1. School Based Training 3 (SBT3) Mentor Training Session Friday 18 May, 2018

2. Background to the SBT3 Placement
As part of our commitment to providing trainees with a fully rounded view of education in the U.K. — we wanted the SBT3 to cover special-needs provision or education in a diverse environment. (E.g. Special Needs School; The London Zoo, etc.).
Whilst most trainee teachers will continue on to work in mainstream school settings, others may choose to work in Special Schools or in Education Outreach Programmes.
This 3 week, end-of-course Placement (SBT3) was developed to give trainees that opportunity, and we have found that it has been very successful in its outcomes.

3. Background of trainee teacher experience thus far…
Trainees keep an electronic evidence document called the Assessment of Teachers’ Standards (ATS) form. This allows them to document evidence across their placements and they should bring this with then to show you when they start.
Trainees have been in 2 placement schools offering complimentary settings.
They have already spent a day at a Special School setting (in some cases a full week).
Trainees opting to do a third placement must be an average of a grade 2 or above at the last ATS 2 ‘review point’ (28th March)

4. The brilliant mentor is…
CIg

5. Key attributes of a mentor’s role

6. Great mentors! √

7. What can you bring?
YOU?
Make of a list of qualities that you believe that you can bring to the experience.

8. The brilliant mentor is…
approachable, flexible, and committed
fascinated by teaching and learning
an expert in a specific area
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

9. What trainee teachers need from you as a mentor:
A weekly scheduled meeting of approximately 1 hour.
A timetable in advance to follow. In mainstream placements they teach 60% of the time so please aim to stick to appropriating this time of time commitment from a typical 9:00-3:30 day. It may be that the timetable changes weekly depending on your setting.
The completion of a short end of placement report.

10. What do your trainee teachers need to complete whilst on placement?
A daily journal which will form the basis of the weekly meeting (discussions) with mentor/placement supervisor.
Any lesson plans, should trainees be delivering any formal teaching sessions; tasks, including the production of Teaching & Learning resources — initiated by them and/or suggested by you – their mentor/placement supervisor.
They will maintain an electronic evidence folder, entitled SBT3 in their e-portfolio (One Drive), which will be shared with you and allow for them to more aptly complete the write-up in Part Five (Optional) Placement 3: Alternative setting section of their ATS Document (final page).

11. What will you get from a partnership with Middlesex?
An opportunity to support a training teacher in developing their understanding of the education world outside a mainstream setting.
A dedicated link tutor who will visit once during the placement and be your point of contact.
£65 per trainee teacher, per week — payable to your school or institution.
Evidence for your own CPD.

12. Discussion
What things will trainees need to consider when coming into your school or institution environment?
What will the considerations/challenges be for you as the mentor?

13. Paperwork! The SBT3 paperwork is streamlined to allow for a more fluid
and focused experience.

14. The key documents
Trainees will complete a daily journal which will form the basis of their weekly discussions with you.
End of placement report (see page 13 of the handbook)
SBT3 Handbook has all the information/documentation.

15. Weekly meetings and a focus on the Teachers’ Standards
The weekly meeting should be timetabled at the same time each week.
The meeting should aim to discuss the previous week and allow the trainee to make links between their experiences with you and teaching in a mainstream setting for their NQT year.
We have taken away the need to complete a weekly record document and set formal targets, but it is still important to use this time to help support the trainees with setting goals for the forthcoming week to gain evidence for the standards.
If you are observing any formal teaching, you may want to use the ATS level descriptors to help you gauge their progress.

16. Reference Materials Online Support (Handbooks):
 On the left-hand column, under Handbooks, Mentors, and Trainees, you will find various forms and guidelines, including:
SBT3 Handbook (to be uploaded by SBT3 Mentor Training Session).
ATS Form (the completed trainee version in trainee One Drive)
Any queries or concerns, please contact the
SBT3 Coordinator — Joshua Emdon on: or