1. Mentor Training Thursday 9th January 2018
Mentor training has been updated this year to address the new national standards for mentors.

2. Agenda
New Mentors Session 1 – Role of the mentor, administration, support and setting targets New and Experienced Mentors and PCM’s Session 2 – Assessment and the M&A assignment Experienced Mentors and PCM’s Session 3 – Coaching
Two sessions for new mentors and two sessions for experienced mentors and PCMs.

3. Key Improvement Priorities 2017-18
Our KIPs
Key Improvement Priorities
Develop and extend mentor training provision
Strengthen our systems for QA
Identify risk factors and support trainees – resilience/help to ensure they complete in 1 year
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4. Session 1
The role of the mentor

5. The Subject Mentor
‘The Subject Mentor has without a doubt the most important influence upon the development of the trainee teacher.’
We understand the pivotal role played by the mentor in training teachers. Highlight the 4 days in school, 1 day in University most weeks.
We are here to support you in training our trainees.
New national standards also aim to raise the profile of mentoring in schools, as well as achieving greater consistency and build a culture of coaching and mentoring – all covered in Session 1.

6. Sort the cards into whichever categories you think they best fit.
The role of the mentor
Sort the cards into whichever categories you think they best fit.
Sort the role cards into categories of choice and discuss the complex nature of the role.
Feedback main points raised by each group.
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7. The brilliant mentor is…
approachable, flexible and committed
fascinated by teaching and learning
an expert
open to new ideas
reflective
explicit about what they do
a problem-solver
realistic but not cynical
creative
well organised
emotionally intelligent
a good collaborator
This list is from Trevor Wright’s book ‘How to be a brilliant mentor’ and is available to mentors via their trainee. It is recommended reading for mentors.

8. (love, despair, hate, fear, terror, elation…) A complex relationship
Relationships
Emotional
(love, despair, hate, fear, terror, elation…)
A complex relationship
(but asymmetrical)
Talk about the asymmetrical relationship – mentors are there to help and support, but also to grade and make judgements.
If you wish/have time – share a couple of examples from Chapter 10 of Trevor Wright’s book – quotes from trainees about their mentors.
For example “from the first day, you made me feel like an asset, rather than a liability”, “I do feel that a graduated introduction to some of the more challenging classes at the start of my placement would have been less harrowing” and “most importantly, you always forced me to focus on the positives in my lessons”.

9. Mentor, coach or counsellor?
There is a National Framework of Mentoring and Coaching (DfES, 2005)
Mentoring and coaching can be considered part of a triangle of support
Mentoring = putting in
Coaching = drawing out
Counselling = acknowledging
Info only.
Mention Pask and a focus on Coaching in January.

10. Balancing the role of mentor
When might you need to
Mentor?
Coach?
Counsel?
Ask the groups to consider this question and take some feedback.

11. Coaching Mentoring Core skills Expert Not expert Building rapport
Guides
Advises
Listening
for
meaning
Assesses
No formal assessment
Questioning
for
understanding
How would this model fit with the timeline October-January and across the whole PGCE year?
Non directive strategies (pull)
Directive (push)
Trainee generates solutions
Directive
Facilitative

12. The helping relationship continuum
Push Pull Directive Non-directive Diagnostic listening Active listening
Info only.

13. Where do you sit on the continuum?
Think
Where do you sit on the continuum?
How will you support the trainee as mentor/coach during their SBT placement?
Consider the questions.
Where is your natural point on the continuum?
What changes may you have to make to your own behaviour in order to best support trainees?

14. The Brilliant Mentor! This is how trainees see you.
Refer back to some of Trevor Wright’s examples if you wish. Which one are you?

