1. PGCE PCE Mentoring Training
It is suggested that you view this presentation in this format rather than as a slide show so that the notes are visible. They provide explanation.
The Guidelines for Mentoring Trainee Teachers (Mentoring Handbook) are available on line at and it would be helpful to have a printed copy to refer to during this training.
All documents referred to are also available on line at this address.
Jocelyn Sumner
Partnership Director

2. Aims Introduce the documents Discuss the Framework for Dialogue
about Teaching
Assessing trainees’ progress
Learning outcomes!
You will have a clear understanding of the documentation
You will understand how to use the framework for dialogue about teaching
You will know which documents are used in assessing trainees’ progress and how the summative assessments are made

3. Mentoring Mentoring Guidelines Purpose of meetings
Handbook for Mentors and Tutors
Purpose of meetings
Dialogue about teaching
Please read pages 3 and 4 in the Mentoring handbook. Here you will find the definition of mentor and tutor for the purposes of this programme, how they should be selected, details about the frequency of meetings and protocols for mentoring.
Page 5 details what should happen in the first meeting and also provides a very brief and broad structure for any future meetings. The intention of this is so that the meetings move beyond the practical ‘what are you doing’ and into a more reflective conversation about the trainee’s learning, development of subject specific issues and pedagogy and sets targets for further progress. Parts of this meeting ought to be able to be headed ‘dialogue about teaching’
Define mentors/tutors/mentoring
Spend time explaining the mentoring handbook up as far as the bits that go in the ILP
Explain purpose of meetings (as described in mentoring handbook)
Say that the dialogue is explained in more detail next…..

4. Framework for Dialogue about Teaching
A larger copy of this diagram is available on the back of the handbook and in laminated form from the course director at the college you are associated with.
This is designed to act as a prompt in conversations with the trainee that will provoke in depth discussion about some or all of the areas indicated.
Pages 6 and 7 in the Mentoring Handbook (and the back of the laminate) define each of the hexagons. The following slides look at this in more detail and also offer a selection of questions that you may add to, use and/or adapt, to facilitate a reflective dialogue about teaching.

5. Professional Standards: teacher/ tutor/ trainer education in the Lifelong Learning Sector
Domain A Professional values and practice
Domain B Learning and teaching
Domain C Specialist learning and teaching
Domain D Planning for learning
Domain E Assessment for learning
Domain F Access and progression
Professional Standards
These should be exemplified throughout the framework. Dialogue should consider:
Professional values and practice: understanding how to be a professional and the requirements of professional behaviour.
Learning and teaching: having appropriate teaching and interpersonal skills, both in the classroom and as a colleague within the school community
Specialist learning and teaching: having appropriate intellectual and specialist subject knowledge and understanding of how students learn about your subject.
Planning for learning: planning to promote equality, support diversity and to meet the aims and learning needs of learners, including them in the planning of learning and evaluating own effectiveness in planning learning.
Assessment for learning: designing and using assessment and feedback tools fairly and in both formative and summative ways.
Access and progression: Encouraging learners to seek initial and further learning opportunities and to use services within and outside the organisation to provide support for learners and to further own professional development
Some questions to provoke discussion on this may include:
All aspects of conversations with trainees should include questions such as:
Which standards are you addressing here?
Which standards do you want to focus on this week?
How did XXXXX help you to address standard Y?
In addition to the constant relating of training to the standards for QTLS the following questions may act as prompts:
What do you understand by professional behaviour?
How would you deal with an accusation about a slip in your professional behaviour?
Are there areas of professional behaviour that we could train you in?
What interpersonal skills have you demonstrated in conversations with students this week?
What professional skills have you observed in others this week?
What have you learned this week about ‘being a teacher’?
How are you developing your ability to take on board constructive criticism?
How are you developing positive working relationships with others?
What teaching skills do you want to address this week?
What do you want to see demonstrated that will improve your professional skills this week?
Which standards have you addressed this week and feel that you have improved on?
Are there any standards that you don’t understand?
Are there any standards that you are concerned that you haven’t had opportunity to address yet?

