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

2. Time
Content
9:30-10:20
Familiarisation with the Teachers’ Standards & ATS level descriptors
10:20-10:30
What does the SD training involve? (Admin/paperwork/ ATS review points)
10:30-11:00
School based induction and support in the first few weeks
11:00-11:30
Break
11:30-12:30
How do you support trainees in writing an effective individual training plan for their TEP/ATS Initial?

3. School Direct & Apprenticeships
Full Mentor Training
Mentoring Training
Links with SBT
Wednesday 19th September 2018
BA SBT3
School Direct & Apprenticeships
Thursday 6th December 2018
PGCE SBT1
BA SBT2
Thursday 18th  April 2019
PGCE SBT2
BA SBT1

4. Importance of mentoring
School-based route into teaching
159 days School Experience & up to 20 days Central Training
Pedagogy- Mentors as Teacher educators- “targeted feedback can help novices develop more complex ways of teaching by trying out specific practices with sustained support .”
(Stanulis, Brondyk, Little, & Wibbens, 2014, p128)
Adaptability- No universal approach
“mentoring (like teaching) can (and does, in different contexts) have a variety of purposes or goals, can (and does) involve a variety of practices and strategies to achieve these purposes and goals, and can (and does) take place at different stages of a mentee’s professional development and over different durations.”
(Hobson, Ashby, Malderez, & Tomlinson, 2009, p207)

5. School Direct Mentor Training
Familiarisation with the TSs

6. Group Work
Draw a trainee teacher AND a teacher on your A3 sheet and consider:
What skills and attributes will be needed to be an excellent trainee AND an excellent teacher?
Challenge
Which skills/ attributes are similar for trainee teachers/ teachers?
Can you decide on the top 3 indispensable skills/ attributes?
Which skills/ attributes will be needed from the start and which might come later?

7. Group Work Now review the Teachers’ Standards
In a different colour pen cross reference the skills and attributes against the TS’s
Challenge
Which TS’s did you not cover, and how might they be covered?
How might you support the development of these skills/ attributes over the year?

8. Trainees guided towards ‘Grade 1’
Using the ATS Levels
- Trainee attributes/criteria for different levels of achievement.
Trainees guided towards ‘Grade 1’
Target setting and progress.

9. The excellent trainee should…
Take initiative and be PROACTIVE
BE REFLECTIVE
Develop good professional relationships
Observe excellent teaching
Be organised
Be flexible & adaptable
Be positive and resilient

10. 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
Wright, Trevor, 2010, ‘How to be a brilliant mentor’
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.

11. National mentor standards
What are these?
Why are they useful?
personal qualities,
teaching,
professionalism
self-development & working in partnership
MDX- Mentor Self-Audit and Identification of Development Needs
06/11/2018

12. School Direct Mentor Training
2) What does the SD training involve?

13. What does the training involve? Overview of the year
Term 1:
- ATS Initial/TEP & Subject Audits
- School Induction
- University induction (12th/13th Sept)
- Module 2 (SBR-Jan 2019)
- ATS Term 1 & Subject Audit (Dec)
Term 2:
- SBT2 for a ½ term (Sharing ATS targets, Report)
- Module 3 (M&A-May 2019)
- ATS Term 2 & review Subject Audits (Mar)
Term 3:
- ATS Term 3 & Subject Audits (June)
- Mentor End of Programme Report
- Transition to Teaching TTTP
Mention the Term 4 will be the final assessment for the Apprentices
Weekly Mentor Meeting
Weekly Lesson observation
Reviewing Lesson evaluations/Reflective Diary
Using ATS Level descriptors to set developmental targets
Up to 70% timetable, across full range of year groups

14. Key Points in Year:
End of term progress and assessment reports (ATS Term 1, ATS Term 2 & ATS Term 3)
Following University induction: ATS Initial- Self audit and Individual Training Plan confirmed
End of Term 1: ATS Term 1 – 10th December
End of Term 2: ATS Term 2 – 25th March
End of Term 3: ATS Term 3- 3rd June
End of Term 3 : ATS Final- MENTOR END OF PROGRAMME REPORT within ATS 3 17th June ,
SBT Second Setting- ½ term placement in a second setting (Term 2 –usually Jan-Feb)

15. 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- (within ATS 3)

16. Wiki
Wiki
SD page looks like this.
Highlight other tabs.

17. ATS targets and review
Review previous targets
Set new targets
Write a brief summative review
Explain briefly that they review previous targets and set new targets at each ATS review.
Remind them that they write a brief summative review of the term- to support the grades given

18. Trainee self assessment: evidence and claims
Talk about evidencing the Teachers’ Standards (at each ATS review) and explain that we ask trainees to update this form regularly
06/11/2018

19. Mentor End of Programme report
Completed by mentors at the end of the programme
Final grade awarded for each TS (Blue arrow) along with summative comment
Summative comment on Part 2 of the standards, personal and professional conduct over the year (Purple arrow)
If all TSs are at least a grade 3 they confirm recommendation for QTS (red arrow)

20. 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.

21. Reflections on training

22. Weekly mentor meetings: BEFORE
BEFORE meeting:
1) Trainee completes
reflection
2) Reviews tasks/strategies set from previous week
A timetabled meeting, once a week.
Exemplar on the wiki
Reflect – review – set new targets (covered in Session 3)
Tell them that they must complete the sections at the bottom of the form and tick one of the boxes. If trainees are not making progress – start a PSP at the bottom of the form the first time this happens.

