1. Mentor Training Friday 30th September 2016
Mentor training has been updated this year to address the new national standards for mentors.

2. Agenda
Session 1 – Role of the mentor and the new mentor standards Session 2 – Administration and support Session 3 – Target setting and challenge Session 4 – Giving effective feedback and having challenging conversations, PS and QA
Four sessions, of an hour each, to cover the administration and paperwork, highlight the new mentor standards, consider the main parts of the role and the timeline for completion as well as giving experienced mentors a platform to share good practice more widely. It is important that you collect examples of good practice from across the partnership and share these with the SEG team.

3. Key Improvement Priorities 2016-17 Mentoring quality and consistency
Our KIPs
Key Improvement Priorities
Mentoring quality and consistency
Addressing the needs of all learners
Cross-phase experiences
Resilience
Mentoring quality and consistency – should be addressed through this training and through the QA processes, outlined at the end of Session 4.
KPI 2 and 3 should be addressed through assessing against the Teachers’ Standards, particularly TS5 and through primary visits during SBT 2.
Resilience is discussed briefly during Session 4 and links to the Ofsted teacher workload recommendations, also published on the Wiki.
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4. The role of the mentor Working with the new mentor standards
Session 1
The role of the mentor
Working with the new mentor standards

5. The Subject Mentor
‘The Subject Mentor has without a doubt the most important influence upon the development of the trainee teacher.’
We understand the pivotal role played by the mentor in training teachers. Highlight the 4 days in school, 1 day in University most weeks.
We are here to support you in training our trainees.
New national standards also aim to raise the profile of mentoring in schools, as well as achieving greater consistency and build a culture of coaching and mentoring – all covered in Session 1.

6. Sort the cards into whichever categories you think they best fit.
The role of the mentor
Sort the cards into whichever categories you think they best fit.
Sort the role cards into categories of choice and discuss the complex nature of the role.
Feedback main points raised by each group.
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7. 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
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.

8. (love, despair, hate, fear, terror, elation…) A complex relationship
Relationships
Emotional
(love, despair, hate, fear, terror, elation…)
A complex relationship
(but asymmetrical)
Talk about the asymmetrical relationship – mentors are there to help and support, but also to grade and make judgements.
If you wish/have time – share a couple of examples from Chapter 10 of Trevor Wright’s book – quotes from trainees about their mentors.
For example “from the first day, you made me feel like an asset, rather than a liability”, “I do feel that a graduated introduction to some of the more challenging classes at the start of my placement would have been less harrowing” and “most importantly, you always forced me to focus on the positives in my lessons”.

9. Mentor, coach or counsellor?
There is a National Framework of Mentoring and Coaching (DfES, 2005)
Mentoring and coaching can be considered part of a triangle of support
Mentoring = putting in
Coaching = drawing out
Counselling = acknowledging
Info only.

10. Balancing the role of mentor
When might you need to
Mentor?
Coach?
Counsel?
Ask the groups to consider this question and take some feedback.

11. Coaching Mentoring Core skills Expert Not expert Building rapport
Guides
Advises
Listening
for
meaning
Assesses
No formal assessment
Questioning
for
understanding
How would this model fit with the timeline October-January and across the whole PGCE year?
Non directive strategies (pull)
Directive (push)
Trainee generates solutions
Directive
Facilitative

12. The helping relationship continuum
Push Pull Directive Non-directive Diagnostic listening Active listening
Info only.

13. Where do you sit on the continuum?
Think
Where do you sit on the continuum?
How will you support the trainee as mentor/coach during their SBT placement?
Consider the questions.
Where is your natural point on the continuum?
What changes may you have to make to youur own behaviour in order to best support trainees?

14. The Brilliant Mentor! This is how trainees see you.
Refer back to some of Trevor Wright’s examples if you wish. Which one are you?

