1. Mentor Subject Conference and Briefing
Tuesday 19th September 2017
The University of Brighton
Secondary Partnership

2. Mentor Subject Conference and Briefing
pm Introduction
Tom Newlands (Postgraduate Secondary Programme Leader)
Sarah Fitzjohn-Scott (Deputy Head of School: Partnership and Engagement)
pm Subject Time TN
As Postgraduate Secondary Programme leader I would like to warmly welcome you all to the School of Education at the University of Brighton – I am very pleased that you could all be here at the start of a really important year as many here take their first steps into teaching..
Our aim today is to optimize your time in subject areas so you can focus on themes significant across all routes but through the lens of your specific specialism – as well as a focus on subject specific needs and developments. In doing so it will contribute to trainee and pupil progress.
We are all here to talk about the first period of school-based training that runs from Mon next week – that is the 25th September for trainees on PGCE secondary routes (‘core’ and ‘SDT’) and two year BA Maths.

3. The University of Brighton ITE Partnership
SFJS
Welcome to the partnership – committed to partnership.

4. 2016/7: Thank You
Record student outcomes 99% grade 1 or 2 (61% grade 1)
96% of trainees rated the overall quality of training as very good/good (2016/7 End of Course Survey)
93%of trainees agreed that the quality of their placement was very good (UoB Survey)
93% said feedback from mentors was very good in helping to make progress
SFJS
Would like to start off by looking back at last year to say thank you. We are a partnership and the work of prof tutors and mentors is fundamental to that.
We are above sector average.
Also v. pleased to say that secondary partnership – through hard work of tutors and your involvement – has bucked national trends and recruitment has remained consistent overall but still a challenge and particularly in certain subject areas - thanks
99% grade 1 or 2
Partnership a strength – based on your commitment and hard work
All trainees exceeded the minimum standards and 61% attained a Grade 1 at the point of gaining QTS.

5. 2016/7: Final School-Based Training Evaluation selected highlights
‘I have had regular weekly mentor meetings and clear targets were set each week and actions on how to meet them. I have attended CPD sessions after school on various topics including Pupil Progress and Understanding Data 4matrix, Assessment for Learning, and Sound Training which has helped and informed my teaching practice. I have also observed outstanding practice and this has helped to inform and improve my planning for lessons. I have worked with classes weekly and have been able to get to know pupils. I have also worked as a TA in lessons and supported pupils one to one with appropriate intervention strategies to support their learning.’
SFJS
Just to share a few points from the end of course survey at the end of the course trainees are asked for the number one highlights – the most common answer is their work with mentors.
– the value students put on experience in school cannot be overstated. We feel that together this is a fantastic partnership and we have the results, the experiences and the expertise.
- Just a minute to look at the quote – emphasises the value of weekly mentor meeting, joint setting of action plans, wealth of CPD ….

6. UoB ITE Partnership Priorities 2017/18
Core business
In partnership we train the best teachers who will make a significant contribution to pupil learning and progress, demonstrating the highest standards of professionalism and enhancing the life of their school community.
SFJS

7. Secondary Programme Priorities
1. To further develop the quality of training following the Post-Carter Review group reports.
2. To improve trainee performance in TS2, 5, 6 and 7.
3. To embed the Partnership response to the Independent Teacher Workload relating to:
Planning and Teaching embedding use of core elements and planning across a sequence of lessons. Core principle – effective and efficient.
Marking Data developing effective and efficient practices. Joint marking. More in-school mentoring.
Data Management management informed use of data. Understanding of different ways of tracking pupil learning and progress.
SFJS – In addition we have a further partnership priority related to NQTs
Core Content – Addressing new ITE ‘curriculum’ in place. Key areas: Inclusion, pupil mental health, subject and curriculum knowledge, informed use of research, strengthening memory
Behaviour – Three r’s - routines, relationships and responses. Practice.
Mentoring– use of mentor standards, mentor training and support, mentor selection

8. Ongoing Essentials Safeguarding (Prevent, FGM, CSE) Trainee wellbeing
Use of data
Promoting British Values
SFJS
We have amended and refined:
Mentor meeting checklist
Updated Safeguarding
Added compliance information overview
Added national mentor standards and mentor selection guidance
Added statement and links from Ofsted
Experience of contrasting schools
Grade 3’s

9. Developments to PiE Mentor meeting checklist Updated Safeguarding
Compliance information overview
National mentor standards and mentor selection guidance
Statement and links from Ofsted
Experience of two contrasting schools
SFJS Brighton and Hove Half term,
We have amended and refined:
Mentor meeting checklist
Updated Safeguarding
Added compliance information overview
Added national mentor standards and mentor selection guidance
Added statement and links from Ofsted
Experience of contrasting schools
Grade 3’s

10. Introducing the Mentor Blog
SFJS
Introduce the mentor blog.
Show mentors the link and a brief introduction to what can be found there.

11. Professional Tutor and Mentor Handbook
Section 1: Secondary Professional Year School-Based Training This section outlines expectations and procedures for trainees and mentors during school-based training. It includes key contacts, expectations, tasks and information on assessment processes.
Section 2: Professional Development in the Secondary Professional Year (PD and the e-Portfolio)
Please have the e-Portfolio open in weekly mentor meetings. TN
I would like to clarify there are 2 sections to the Professional Tutor and Mentor Handbook.

12. Timetable SBT1 p.6
Initial periods of observation of experienced teachers, then assisting them in the classroom i.e. individual and small group work, team teaching - leading to increased responsibility.
By start of November (as a guide) trainees will be taking over responsibility for some of the classes increasing to 40% of a teacher’s normal timetable based on mentor judgement. TN
Please note that our aim is ensuring our trainees have a personalised training experience and will take on 40% when they are ready for it.

13. In addition … 1 period a week as a TA (outside of subject specialism)
1 period a week for a mentor meeting
1 period a week for preparation for the mentor meeting
1 period a week for updating e-Portfolio and action plans
1 period for school Professional Studies programme
Completion of school – based tasks (pp.7-12) and observation should take place in addition to this.
Once established, there can be further additional teaching experiences based on individual professional development. (See p.18 Appendix 2) TN
In addition to a 40% teaching timetable trainees should have …

14. .. our expectation for trainees appropriate to this stage of their training is that they … p.6
Assume increasing responsibility for the attainment, progress and outcomes of the pupils they teach (with the support of mentors, class teachers and the professional tutor);
Demonstrate increasingly confident judgement in planning for pupil progression within individual lessons and are beginning to plan over time for this;
Set challenging tasks, based on secure subject and curriculum knowledge, drawing on understanding of the pupils’ prior attainment which has been obtained through informed use of assessment and data;
Develop the ability to employ engaging and effective methods that support pupils in reflecting on their learning. TN
We would like to stress that at the end of the first school-based training period, trainees are judged commensurate to that stage in the year. We have specified this in the following description of expectations …

15. Trainee Assessment Milestones pp. 14-15
Furthermore …
Induction Tasks pp.8-9
Weekly Tasks pp
Trainee Assessment Milestones pp
Requirements for the Trainee File p.16 TN
Furthermore …

16. Questions? Feedback? Support? Contact us:
Direct access to forms, guidance and handbooks: TN
Please note the following …
The second on the blog Sarah mentioned earlier.

17. Subject Briefing Rooms
Room No.
Art and Design
Sally Johnson
D130
English
Steve Roberts
A500
Geography
Sharon Reilly
A501
Mathematics
Paraic Treacy
C122
MFL
Karen Murray-Hall
A402
Religious Studies
Tom Newlands
B502
Science
Brian Marsh & Sarah Poore
E235