23. Weekly mentor meetings: DURING
3) 2-3 new targets set 4) Clear strategies/tasks are agreed 5) Mentor reviews progress and trainees ability to reflect and evaluate
A timetabled meeting, once a week.
Reflect – review – set new targets (covered in Session 3)
Tell them that they must complete the sections at the bottom of the form and tick one of the boxes. If trainees are not making progress – start a PSP at the bottom of the form the first time this happens.

24. One Drive- Core evidence

25. Cause for concern
Has the trainee met the targets by the time indicated?
Can the trainee make accelerated progress and meet the expected standard in the time available*?
Issue a Progress Support Plan (PSP)
yes no
Issue a formal Cause for Concern with a Progress Support Plan (PSP) OR extend the PSP**
Outcome 1
No further action is required; continue to support trainee progress with weekly targets
Outcome 3
Trainee has failed SBT
Outcome 2
Trainee has reached expected standard but PSP advised for next stage of training. or
Weekly meetings have identified Trainee Progress as unsatisfactory
Guidance on CfC in the SD handbook. They contact us if any problems materialise.

26. Central Training
Central Training sessions on Wednesdays includes professional studies and Primary curriculum subjects

27. KEY POINTS
Trainees:
Weekly meetings (trainee prepares/records & mentor adds/verifies)
Weekly observations (trainees provides lesson plan)
Trainee updates OneDrive weekly
Mentors:
Use ATS levels to set targets (observations/ATS reviews) but add appropriate ‘tasks & strategies’
Weekly meeting & observations
Support & review Subject Knowledge

28. School Direct Mentor Training
3) School Based induction & early support

29. Preparation for teaching
Pre-induction and induction
Induction
Summer Term
Pre- Induction
- Introduce pre- course tasks
Pre-course tasks
ATS Initial
SK Audits
Reading
School Experience
Term 1
Start of Sept 2018
School Induction
Term 1
12th & 13th Sept 2018
University Induction

30. School Based induction & early support
Discuss the key tasks that trainees should undertake during school induction (1-2 weeks) regarding:
- Schools
- Year groups
Classes
Pupils etc.
Challenge
How can you facilitate these tasks?
Which will need to be provided at a whole school level?
Discuss and compile a list of the key tasks that trainees should undertaken or receive support/training with in the first 2 weeks of school experience

31. School Based induction- Key points
Setting up a Training Plan-documented on the Trainee Entry Profile (TEP) (aka ATS Initial) and Subject Knowledge Audit
Facilitating observations
Lesson planning- e.g. joint planning, or structured support to help trainees begin to understand the basics of planning a well-structured lesson. Sharing resources/ SofW etc.
Safeguarding
Access to data & school policies and procedures (eg Pupil data)

32. School Direct Mentor Training
4) How do you support trainees in writing an effective individual training plan for their Trainee Entry Profile(TEP)/ (ATS Initial)?

33. TEP/(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 (PG Cert reading (Reflective Practice)

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

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

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

37. How do you set sharp and effective termly, and weekly targets?
Written targets
Should be SMART
Allow you to set relevant tasks/strategies
Using the ATS Level descriptors

38. 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 apply rules and routines fairly in lessons. Show an awareness of the range of strategies that experienced teachers use to promote positive behaviour and start to use these in lessons.
TS 7

39. 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 apply rules and routines fairly in lessons. Show an awareness of the range of strategies that experienced teachers use to promote positive behaviour and start to use these in lessons.
TS 7

40. How do you set sharp and effective termly, and weekly targets?
Briefly review the ATS Initial (TEP) 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

41. 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

42. 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.

43. School Direct Mentor Training
5) New PG Cert assignments

44. PG Cert overview School-based Professional Development (SPD)
Module Title
Semester
Credits
Level
Assessment
School-based Professional Development
(SPD)
Autumn, Spring & Summer 20 6
Ongoing Coursework
Students compile a professional development portfolio (PDP) related to the Teachers’ Standards
(3000-words equivalent)
School-based Enquiry
(SBE)
Autumn 7
Coursework assignment
3000-word enquiry based project on an individually negotiated area, based on a school improvement priority.
Monitoring and Assessment
(M&A)
Spring & Summer
Coursework assignment
Critically reflective account of teaching and analysis of pupil progress along with portfolio of supporting evidence (3000-word equivalent)

45. PG Cert: Module 1
Module 1: School-Based Professional Development
September-May
To enable students to develop and demonstrate their progress in the understanding and skills necessary to operate as an effective teacher.
Professional Development Portfolio (PDP)
-Weekly Mentor Records
- Detailed weekly lesson plans & evaluations
- Lesson Observations
- ATS reviews
-Class Context sheets etc.
Assessment- ongoing & reviewed by mentors & tutors .

46. PG Cert: Module 2
Module 2: School-Based Enquiry
September-January
To allow students to reflect critically and analytically through research on developments in education related to a school level focus.
Identify an appropriate research question (behaviour, grouping, questioning) based on school/departmental/ personal priorities
Assessment- January word enquiry based project on an individually negotiated area .

47. PG Cert: Module 3
Module 3: Monitoring and Assessment
January- May
To enable students to operate in the complex and specialist context of a school, selecting and applying appropriate techniques for monitoring and assessing pupil progress.
Monitoring and assessing pupil progress for a sequence of learning
Assessment- May word equivalent. Portfolio and critical reflction will include evidence of monitoring and assessment of pupil progress. (Plans, Observations, pupil work etc.) .

48. PG Cert- Support from mentors
Ongoing review and support of PDP
-Weekly observations, Weekly meetings, ATS reviews
School Based Enquiry
- Identifying suitable area for the SBE (SBE proposal- W/C 6th Nov)
Monitoring & Assessment
- Lesson planning and evaluations focussed on pupil progress & learning

49. ANY questions?