15. National mentor standards
What are these?
Why are they useful?
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).
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16. Administration and support
Session 2
Administration and support

17. Trainees use the ATS form to track their progress
Teachers’ Standards
Trainees need to meet and exceed the Teachers’ Standards by the end of the course
Trainees use the ATS form to track their progress
Mentors grade against the 8 Teachers’ Standards at each assessment point
Mentors comment on personal and professional conduct
Mention Part 1 and Part 2 of the Teachers’ Standards. We are assuming familiarity with these – but signpost mentors to the Wiki for a copy, if they are not.
Introduce the ATS form as the main document used by trainees – we will come back to this.
Distinguish grading against TS1-8 Part 1 of the TS and commenting on Part 2 of the TS in separate sections of the ATS form. Made clear in the mentor handbook too.

18. The year calendar The PGCE year
Overview of key dates. Highlight the SBR deadlines in SBT 1, as well as the first ATS Review point on 18th January 2017.

19. Where are the pressure points? What happens on Monday?
SBT 1 Timeline
Where are the pressure points?
What happens on Monday?
When do you assess?
What needs to happen each week?
Can they answer these questions?
They may ask questions about the timetable and what needs to be included. Refer to the timetable calculator in the mentor handbook.
They may ask further questions, which you can either answer, park for later or get back to them.
Remind them that they have a handbook, access to support and that everything is on the Wiki.

20. To help you… Go through the main parts of the document.
Attendance requirements – page 4
Key dates – page 5
Key paperwork – page 6
Mentor responsibilities – page 7
Needs analysis – page 8 (we refer to this later in Session 4)
Dealing with challenging circumstances – page 9 (referred to in Session 4)
PS – page 11 (referred to in Session 4)
If things go wrong – PSPs and CfCs – page 11
Appendices and weekly guidance – pages 13-84

21. Website Front page looks like this.
Highlight mentor tab and handbooks, as well as subject pages.

22. Documentation and support
Middlesex Secondary Partnership
Explore the Wiki and highlight key places to find information.

23. The ATS form The ATS form.
Highlight key review dates on the first page.
Say that trainees should share their ATS form with you on their induction visit to the school.
Tell them that the initial parts of the form and starting point gradings will already have been completed.

24. ATS entry profile
Explain briefly what we ask them to do during induction and that trainees will have initial targets already.
Target-setting will be covered in detail in Session 3.

25. Trainee self assessment: evidence and claims
Talk about evidencing the Teachers’ Standards and explain that we ask trainees to update this form regularly (weekly? – that’s what I tell mine).
Refer in particular to TS3 – talk about the subject knowledge audit and the need to review this regularly.
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26. ATS review points and grading
This part will have been completed during induction, quite likely to be 8 ‘W’s for most trainees. (Yellow arrow)
This part will be completed by mentors at the first review point in January (Red arrow)

27. Assessment of personal and professional conduct (Part 2)
This part (Blue arrow) needs to be completed by mentors at the first review point and should ONLY refer to Part 2 of the standards, personal and professional conduct.
Tell them that we often use these comments on references.
This part (Purple arrow) is where future targets are set. Explain that we use these during returns week as the basis for the Progress Review.

28. The ATS level descriptors
ATS level descriptors. To help with target setting (this is covered in depth in Session 3).

29. The impact of teaching on pupil progress
TS 2 – impact on pupil progress (we will return to this in Session 4)
TS7 – significant changes based on the behaviour management working group report published in July.
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30. Lesson observations
One formal lesson observation per week should be completed, using the Middlesex form. Refer to the Teachers’ Standards when giving feedback. Link feedback to pupil progress (more on this in Session 4). The ATS level descriptors document are a great tool to use for this as key statements can be highlighted in the observation feedback, making it very clear where the trainee is at and at which grade they are working. Link feedback to weekly targets where possible.
Informal feedback is fine – we encourage trainees to keep a book for informal and additional feedback.

31. Lesson plans and evaluations
Trainees should evaluate their own lessons WWW/EBI, together with the pupil progress – this links to the lesson plan, where they plan assessment opportunities.
Talk about the new class context sheet and how we expect it to be used.
Trainees should reflect on their lesson and this should form the basis of the weekly meeting discussion.
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32. Weekly mentor meetings
A timetabled meeting, once a week.
WMM guidance given in the mentor handbook – refer to key points if you wish
Reflect – review – sett new targets (Session 3)
Tell them that they must complete the sections at the bottom of the form and tick one of the boxes. If trainees are not making progress – start a PSP at the bottom of the form the first time this happens. Guidance is in the mentor handbook.

