1. Primary pgce mentor training
Reading Partnership Teachers:
Excellent practitioners who have a positive impact on their pupils
Primary pgce mentor training
Independent (Summer) SE 2017

2. Our vision
At Reading we train teachers who become reflective professionals able to secure the very best for all children. We support them to be resilient, creative and inclusive. With the highest expectations of learning, progress and development, they inspire children to become confident, active citizens who are able to cope with the fast-moving demands of the 21st century.
We offer a range of routes into teaching that utilise our strong partnership with local schools, providing a personalized approach to trainees from diverse backgrounds and experiences. Our commitment to ensuring equal opportunities is evident through our pastoral support which recognises and nurtures the potential in every trainee. All programmes incorporate practical experience grounded in rigorous educational research. Between the campus environment and the diversity embedded within partnership schools, our trainees develop a strong identity as beginner teachers and educators of the future.

3. Priorities for itt
Develop RPTs’ ability to assess and secure children’s learning, progress and development (Teachers’ Standards 2, 3, 5 and 6):
Develop RPTs’ subject knowledge to ensure confident planning of next steps in learning
Develop RPTs’ understanding of mastery and deep learning
Develop RPTs’ understanding and confidence to use assessment within lessons to adapt teaching and secure learning
Develop RPTs’ use of strategies to support wide a range of learners
Develop RPTs’ skills in making assessment judgements.

4. Priorities for itt
Further secure the consistency and quality of mentoring, with a particular focus on tailored support and developmental target setting.
Support RPTs to recognise priorities and manage time effectively, thus keeping up to date and achieving a work-life balance.
Work across the partnership to develop support for RPTs beyond their initial training.

5. Our RPTs

6. INDEPENDENT (SUMMER) SCHOOL EXPERIENCE
Prior to the start of the School Experience RPTs will make contact and share their personal statement/initial needs doc with you.

7. Your role as a mentor
The mentor checklist – p12 of Mentor Guide (also on webpage)
Ongoing communication
A weekly meeting (p 7)
The Weekly Reflection on Progress
Lesson observations + written and verbal feedback
We have a (new) lesson obs proforma
Support RPT with gathering Standards evidence
Support RPT to make arrangements for SBTs etc
Interim Review 3 (IR3) and Progress Review 3/tripartite (PR3) – more details later
Put lesson obs proforma on webpage

8. How we support you
Your school tutor (will make contact during the first week)
Your mentor handbook
Mentor checklist – p 6
Grading statements – separate doc
Resources on the website - please access and bookmark

9. Aims of the final SE:
“To meet the TS at an appropriate level for a trainee at the end of their training programme”

10. Requirements:
What does 80% mean?

11. Week 9

12. PPA and non-contact time (RPT slide)
You are entitled to 20% (effectively a day a week) non-contact time as a final placement RPT
10% PPA
10% non-contact
You must use this constructively, eg:
SBTs
Observations of experienced teachers
Visits to other settings (not pre application visits to schools)
You must be in (a) school

13. Requirements for RPTs Planning (TS 3 & 4) Lesson Medium term
Record keeping (TS 1, 2, 3, 4 & 5)
Your own
Tracking
Assessing
Reflection (TS 8)
Annotations
Evaluations

14. Requirements for RPTs WRoP and weekly meeting SE file – PLEASE monitor
IR3 and PR3
Standards evidence
Part two
SBTs
Extra Support

15. If you tick ‘no’ you must alert your tutor
Key documents
The Assessment of Progress (AoP)
Evidence of Progress towards the Teachers’ Standards
Weekly Reflection on Progress (WRoP), combines:
RPT reflection
A record of your weekly meeting
RPT targets
Please do tick to indicate whether the RPT is making appropriate progress.
If you tick ‘no’ you must alert your tutor

16. The WRoP
TS 2: “be accountable for pupils’ attainment, progress and outcomes” Please add your reflection below, please include comments on the following, citing examples from specific lessons: • How do you know children are making progress? • What is your role in this process? • How is your assessment information informing your planning?

17. The weekly meeting
Most weekly meetings (but not all) happen on Thursday or Friday
Bring your reflection to the meeting – the agenda for the meeting will arise from this reflection
A record of the meeting should be recorded on the WRoP (fine for this to be done at the time, often the mentor will this to the trainee)
The meeting should end with target setting and these should be recorded on the WRoP

18. Assessment Formative – throughout the SE Lesson observations Mentor
Tutor
Moderation
Other experienced teacher
Assessment points:
Weekly – the WRoP
Tutor visit
IR3 and PR3

19. Interim Review and Progress Review
IR3 – week 4
PR3 – week 8 (week 9 for an RPT making slower progress)
Recorded on the Assessment of Progress (AoP) (Excel doc which RPT has ownership of)

20. Interim Review 3 Following IR3: 3s for whole TS: Inform your tutor
Inform your tutor
Draw up an ESF
Send ESF to Mandy/tutor/Chris
3s for part TS:
Draw up a SBF
Send to tutor
2s for whole TS:
1s for whole/part TS:
With your mentor and referring to the Standards Grading Statements, please discuss how you will ensure that you maintain this progress.

21. Mentor certification

22. Questions: What if the RPT cannot do the prescribed percentage?
What if I have concerns about progress?
What time should they be at school?
Should they do clubs?
Should they do break duty?
What happens if they are unwell?