1. Professional Mentor Network Manchester/ Crewe 13. 11. 2018/ 15. 11
Professional Mentor Network Manchester/ Crewe / Faculty of Education, Department of Primary Education

2. Updates Changes to Partnership structure
Val Butcher leaving at Christmas
Karen Meanwell remains as Associate Head of Department
Karen Duffy – Head of Partnerships (cross phase)
Corinne Woodfine Deputy Partnerships –
New Partnership Team structure

3. New Partnership Team Structure
North
Janine Finc
Rachel Jackson-Marsden
West
Gillian Malley
Nadine Baker
Aileen Thom
South
David Broadhurst
Mell Jones
Kate Unwin
Michelle Noble
East
Annette Hargreaves
Geraldine Leydon
Gill Burgess
8 Partnership Coordinators
University tutors (2 Secondary, 6 Primary)
BA1: Helen Ryan-Atkin -
BA2: Corinne Woodfine –
BA3: Rania Maklad –
PG1: Mamta Naik –
PGF: Ben Steel –
PG School Direct: Zoe Crompton -
Secondary PCs: Jane Martindale and Majella Dalton-Bartley
12 Partnership Tutors
Primary and secondary focus
Aileen Thom – QD Alliance

4. Partnership Website: https://www2.mmu.ac.uk/stepd/partnerships/
Links to resources, advertising posts, CPD
Latest news
What’s happening in university
Training materials Handbooks
Events announcements
Etc….
Please let us know if you have any project or event you are organising in school!

5. DfE: Addressing teacher workload in Initial Teacher Education (ITE)
National Priorities
DfE: Addressing teacher workload in Initial Teacher Education (ITE)
Focus on ‘Quality of education’

6. Partnership Key Priorities
Growth of hubs
Ofsted Grade 1
R&R: reduce tasks; induction block-PG1/BA1; e-portfolio
South of Partnership

7. Partnership documentation changes
Report format
Cause for Concern procedure
BA1 & PG1 ‘Prof Responsibility’ action plan – student audit
Phonics RoLOs – numbers
UVT role
MMU PM training

8. Group discussions:
UG Placement requirements/PG Placement requirements for new primary programmes
Supporting CMs to write effective action plans. Link to exemplars to discuss:
my.sharepoint.com/:w:/g/personal/ _ad_mmu_ac_uk/EZMHD7- g_MVNtbsiw4xY-JwBTFrpfoJ3TnOyXqvKQ36g3A
my.sharepoint.com/:w:/g/personal/ _ad_mmu_ac_uk/EQ2bl- 1pLE1IhhU-EWZM43QB-X6uvZIQZv832hmJssSYgw
my.sharepoint.com/:w:/g/personal/ _ad_mmu_ac_uk/ER3WHuSS_LVI k0Q6LZJWex4B_g29Eb96IV2WaLbQpm4kMg

9. Coaching Input
‘Toxic’Mentoring
MMU PM training

10. Discussion 1
What might each of these look like in practice? What external factors may result in a toxic relationship?
MMU PM training

11. Discussion 2
What are the relative merits and risks of a mentoring relationship becoming a friendship?
Is it easier to receive developmental feedback in a relaxed friendly relationship? Is this likely to maximise the students’ response and future performance?
Is it more difficult to hold a friend to account, making the mentoring relationship ineffectual and too cosy?
MMU PM training

12. Discussion 3
Ask to be excused from the SLT meeting to meet your student.
Ask to join the SLT meeting late, after meeting your student.
Cancel your meeting with the student by as soon as you know you can’t make it.
Wait until you can see your student face-to- face so you can explain why you have to cancel.
Coaching materials based on: Paige, R., Lambert, S. and Geeson, R. eds. (2017) Building Skills for Effective Primary Teaching. Learning Matters.
MMU PM training