15. National mentor standards
What are these?
Why are they useful?
Mention the mentor standards, published July 2016.
I have mapped the new standards to our training and documentation and will send a separate document, which may be easier to refer to.
For a v quick overview you should say that the standards cover 4 key areas: personal qualities, teaching, professionalism and self-development & working in partnership. They are clear in the mentor handbook (referred to in Session 2 in much more detail).
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16. Trainees use the ATS form to track their progress
Teachers’ Standards
Trainees need to meet and exceed the Teachers’ Standards by the end of the course
Trainees use the ATS form to track their progress
Mentors grade against the 8 Teachers’ Standards at each assessment point
Mentors comment on personal and professional conduct
Mention Part 1 and Part 2 of the Teachers’ Standards. We are assuming familiarity with these – but signpost mentors to the Wiki for a copy, if they are not.
Introduce the ATS form as the main document used by trainees – we will come back to this.
Distinguish grading against TS1-8 Part 1 of the TS and commenting on Part 2 of the TS in separate sections of the ATS form. Made clear in the mentor handbook too.

17. The year calendar 2017-18 calendar The PGCE year
Overview of key dates. Highlight the SBR deadlines in SBT 1, as well as the first ATS Review point on 18th January 2017.

18. Where are the pressure points? What happens on Monday?
SBT 1 Timeline
Where are the pressure points?
What happens on Monday?
When do you assess?
What needs to happen each week?
Can they answer these questions?
They may ask questions about the timetable and what needs to be included. Refer to the timetable calculator in the mentor handbook.
They may ask further questions, which you can either answer, park for later or get back to them.
Remind them that they have a handbook, access to support and that everything is on the Wiki.

19. To help you… Go through the main parts of the document.
Attendance requirements – page 4
Key dates – page 5
Key paperwork – page 6
Mentor responsibilities – page 7
Needs analysis – page 8 (we refer to this later in Session 4)
Dealing with challenging circumstances – page 9 (referred to in Session 4)
PS – page 11 (referred to in Session 4)
If things go wrong – PSPs and CfCs – page 11
Appendices and weekly guidance – pages 13-84

20. Documentation and support
Middlesex Secondary Partnership
Explore the Wiki and highlight key places to find information.

21. The ATS form
ATS form
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22. ATS entry profile
Explain briefly what we ask them to do during induction and that trainees will have initial targets already.
Target-setting will be covered in detail in Session 3.

23. Trainee self assessment: evidence and claims
Talk about evidencing the Teachers’ Standards and explain that we ask trainees to update this form regularly (weekly? – that’s what I tell mine).
Refer in particular to TS3 – talk about the subject knowledge audit and the need to review this regularly.
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24. ATS review points and grading
This part will have been completed during induction, quite likely to be 8 ‘W’s for most trainees. (Yellow arrow)
This part will be completed by mentors at the first review point in January (Red arrow)

25. Assessment of personal and professional conduct (Part 2)
This part (Blue arrow) needs to be completed by mentors at the first review point and should ONLY refer to Part 2 of the standards, personal and professional conduct.
Tell them that we often use these comments on references.
This part (Purple arrow) is where future targets are set. Explain that we use these during returns week as the basis for the Progress Review.

26. Pages 28-36 in Mentor Handbook
ATS level descriptors
The ATS form
ATS level descriptors
Pages in Mentor Handbook
The ATS form.
Highlight key review dates on the first page.
Say that trainees should share their ATS form with you on their induction visit to the school.
Tell them that the initial parts of the form and starting point grading will already have been completed.

27. Weekly mentor meetings
Page 18 of the Mentor Handbook
A timetabled meeting, once a week.
WMM guidance given in the mentor handbook – refer to key points if you wish
Reflect – review – sett new targets (Session 3)
Tell them that they must complete the sections at the bottom of the form and tick one of the boxes.
NEW PSP&CFC PROCESS!
Guidance is in the mentor handbook.

28. Lesson plans and evaluations
Trainees should evaluate their own lessons WWW/EBI, together with the pupil progress – this links to the lesson plan, where they plan assessment opportunities.
Talk about the new class context sheet and how we expect it to be used.
Trainees should reflect on their lesson and this should form the basis of the weekly meeting discussion.
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29. Mentor Tab on Wiki Lesson observations
One formal lesson observation per week should be completed, using the Middlesex form. Refer to the Teachers’ Standards when giving feedback. Link feedback to pupil progress (more on this in Session 4). The ATS level descriptors document are a great tool to use for this as key statements can be highlighted in the observation feedback, making it very clear where the trainee is at and at which grade they are working. Link feedback to weekly targets where possible.
Informal feedback is fine – we encourage trainees to keep a book for informal and additional feedback.

30. Attendance To be signed each week.
100% attendance a requirement of the course.

31. Page 37 of the Mentor Handbook
Expected progress
Expected progress
Page 37 of the Mentor Handbook
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32. Page 14 of Mentor Handbook
Cause for concern
Cause for Concern
Page 14 of Mentor Handbook
Guidance on CfC in the mentor handbook. They contact us if any problems materialise.

33. Trainees guided towards ‘Grade 1’
Using the ATS Levels
Lesson observations, setting targets, & moderating progress.
Trainees guided towards ‘Grade 1’
Target setting and progress.

34. Claims, and using the ATS Levels language
Place these words on the spectrum
Grade 3
Grade 2
Grade 1
very effectively
understand
appropriately
confidently
effectively
good
aware
highly
maintain
deliberately seek
recognise
rapidly

35. Claims, and Using the ATS language
Grade 3
Grade 2
Grade 1
aware
rapidly
effectively
appropriately
very effectively
maintain
understand
confidently
good
recognise
highly
deliberately seek

36. Setting set sharp and effective termly, and weekly targets
Written targets
Related to the Teaching Standards
Using the ATS Level descriptors
Allow you to set relevant tasks/strategies

37. Setting set sharp and effective termly, and weekly targets
Strategies & Tasks
Should be SMART
Concrete tasks/ strategies to employ
Achievable in a week/term

38. Using the weekly mentor meeting to support trainee development
Consider a trainee (e.g. one struggling with behaviour management)
Using the level descriptors set a target for this student and possible tasks/strategies

39. Using the weekly mentor meeting to support trainee development
How do your targets and strategies/tasks compare to others?
Is it clear how they relate to the ATS Level descriptors?
Are they SMART?
Are the strategies & tasks appropriate and achievable in a week?

40. Targeted Teaching: Strategies for Secondary Teaching (Baker, Brock and Evers 2017)
Key aims
Trainee Self-help-Clear strategies, underpinned by research, for trainees
- Quick Wins
-Slow Burners
Mentor Guidance: Provide clear strategies which relate to common targets set for trainees.
Mention the book which will be available as a free e-book for all SECONDARY TRAINEES
Do you have a similar one for Primary?

41. Page 1: Lesson commentary
Using the ATS levels in lesson observation to support trainee evidence & development
Page 1:
Lesson commentary
Optional activity – if there is time in the session.
Use exemplar Lesson observation and get them to highlight wording from the ATS Levels

42. Strengths-linked to ATS levels
Using the ATS levels in lesson observation to support trainee evidence & development
Page 2
Strengths-linked to ATS levels
2-3 Targets (using ATS levels)
Strategies/ guidance
Optional activity – if there is time in the session.
Use exemplar Lesson observation and get them to highlight wording from the ATS Levels

43. How might the trainee use this as evidence?
Using the ATS levels in lesson observation to support trainee evidence & development
Review this lesson observation, and highlight the language of the ATS level descriptors
How might the trainee use this as evidence?
What might it encourage discussion of at subsequent mentor meetings?
Optional activity – if there is time in the session.
Use exemplar Lesson observation and get them to highlight wording from the ATS Levels

44. 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.

45. Lech, Alex, Catherine, Gareth, Raza and Joshua
Evaluation and lunch
Please complete an evaluation form if you are attending the morning training only (new mentors)
You are welcome to stay for lunch and meet the University Tutor for your subject
Lech, Alex, Catherine, Gareth, Raza and Joshua
Tremaine for School Direct
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46. Please complete an evaluation form.
22/09/2018