6. Subject Knowledge Academic Knowledge Curricular Knowledge
Pedagogic Knowledge
Subject Knowledge
This addresses all aspects of the trainee’s subject knowledge and encompasses:
Academic knowledge – knowledge, understanding and skills of the subject
Pedagogic knowledge - how to teach the subject
Curriculum knowledge - the relevant National Curriculum, frameworks, schemes of work and examination specifications.
Some questions to provoke discussion on this may include:
Having taught that lesson, is there any aspect of your academic subject knowledge needs development?
What’s the difference between what you needed to know for this lesson and what you wanted the students to know?
Explain to me how you are teaching this topic? Why?
How might you explain this concept to a less able student?
How have your resources for this lesson taken account of social and cultural diversity?
There will also be a variety of Subject-specific questions

7. Professional Knowledge and Enquiry
Research
Theory
Aspirational practice
Professional Knowledge and Enquiry
This addresses the ongoing pursuit of improving professional practice and might include consideration of:
Research - accounts of research studies, and how these can inform practice.
Theory - understanding theories of teaching and learning, for example, theories of motivation or identity.
Aspirational practice – ‘best practice’, including striving towards ideal practice.
Some questions to provoke discussion on this may include:
How has your reading or the taught course helped you to prepare for this lesson?
Was there a key piece of research that has particularly influenced you?
Was there a particular theory of teaching and learning that informed the preparation for this learning?
How did the theory work in practice?
What might you research this further in terms of academic reading?
How might you enquire into this further in your classroom practice?
What were you aiming for as best practice in this lesson?
Was there any gap between your classroom practice and aspirational best practice in terms of the way the peer assessment [group work; teacher interaction...] worked? Can you account for this?

8. Core Curriculum Language and Literacy Numeracy ICT
This addresses the elements of the knowledge and understanding and personal skills in English, Mathematics and ICT required of teachers in the lifelong learning sector.
Trainees should be encouraged to develop their own
Language and Literacy
Numeracy
ICT
to meet their particular needs and to develop the literacy, language, numeracy and ICT skills of their learners. All trainees need to be confident in managing the literacy, language, numeracy and ICT skills expected of learners.
Some questions to provoke discussion on this might include:
Did you have sufficient literacy, numeracy and ICT skills for this lesson?
Did you advance the students’ core skills?
How could you have focussed mopre on a core skill?

9. College Communities College and national policies
Attitudes, expectations and ethos
Working with others
College Communities
This addresses the contextualised nature of teaching and learning through considering:
College and national policies - how members of the college community interpret national policies and how the values of society impact on the college.
Attitudes, expectations and ethos - understanding the ethos of the college and the part that students, teachers, governors and parents play in creating this; including the complex ways in which underlying values and beliefs influence approaches to teaching and learning Working with others - how to work collaboratively with college colleagues, parents and external agencies.
It is acknowledged that the consideration of parents will not always be relevant.
Some questions that might provoke discussion on this might include:
Could you see any way that college policies influenced the way you taught that lesson?
Did you use the college behaviour policy to support your behaviour management in this lesson?
Are there any conflicts between what you want to do in a lesson and the ethos of this college?
How do you work out what the ethos of the college is?
Did any of your own beliefs about xxx influence the teaching decisions you made in this lesson?
What do you believe about noise levels in the classroom? Do the students agree?
What do you think the students value about what you taught?
What values and beliefs are conveyed through your behaviour management strategies?
What do you think the students think your values are?
Do you share your values about this topic with the students? Should you?
Did you have any preconceptions about anybody in this group? Did this influence how you taught them?
What values and beliefs relating to how people learn and develop, written or unwritten, do you share with those you work with?
Were there any gaps between what you believe about how you should teach this topic and how you actually taught it in the lesson? If so, can you account for the gap?

10. Understanding learning and development
Theories of learning and development
Progression
Assessment
Understanding Learning and Development
This addresses how people learn and develop and encompasses:
Theories of learning and development - including understanding the significance of personal, emotional, social, cognitive, linguistic and cultural influences
Progression – helping students broaden and deepen their understanding, including support for individual needs
Assessment - understanding the purposes and application of formative, diagnostic and summative assessment.
Some questions that provoke discussion on this might include:
How did you draw on your knowledge of students’ social and emotional development in planning this lesson?
Have you drawn on any specific students’ cultural backgrounds in this lesson? Were there any issues you needed to be sensitive to?
How did you ensure progression from students’ previous learning?
What evidence do you have that students were able to make progress in this lesson?
How were you able to support individual needs?
What were the assessment opportunities? Which methods did you use and why?
How does the structure of this lesson scaffold students’ learning?

