1. Mentor Subject Conference and Briefing
Wednesday 3rd October 2018
The University of Brighton
Secondary Partnership

2. Mentor Subject Conference and Briefing
pm Introduction
Tom Newlands (Postgraduate Secondary Programme Leader and PGCE RS Route Leader)
Andy Davies (Deputy Head of School, ITE co-ordinator)
pm Subject Time

3. The University of Brighton ITE Partnership

4. 2017/18: Thank You
Record student outcomes again 99% grade 1 or 2 (58% grade 1)
98% of trainees rated the overall quality of training as good/very good (2017/18 End of Course Survey)
97% of trainees agreed that the quality of their placement was good/very good (UoB Survey)
99% of trainees said feedback from mentors was good/ very good in helping them to make progress

5. Trainee Feedback 2018
“They have given support, guidance, laughter and their time and care to help me to get through the course and placements. I can’t thank them enough”
“My mentors have been incredible and have helped me to consistently improve my teaching practice”
“My mentor was absolutely brilliant in providing me with a range of teaching experiences and high quality feedback”
“Outstanding leadership and vision within the department, modelled by members of staff which provide examples for trainees”

6. UoB ITE Partnership Priorities 2018-19
Core business
In partnership we train the best teachers who will make a significant contribution to pupil learning and progress, demonstrating the highest standards of professionalism and enhancing the life of their school community.

7. Secondary Improvement Priorities
To strengthen trainees’ ability to make accurate and productive use of assessment (Teachers’ Standard 6).
To enhance trainees’ confidence and competence in effective classroom management (Teachers’ Standard 7).
To ensure that trainees are equipped to successfully fulfil their wider professional responsibilities (Teachers’ Standard 8).
So that trainees:
are equipped to improve outcomes for all pupils with particular attention to diminishing difference;
have appropriate skills and knowledge to be well prepared for their NQT year and a successful career in teaching.

8. Priority 1: Strengthen trainees’ ability to make accurate and productive use of assessment (Teachers’ Standard 6).
University-based training:
Review of university inputs including TS6 bulletins on marking & feedback, more able and tracking and monitoring
Please can you:
Induct trainees to school and department policies and structures
Provide access to data and tracking information about pupils and classes
Support mentor time to model and later use data and tracking to support trainee understanding

9. Priority 2: Enhance trainees’ confidence and competence in effective classroom management (Teachers’ Standard 7).
University-based training:
Review of university inputs including TS7 bulletin on establishment phase with new classes
Please can you:
Induct trainees to school and department policies and structures
Support trainees to carry out focused observation of experienced practitioners focusing on classroom management

10. Priority 3: Ensure that trainees are equipped to successfully fulfil their wider professional responsibilities (Teachers’ Standard 8).
University-based training:
University inputs on role of form tutor, PSHE and Citizenship and British Values.
Please can you:
Support time shadowing form tutors and gradually taking on more responsibility
Support time for trainees to observe PSHE and Citizenship lessons
Help trainees to engage in parents’ evenings and phone calls home
Enable trainees to understand teaching assistant role by taking on and evaluating role

11. Keys to quality and how to make the most of school support
6 Keys (see SPiE p. 14)
Trainee role
Warm and welcoming induction, including safeguarding
Ongoing and supportive informal guidance and advice
Effective regular mentor meetings
Individualised training and development opportunities
Constructive, personalised verbal and written feedback
Accurate assessment using grading descriptors
Friendly, respectful disposition, read documents, respond to communications
Respond positively, take notes, carefully consider, act
Be prepared, upload asap
Engage, identify opportunities, be curious, know your handbooks
Be open, analyse, seek to understand, recognise strengths
Contribute to discussions, utilise descriptors for development, upload all feedback asap

12. Introducing the Mentor Blog

13. Introducing Early Career Teachers Blog

14. UoB Resources for Trainee Teachers
studies/placements/resources-for-trainee-teachers.aspx

15. Professional Tutor and Mentor Handbook
Section 1: Secondary Professional Year School-Based Training This section outlines expectations and procedures for trainees and mentors during school-based training. It includes key contacts, expectations, tasks and information on assessment processes.
Section 2: Professional Development in the Secondary Professional Year (PD and the e-Portfolio)
Please have the e-Portfolio open in weekly mentor meetings.

16. Developments to PTM Handbook: Section 1
- Updated SBT Tasks (pp.8-15)
- Fulfilling Wider Professional Responsibilities:
Pastoral Role
PSHE and Citizenship
Communicate effectively with parents and carers
Deploy support staff effectively (p.20)
Trainee Assessment Milestones
(pp.17-18)

17. Timetable SBT1 p.6
Initial periods of observation of experienced teachers, then assisting them in the classroom i.e. individual and small group work, team teaching - leading to increased responsibility.
By start of November (as a guide) trainees will be taking over responsibility for some of the classes increasing to 40% of a teacher’s normal timetable based on mentor judgement.

18. In addition … 1 period a week as a TA (outside of subject specialism)
1 period a week for a mentor meeting
1 period a week for preparation for the mentor meeting
1 period a week for updating e-Portfolio and action plans
1 period for school Professional Studies programme
1 period of observation
Completion of school – based tasks (pp.8-15) and observation should take place in addition to this.
Once established, there can be further additional enrichment activities for trainees meeting grade 1 expectations (See p.22 Appendix 2) TN
In addition to a 40% teaching timetable trainees should have …

19. .. our expectation for trainees appropriate to this stage of their training is that they … (p.6)
Assume increasing responsibility for the attainment, progress and outcomes of the pupils they teach (with the support of mentors, class teachers and the professional tutor);
Demonstrate increasingly confident judgement in planning for pupil progression within individual lessons and are beginning to plan over time for this;
Set challenging tasks, based on secure subject and curriculum knowledge, drawing on understanding of the pupils’ prior attainment which has been obtained through informed use of assessment and data;
Develop the ability to employ engaging and effective methods that support pupils in reflecting on their learning.

20. Questions? Feedback? Support? Contact us:
Direct access to forms, guidance and handbooks: TN
Please note the following …
The second on ei the blog Sarah mentioned earlier.

21. Subject Briefing Rooms
Room No.
Art and Design
Sally Johnson
D130
English
Anne Denmead
A500
Geography
Sharon Reilly
B503
Mathematics
Paraic Treacy
C122
MFL
Karen Murray-Hall
A501
Religious Studies
Tom Newlands
B502
Science
Brian Marsh & Sarah Poore
E235