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. Mentoring Theory into Practice and for School Improvement
Full Mentor Training
Secondary-Full Mentor training
THURSDAY 28th September 09:30-15:30
Primary-Full Mentor training
Mentoring Theory into Practice and for School Improvement
Links with SBT
Thursday 21 September 2017
BA SBT3
School Direct
  Thursday 7th December 2017
PGCE SBT1
BA SBT2
  Thursday 19 April 2018
PGCE SBT2
BA SBT1

4. Importance of mentoring
School-based route into teaching
159 days School Experience & up to 20 days Central Training
Pedagogy- Mentor’s 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)
Just emphasise the importance of mentoring to teacher trainees,

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?
Considering what makes an excellent teacher & trainee

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?
Linking their skills/attributes to the TS’s and thinking about how they might support trainees in getting these skills.

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
Sharing my own ideas for excellent trainees

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
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).
22/11/2018

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

13. What does the SD training involve? Overview of the year
Term 1:
- ATS Initial & Subject Audits
- School Induction
- University induction (13th/14th Sept)
- Assignment 1 (SBR-Jan 2018)
- ATS Term 1 & Subject Audit (Dec)
Term 2:
- SE2 for a ½ term (Sharing ATS targets, Report)
- Assignment 2 (M&A-May 2018)
- ATS Term 2 & review Subject Audits (Mar)
Term 3:
- ATS Term 3 & Subject Audits (June)
- Mentor End of Programme Report
- Transition to Teaching
Weekly Mentor Meeting
Weekly Lesson observation
Reviewing Lesson evaluations/Reflective Diary
Using ATS Level descriptors to set developmental targets
Up to 60% timetable, across full range of year groups

14. SE2- ½ term placement in a second setting (Usually term 2 Jan-Feb)
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 – Assessment review point 1
End of Term 2: ATS Term 2 - Assessment review point 2
End of Term 3: ATS Term 3- Assessment review point 3
End of Term 3 : ATS Final- MENTOR END OF PROGRAMME REPORT,
SE2- ½ term placement in a second setting (Usually term 2 Jan-Feb)
Highlight key review dates
Say that trainees should share their ATS form (ATS Term 2) with their SE2 mentors.

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

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

17. 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 2017
School Induction
Term 1
13th & 14th Sept 2017
University Induction

18. School Based induction & early support
Discuss the key tasks that trainees should undertaken during school induction (1-2 weeks) regarding:
- Schools
- Departments
Classes
Students 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

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

20. Class Context Sheets
Talk about the new class context sheet and how we expect it to be used. Need to complete and UPDATE for all classes
22/11/2018

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

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

23. ATS Initial/TEP
- 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)

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

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

26. 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?

27. ATS Initial/TEP 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.

28. 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

29. 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

30. 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

31. 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

32. 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

33. 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?

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

35. 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)

36. 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 .

37. 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 .

38. 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.) .

39. 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

40. ANY questions?