1. School Direct Mentor Training
Key areas of focus
Familiarisation with the TSs
What does the SD training involve?
How do you support trainees in writing an effective individual training plan for their ATS Initial?
Theme: How do we know trainees, and the pupils in your trainee’s classes are making progress?

2. What makes an excellent trainee?
Zina to do quick review of the TSs

3. What does the SD training involve? Overview of the year
Term 2:
- Tutor Visit 3
- SE2 for a ½ term (Sharing ATS targets, Report)
- Assignment 2 (Feb/ Mar)
- ATS Term 2 & review Subject Audits (Mar)
Term 3:
- Tutor Visit 4
Tutor Visit 5
- Assignment 3 (May)
- ATS Term 3 & Subject Audits (June)
- Mentor End of Programme Report
- Transition to Teaching
Term 1:
- ATS Initial & Subject Audits
- School/ University induction (14th/15th Sept)
Tutor Visit 1
Tutor Visit 2
- Assignment 1 (Nov)
- ATS Term 1 & Subject Audit (Dec)
Weekly Mentor Meeting
Weekly Lesson observation
Reviewing Lesson evaluations/Reflective Diary
Using ATS Level descriptors to set developmental targets
Up to 60-70% timetable, across full range of year groups

4. Support from Middlesex
MDX Wiki- +Direct
rect
Key documents for mentors include:
Mentor Guidance_Summary
ATS forms (Terms 1,2,3)
ATS Level Descriptors
Weekly Mentor Meeting form
Lesson Observation form
Cause for concern
End of programme report

5. Secondary-Full Mentor training Friday 30th September 09:30-15:30
RAF museum with a buffet lunch
Primary-Full Mentor training
Tuesday 4th October, 09:30-15:30
Finchley Golf Club

6. School Direct Mentor Training
How do you support trainees in writing an effective individual training plan for their ATS Initial?

7. ATS Initial
- Determines the trainee’s potential strengths from their ‘Entry profile’
Copies of ATS Exemplar Secondary (Do we need similar for Primary?)

8. ATS Initial
- Outlines the pre-course tasks trainees have completed to prepare for the training year.
General preparation
- e.g. School familiarisation visits, pre-induction, reading N.C
Specific preparation (school or university)
e.g. SKE courses, Core reading, Subject enhancement/reading (revision guides/ textbooks), examination board websites to review past papers, PG Cert reading (Reflective Practice)

9. ATS Initial Initial review against the TSs
Review ALL relevant evidence/experience (W/3/2/1)

10. ATS Initial
Establishes targets (Term 1) and outlines training needs in their Initial Training Plan

11. ATS Initial
Documents key information to support their training and development needs:
Timetable
Wider school responsibilities and training opportunities (TS8)
Do we mention timetabling here?

12. ATS Initial Identifies age ranges and pre/post phase experience
Experience of engaging with the “age ranges immediately before and after…” Share need for this to be undertaken.

13. How do you set sharp and effective termly, and weekly targets?
Written targets
Related to the Teaching Standards
Should be SMART
Allow you to set relevant tasks
Using the ATS Level descriptors

14. How do you set sharp and effective termly, and weekly targets?
Use your level descriptors to consider what grade this trainee is targeted to achieve
Targets Set
- Develop an understanding of the school sanctions and rewards system and begin to consistently implement them in lessons. Try to apply strategies, such as increasing the use of praise, in order to promote positive behaviour and consider the factors that might impact on pupil behaviour.
TS 7

15. How do you set sharp and effective termly, and weekly targets?
Targets Set
- Develop an understanding of the school sanctions and rewards system and begin to consistently implement them in lessons. Try to apply strategies, such as increasing the use of praise, in order to promote positive behaviour and consider the factors that might impact on pupil behaviour.
TS 7

16. How do you set sharp and effective termly, and weekly targets?
Briefly review the ATS Initial document
Using the level descriptors set the ATS initial targets for this student
Use these to set a weekly Mentor Meeting Record target as well as possible strategies & tasks to meet it
Have a copy of Blank_ATS_Initial AND ATS_Initial Secondary targets to allow targets to be developed level descriptors

17. How do you set sharp and effective termly, and weekly targets?
How do your targets compare to others?
Are they related to the TS
Are they SMART
Have you set relevant strategies & tasks
Is it clear how they relate to the ATS Level descriptors

18. School Direct Mentor Training
Mentoring to coaching-
Encouraging trainee reflection and positive outcomes for trainee learning

19. 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?

20. 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.

21. The Self-Audit is a working document which has been developed:
Mentor Self Audit
The Self-Audit is a working document which has been developed:
as a supporting document & professional development tool
to inform our planning, training and support
in response to the questions asked by Ofsted when they interview mentors in partnership schools
Tool to promote dialogue between link tutors and mentors