1. Rachele Morse University of Southampton
Ali Messer University @TeachEdXchange
Rachele Morse University of Southampton A

2. Making mentoring work in a changing landscape

3. Engaging with mentoring
What makes a good mentor?
How do we know this?
What do trainee teachers think makes a good mentor? R

4. Professional Knowledge
What does professional knowledge look like?
Procedural
Paperwork
Knowledge of programme
Summative review points
Regular targets
Pedagogical
Multiple perspectives
Variety of ideas
Pin point specific developments
Quality of feedback
Political (small p)
Knowledge and experience of dept
Sensitive feedback
Awareness of dept demands
Navigate school politics
Understand the limitations of trainee’s practice. R

5. Move me on: professional problem-solving
Katherine Burn inspired and developed this resource.
Real training scenarios and professional problem solving from across the history teacher community.
You are a member so…
Have you contributed your advice?
Used these resources to train others?
Looked for advice for yourself?
Given them to a trainee? A

6. ‘Know that’ to inform ‘know how’?
Move me on resource starts with Knowledge and concepts and includes also:
Exams and policies
Planning
Progression and assessment
Differentiation, inclusion and EAL
Literacies
Citizenship and emotive history
Learning to teach
CARD SORT ON TEACHER KNOWLEDGE A
How can you make it safe to think things through as deeply as possible?

7. ‘Know that’ to inform ‘know how’?

8. You create the learning environment A
Every mentor matters!

9. Your professional knowledge
Pilot mentor audit tool
Promote consistency across the routes we support: UL/SUPA/School Direct/School Centred ITT
Anecdotal experiences of mentor recruitment in schools
Complete the audit to reflect on your own professional knowledge for mentoring
R Rachele I don’t know what UL and SUPA mean? Can we use words not acronyms?

10. Reflections Where is your professional knowledge currently?
How can you develop this?
Questions?
Thanks for joining in!
R and A