33. Attendance To be signed each week.
100% attendance a requirement of the course.

34. Expected progress
The yellow arrow shows minimum expected progress for SBT 1.
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35. Cause for concern
Guidance on CfC in the mentor handbook. They contact us if any problems materialise.

36. Session 3 Setting development targets – new mentors
Sharing good practice – experienced mentors

37. School Direct Mentor Training
Supporting trainees by setting sharp and effective targets using the ATS Level Descriptors
Tremaine to cover this session with his SD trainees.

38. Trainees guided towards ‘Grade 1’
Using the ATS Levels
Lesson observations, setting targets, & moderating progress.
Trainees guided towards ‘Grade 1’
Target setting and progress.

39. Claims, and using the ATS Levels language
Place these words on the spectrum
Grade 3
Grade 2
Grade 1
very effectively
understand
appropriately
confidently
effectively
good
aware
highly
maintain
deliberately seek
recognise
rapidly

40. Claims, and Using the ATS language
Grade 3
Grade 2
Grade 1
aware
rapidly
effectively
appropriately
very effectively
maintain
understand
confidently
good
recognise
highly
deliberately seek

41. Setting set sharp and effective termly, and weekly targets
Written targets
Related to the Teaching Standards
Using the ATS Level descriptors
Allow you to set relevant tasks/strategies

42. Setting set sharp and effective termly, and weekly targets
Strategies & Tasks
Should be SMART
Concrete tasks/ strategies to employ
Achievable in a week/term

43. Target setting and Top tips
New mentors
Familiarisation with the ATS Levels
Setting effective targets
Suggesting appropriate tasks/strategies
Target setting and Top tips
Experienced mentors
Devise a list of top tips
Discuss how to share good practice in the department, in school and across the partnership
Give an example, with a focus on feedback to trainees after a lesson
Consider what mentors can do if there are challenging circumstances.
New mentors – practise writing targets, using the ATS level descriptors.
Experienced mentors – share good practice, top tips, a focus on impact on pupil progress and how to achieve this through focussed feedback. Also – consider what to do if challenges arise. What might these challenges be? What are the possible solutions? Where to access support? We will revisit this in Session 4 and ask them for their input. Remember to collate and record examples as we want to share these across the partnership.

44. Using the weekly mentor meeting to support trainee development
Briefly review WMR
Using the level descriptors set targets for this student and possible tasks/strategies
Review blank WMR and set targets

45. Using the weekly mentor meeting to support trainee development
How do your targets and strategies/tasks compare to others?
Is it clear how they relate to the ATS Level descriptors?
Are they SMART?
Are the strategies & tasks appropriate and achievable in a week?

46. How might the trainee use this as evidence?
Using the ATS levels in lesson observation to support trainee evidence & development
Review this lesson observation, and highlight the language of the ATS level descriptors
How might the trainee use this as evidence?
What might it encourage discussion of at subsequent mentor meetings?
Optional activity – if there is time in the session.
Use exemplar Lesson observation and get them to highlight wording from the ATS Levels

47. School Direct Mentor Training
Mentoring to coaching-
Encouraging trainee reflection and positive outcomes for trainee learning
Tremaine will do this with his SD mentors.

48. Briefly reflect on your mentor meetings
Mentoring to coaching
Briefly reflect on your mentor meetings
What do mentor meetings currently look like?
What do you do?
What do trainees do?

49. Mentor Handbook: Possible checklist for Weekly Mentor Meeting
Prior to the meeting:
Formal observation undertaken, with full lesson plan and evaluation by the trainee
Trainee completes ‘ Weekly Reflection’; summarises the tasks/strategies undertaken and drafts possible targets 
During the meeting:
Discuss the reflection, including the lesson evaluation
Model good practice in effectively evaluating a lesson
Discuss general progress towards the TSs, using the Level Descriptors document
Review previous targets and agree new developmental targets
Identify tasks and strategies to address these targets
If possible, impact on pupil progress and look at examples of pupil work that demonstrate this.

50. Session 4
Giving effective feedback and having challenging conversations
Professional studies
Quality assurance

51. Ofsted best practice
“The concept of pupil-focused feedback was introduced and all school-based trainers received training to be able to apply these criteria to the trainee teachers’ lessons. Conversations about pupil learning increased and discussions about what trainee teachers had ‘delivered’ decreased. School-based trainers became more confident and accurate in measuring pupil progress, delivering formative feedback and making judgments about the quality of lessons using the lesson observation record. This sharp focus on pupils’ learning was noticeable during the inspection.”
A quote from one of the Ofsted best practice documents.
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52. Mentors and trainees used questions such as:
Ofsted best practice
Mentors and trainees used questions such as:
Where in the lesson could children have made more progress?
Was this true for all children or particular groups?
How could that have been achieved?
What do you need to do now to make sure that there is greater learning in your next lesson?
Ofsted highlighted questions such as this as evidence of good practice.
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53. Recommended reading
“Appropriate questioning is what is most likely to move trainees on through their zone of proximal development”
Trevor Wright, How to be a Brilliant Mentor, 2010
Trevor Wright talks about questioning in his book.
The idea is to move away from a directive approach, where we tell the trainee their strengths and areas of weakness to a coaching model, where we ask appropriate questions to encourage the trainee to reflect on their practice.

54. Having challenging conversations
Feedback from experienced mentors
Mentor handbook – guidance
Barriers and solutions
Get the experienced mentors to feedback their thoughts from their discussions in Session 3. If you don’t have any experienced mentors – go straight to the third bullet point.
Highlight the information and guidance given in the mentor handbook.
Give mentor post-its – one colour write the challenges and barriers. Then get them to use a second colour to come up with solutions. Lead a feedback session based on the issues raised.
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55. Use the Middlesex PS programme
Professional studies
Use the Middlesex PS programme
Moving to grade 1 – how to set weekly targets that help to develop trainees professional studies and practice, hand in hand
Talk about the overview of the PS programme – in the mentor handbook and on the Wiki.
Discuss how to use the PS programme to set targets that are appropriate to the stage of training.
There will also be an in-school PS programme. Mentors should know what is being covered and when and use this to feed into target-setting, weekly meetings and lesson observation feedback.
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56. Weekly mentor meeting forms shared via DropboxQA
Visits – the TVR
Needs analysis
Weekly mentor meeting forms shared via Dropbox
Look at the new TVR form and explain it’s purpose.
Talk about the mentor needs analysis – they will have been sent the link, many will have completed it already. University tutors will refer to this on the first visit.
Trainees upload their WMM forms and all other documentation (lesson observations, registers, lesson plans, ATS forms) to their Dropbox. Aske the trainee to give you access so that you can see their progress.
We gather a lot of helpful information about mentor quality and consistency (one of our KPIs this year) through these three avenues.
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57. Key Improvement Priorities 2016-17 Mentoring quality and consistency
Our KIPs
Key Improvement Priorities
Mentoring quality and consistency
Addressing the needs of all learners
Cross-phase experiences
Resilience
2&3 – through TS5 and KS2 visits during SBT 2, both likely to be more of a priority later in the year?
Resilience – aiming to retain trainees and teachers.
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58. Key documents from Ofsted can be found on the Wiki.
Resilience
Eliminating unnecessary workload associated with data management:
Eliminating unnecessary workload around planning and teaching resources:
Eliminating unnecessary workload around marking:
Key documents from Ofsted can be found on the Wiki.
Mention these recommendations. Go through in more detail if time. If not, we will revisit during visits and January training.
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59. Mentor training and development 2016-17
Subject mentor training will take place in January:
Preparing for SBT 2
The Monitoring and Assessment assignment
Moving to grade 1
KPIs
Mentor training on school visits:
Joint observations
Giving effective feedback
Audit of mentor confidence and capabilities
Updates on wiki
Any questions – let us know.