are working with.  They should also discuss observations and action planning, general progress and how they are working towards grading criteria

22. Mentors  It is a requirement that each trainee must have a mentor who can support them in their placement.  Mentors should hold a relevant teaching qualification, have subject knowledge and experience within the area the trainee will be working.  Be available to review progress and agree actions with the trainee on a regular basis.  The course maintains a Mentor database which is used to support our mentors, send them information and comply with the requirements for Ofsted.

23. Role of the mentor (1) The mentor would normally :  Be a suitably qualified and experienced teacher who understands the requirements of teaching/training in the subject area  Be a critical friend in the trainee's placement who is able to provide advice support, guidance and constructive feedback  Identify any problems relating to the trainee and their placement, liaising with the trainee’s personal tutor as appropriate  Provide the link with the University by completing relevant documentation and maintaining contact with University tutors / admin team

24. Role of the mentor (2) The mentor can assist the trainee in the following areas:  Induction within the specialist department  Planning and Curriculum:  Supervise trainee’s planning at the lesson and course level.  Provide access to module/unit specifications and resources  Teaching observations:  including constructive feedback, especially relating to subject specialist pedagogy.  Progress reviews:  The trainee’s teaching and their general progress in the placement.  The extent to which the trainee is working towards the grading criteria.  Agreeing action plans and interventions to enable the trainee to work towards the requirements of the Professional Standards.  Meetings with trainees and progress reviews should be recorded on the PDP6 form.

25. OBSERVATIONS, ASSESSMENT AND GRADING 25

26. Education and Training Foundation (ETF)  The ETF oversees developments in professionalism in Lifelong Learning.  Developed the Professional Standards for teachers in the sector  Professional values and attributes  Professional knowledge and understanding  Professional Skills http://www.et-foundation.co.uk/our-priorities/professional-standards/professional-standards-2014/  Our trainees’ progress and development is mapped against these Standards.

27. Observations of trainees  Observations and feedback should be constructive and developmental and take account of the stage the trainee has reached in their training  Individual observations are not graded but assessed against progress towards the Professional Standards.  Joint observations – with University tutors, other mentors, teacher trainers  Assessment of each of the two teaching practice modules includes a grade which is indicative of progress and achievement for that particular module  Grades are determined through a trainee’s self assessment and their University personal tutor. Mentor feedback given to the trainees will be an important consideration in that process.

28. Observation paperwork  Documentation :  TP1 – trainee completes before the observation  TP2 – completed by the observer  TP3 – trainee completes after the observation

29. Observing, progress and cause for concern  With reference to the TP2 observation form, what would you focus on particularly when observing a trainee in the first few weeks of placement?  What would you expect to see in an ‘outstanding’ lesson?  What might lead you to ‘fail’ a trainee’s observation?  What actions would you take following a ‘failed’ observation? 29

30. Documentation: Personal Development Plan (PDP) Trainees keep a record of their progress and development within their PDP. Of particular note for mentors:  PDP2 – log of teaching hours and other placement activities. Should be countersigned by trainee’s mentor  PDP 4 – progress towards the Professional Standards  PDP5 – observations summary  PDP6 – record of meetings with mentors  PDP7 – grading documentation

31. Grading process  Trainees self-assess and agree a grade with their personal tutor, documented in PDP 7  Mentors can play a significant part in the process  Includes grading criteria mapped against the Professional Standards  Education & Training Foundation (ETF) Professional Standards http://www.et-foundation.co.uk/  3 broad areas within the grading:  Professional Values and Attributes  Professional Knowledge and Understanding  Professional Skills

32. Documentation : Placement Report Form  This form is designed for you, and other staff in the department, to provide feedback and comments on the trainee’s overall progress and development during their placement.  The form should be completed once towards the end of block 1 of the teaching practice and again on completion of the placement. Trainees are required to return the completed forms to their personal tutor.  The comments on the form can provide trainees with some of the evidence required for their grading.

33. Additional assessment and projects During the course trainees may be required to complete a range of different assignment tasks relating to teaching and learning  Projects might include :  Assessment projects  Curriculum development  Creativity/ Innovation projects  Where projects link to placement, it is often helpful if trainees are able to discuss their ideas and work in progress with their mentor

34. Examples of projects trainees might undertake  Curriculum development  Schemes of work  Development of new modules / units  Resource development to support a module  Creativity / Innovation  Use of technology to support teaching and learning  Resource packs  Displays of student work  Materials for college intranets / VLEs  Use of games  Resources for interactive whiteboards

35. Summary of the mentor role (1)  Providing opportunities for the trainee to learn more about the setting and organisation  Acting as a gateway to other people and sources of knowledge in the institution  Helping the trainee to evaluate their own teaching in relation to increasing their insight into the wider role of the teacher  Challenging the trainee to face up to opportunities and problems and to recognise personal strengths and weaknesses  Discussing with the trainee strategies and issues appropriate to maintaining and managing an effective learning environment relevant to their particular subject or discipline

36. Summary of the mentor role (2)  Observing the trainee teach and using this as a basis for providing constructive feedback, so facilitating the development of their teaching effectiveness  Enabling the trainee, when appropriate opportunities arise, to broaden their outlook and experience e.g. attend certain meetings, observe more experienced colleagues, become involved in projects and other developments  Encouraging the trainee and helping them to develop the skills necessary to evaluate their own performance in the teaching role and to explore the resultant issues  Providing the challenge for the trainee to take the next step in their professional development and growth

37. OFSTED Inspections of Initial Teacher Training  Short notice inspections : April onwards  Significant focus on mentors, trainees and NQTs in placements  Visits and observations  Talking to mentors, trainees and NQTs  Progress and attainment of trainees  Documentation  Quality assurance  Partnerships with the University

38. Documentation and resources  Open access for mentors and other staff who support our trainees is available online: https://www.hud.ac.uk/edu/resources/preservice-placement/ https://www.hud.ac.uk/edu/resources/preservice-placement/  http://consortium.hud.ac.uk/ http://consortium.hud.ac.uk/

39. Mentor training quiz Mentor training materials Mentor training quiz When you have completed the mentor training quiz it will be registered with the University and you can download a certificate to confirm you have completed the activity. It is recommended that you familiarise yourself with the mentor training materials before completing the quiz. http://consortium.hud.ac.uk/mentoring/

40. Progress reports : what does ‘good’ look like? Trainee 1  Trainee 1 has nearly completed their first teaching block  Mentor thinks the trainee is making reasonable progress and is borderline satisfactory for this stage of their training. Trainee 2  Trainee 2 has nearly completed their first teaching block  Mentor thinks the trainee is making good progress and has the potential to become an outstanding teacher. In each case, what evidence might there be for the mentor to reach those conclusions about current progress of the trainee? You will need to think about the trainee in the classroom and the placement as a whole. You might find it helpful to refer to some of the grading criteria for ideas. How could the mentor support and monitor the trainees’ progress and development in their second teaching block?

41. The voice of the trainees

42. Case studies  Consider some of the given case studies  What issues do they raise for you in your role as mentors?

43. Questions ?

44. And finally....  Please ensure you maintain close links with the University.  Make known any concerns you have about a trainee.  Let us know of any changes during the placement – mentor, contact details etc  Joint observations, especially new providers / mentors  Thank you for attending and for the ways in which you support our trainees.