11. New Professional Standards
Familiarization with new standards
Select a lesson you have taught recently decide which standards an observer might have noted.
Use the practice criterion detailed at end of handbook (pp19-22) to decide which of these an observer might have mentioned within your lesson as an area of strength and an area for further development.
You might also find it helpful to think about what you can provide to enable the trainee to meet the specialist subject practice criterion (p22)

12. Helping the trainees to address the standards
Imagine an observation in the early stages of the course; what would you expect to see, make a note so that you can use this with future trainees.
It is important that you become familiar with the standards so that you can record them accurately on the record forms that reside with the trainee and so that the trainee can evidence their meeting of them through observation and discussion and within their assignements.

13. Assessing trainee progress
Formative Assessment
Summative Assessment processes
and documents
These are the areas dealt with on the next slides

14. ILP What is it? Helping the trainee to complete it
Tracking the standards
The trainee’s Individual Learning Plan contains the following index, which describes its purpose and contents:
“Your Individual Learning Plan (ILP) is a record of your progress and development during your PGCE PCE programme and is a key document. It should be an accumulative document. Below is an index of the contents of the ILP, in order. You should keep your ILP in this order so that everyone involved in your training, including you, can identify and monitor your progress.
CONTENTS
Section 1: Personal details and initial needs
Personal Details CV
Personal SWOT Analysis
Induction checklist
Initial Action Plan
Section 2: Assignments
Assignment Checklist
Section 3: Teaching Practice
Teaching hours log
Record of Teaching Practice Observations
Teaching observation feedback
Section 4: Mentoring Log
Copy of Mentor Record Form
Information sheet
Initial Needs Analysis
Mentor/Tutor meeting records
Visits and Observations (made by trainee)
Section 5: End of course and CPD
End of Course Reflective Review
CPD Record and Development Action Plan
Section 6: Standards for QTLS
Standards Tracking document”
Various of the forms require your completion and signature and those that do are detailed in the Mentoring Handbook pages 8-13
It is the trainees responsibility to track their evidence against the standards but as said previously it is useful if you are familiar with the standards so that you can point them in the right direction and help them find opportunities to demonstrate their acheivements.

15. Identifying the trainee’s needs
Initial Needs Analysis
Mentor/Tutor Meeting Record
The SWOT analysis, Initial Needs Analysis (checklist) and the Initial Action Plan are all part of the analysis of the trainees need and everyone working with the trainee should be aware of these needs and be working with the trainee to address them. It is particularly important to find ways of addressing specialist subject needs.
The Mentor/Tutor Meeting Record, (page 11 of handbook) is a key document to record the progress made by the trainee, their attainment of the regular targets set and evidence of their development. Please refer specifically to the standards on this form.

16. Recording progress Individual Learning Plan
Mentor/Tutor Meeting record
Observations
Target Setting
Cause for Concern
The Cause for Concern letter should be used if you are concerned that the trainee is not making sufficient progress, is not professionally engaged with the course or has been absent to an extent that you feel they are going to be unable to meet the standards.
It is an entitled for the trainee to know of your concerns in a formal way and for an action plan to be put in place so that they can remediate the situation. You should issue a cause for concern letter in discussion with the college course tutor. It must be issued with sufficient time before the end of the course for the trainee to demonstrate improvement.
Target Setting should be focussed on the standards and detail both the standard and how it is going to be targetted!

17. Lesson Observations Using Teaching Observation Feedback Form
The form for lesson observation feedback is on pages17 & 18
Please note that there is a box at bottom of form to indicate whether it is a summative or formative observation and this should be agreed with the trainee when planning the observation.
Please note the need for spreading out the formal observations across the year as suggested on the form.

18. Summative Assessment Meeting the standards
Satisfactory Teaching Session
Moderation of Observations
Assignment Marks
Final Summative Report
It the final consideration of the trainee for the award of QTLS and PGCE there needs to be evidence of the above, which is summarised on the Final Summative Report and submitted to the University in time for the Examination Board.
Dates and responsibilities will be advised later in the year.

19. Further information
for further details or explanation of any of this process please contact the Course Director at the college where your trainee is studying. (contacts in notes below)
Exeter College Denise Mountford / Dave Hayes Tel:
Or Yeovil College Seidu Salifu Tel:
Or South Devon College Cathy Davies Tel:
Or Strode College  Rosie Brown  Tel: