1. Pre-service Mentor Training 2017 /18
University of Huddersfield Supporting PRE-SERVICE trainees on placement Liz Dixon
Pre-service Mentor Training 2017 /18

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
Trainees’ Electronic Portfolio (Pebblepad): Shailesh Appukutaan
Questions

3. The Pre-service team Head of department : Prof Roy Fisher
Head of Division: Debs Philip
Course Leader : Judith Kidder
Course Tutors
Gwyneth Allatt
Judith Kidder
Sarah Williamson
Liz Dixon
Course administrator – Anita Crowe
Placement Officer – Leanne Hemphill
Technical support Pebblepad - Shailesh Appukutaan

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 1 MODULE 2 MODULE 3 MODULE 4 Cert Ed Level 4
(includes teaching practice)
MODULE 3
MODULE 4
Cert Ed
Level 4
30 credits
Level 5
Professional
PGCE
Level 6
Postgraduate
Level 7 (M)
Postgraduate Diploma

6. 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

7. 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.

8. Mentors
It is a requirement that each trainee must have a mentor who can support them in their placement.
Mentors normally hold a relevant teaching qualification and 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.
Mentors should either attend a mentor training session or complete our online training package.

9. I gained good 'hands on' experience led by a very supportive mentor whose enthusiasm had a strong influence on me and my performance. I was surrounded by professional staff who put a great deal of effort into their own teaching and were happy to share their experience and offer suitable and very helpful advice on a regular basis.
Trainee Placement Evaluation

10. I felt many of the staff went out of their way to make me feel a part of the team and not an outsider. I found my experiences of actually delivering teaching very helpful in improving my understanding of what the reality role of a teacher is.
Trainee Placement Evaluation

11. Trainee Placement Evaluation
I hadn't appreciated the amount of preparation time that was involved in delivering the required teaching and through ongoing work in this area I felt more and more confident in my ability to prepare my own learning support material. This I feel has given me a good introduction to my future career.
Trainee Placement Evaluation

12. 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, 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.

13. 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

14. 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 portfolio
Evidence of planning, resources and reflection relating to teaching in each of the two teaching practice modules

15. 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
Opportunities to observe other trainees where possible

16. Placement overview First phase:
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.

17. 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

18. External Visits, Residential, Off-Site Teaching
We encourage trainees to be involved in different aspects of teaching, which may include teaching off site and field trips. However, trainees are not yet qualified therefore should not be held wholly responsible for completing risk assessments or for student welfare, which ultimately remains the responsibility of the staff of the placement settings. Trainee teachers on placement should have the appropriate level of support and supervision and be considered as strictly supernumerary in these circumstances.
The placement team at the University should be notified of any instances where the trainee is required to teach off-site.

19. Timetable Agree with individual trainees
Block 1 – attend part-time November - February
Trainees are available for placement 3 days
Monday / Thursday / Friday
Days will depend on their University timetable
Typically 6-8 hours teaching over two or three days.
Block 2 – full-time Feb – May
Typically hours teaching per week.

20. Teaching file for each module
The trainee’s teaching 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

21. Record of progress :Electronic portfolio
Trainees keep a record of their progress and development using an electronic portfolio (Pebblepad).
Of particular note for mentors:
Record of teaching hours and other placement activities.
Observation reports: feedback and reflection
Record of meetings with mentors
Review and progress towards the Professional Standards
Self-assessment and grading
Your trainee should provide you with access to their portfolio so you can view and make comments on evidence of their teaching observations, planning, resources, summary of mentor meetings. etc.

22. 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

23. 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. A minimum of 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 portfolio.
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 portfolio
teaching their subject specialism
teaching Maths, English and relevant digital skills within their subject area
observations and action planning
progress and how they are working towards grading criteria
A summary of each mentor meeting should be recorded by the trainee’s as part of their electronic portfolio.

24. 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 1 May
May extend beyond 6 weeks to complete hours

25. 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.

26. 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 have discussions with their mentor:
Key areas for PDP 6:
progress in planning and the content of their teaching files
observations and feedback
progress and action planning in relation to the ETF Standards and grading criteria.
Preparing trainees for their first teaching role post-qualification

27. Overview of the mentor’s role
Be a critical friend in the trainee's placement who is able to provide advice support, guidance and constructive feedback;
Provide the link with the University by completing relevant documentation and maintaining contact with University tutors / admin team;
Identify any problems relating to the trainee and their placement , and communicate your concerns to the trainee’s personal tutor and our Placement Team as appropriate;
Of particular note:
Attendance and timekeeping
Trainee’s lack of progress and development
Professional conduct
Fitness to practise

28. Role of the mentor (general)
The mentor can assist the trainee in the following areas:
Induction within the specialist department
Planning and Curriculum:
Supervise the 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 Pebblepad (the trainee’s electronic portfolio).

29. Role of the mentor: observation; feedback; critical reflection
Observing the trainee teach and using this as a basis for providing constructive feedback, so facilitating the development of their teaching effectiveness
Discussing with the trainee strategies and issues appropriate to maintaining and managing an effective learning environment relevant to their particular subject or discipline
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

30. Role of the mentor : experiencing the wider role of the teacher
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
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
Challenging the trainee to face up to opportunities and problems and to recognise personal strengths and weaknesses

31. Observations, Assessment and Grading

32. 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.
Feedback should link to the trainee’s identified areas of development
In addition to feedback about generic teaching skills, mentors and other subject specialist staff can provide important guidance and feedback relating to:
Subject pedagogy
Teaching of Maths and English within the specialism
Joint observations – with University tutors, other mentors, teacher trainers

33. Observation paperwork
Documentation :
TP1 – trainee completes before the observation
TP2 – completed by the observer
TP3 – trainee completes after the observation
Guidance notes for observers

34. 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
Our trainees’ progress and development is mapped against these Standards.

35. Grading process
Assessment of each of the two teaching practice modules includes a grade which is indicative of progress and achievement for that particular module
Grading criteria mapped against the Professional Standards
Education & Training Foundation (ETF) Professional Standards
3 broad areas within the grading:
Professional Values and Attributes
Professional Knowledge and Understanding
Professional Skills
Trainees self-assess and agree a grade with their personal tutor, documented in Pebblepad
Mentor feedback given to the trainees, observations and the Placement Report forms are very significant in the grading process.

36. 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. Mentors should return the completed forms to the trainee and discuss areas of progress, development or concern.
The comments on the form can provide trainees with some of the evidence required for their grading.
The trainee will be required to upload the completed placement reports to Pebblepad.

37. OFSTED Inspections of Initial Teacher Training
Short notice inspections :
Phase 1 summer term
Phase 2 autumn term
Significant focus on mentors, trainees and NQTs in placements
Visits and observations
Talking to mentors, trainees and NQTs
Progress and attainment of trainees
Ongoing support and development of former trainees.
Documentation
Quality assurance
Partnerships with the University

38. Resources and Online mentor training package
Open access for mentors and other staff who support our trainees is available online: / 
Online Mentor training
Resources and Course Documents
It is recommended that you familiarise yourself with the mentor resources and course documentation before completing the training.
When you have completed the online mentor training it will be registered with the University to confirm your completion of the training.

39. 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.

40. Questions ?

41. Observing, progress and cause for concern – points to consider:
With reference to the TP2 observation form, which areas 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?

42. Progress reports : what does ‘good’ look like?
Trainee 1
Trainee 2
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 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?

43. The voice of the trainees

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