1. Stage 2 November 2016 Cass School of Education and Communities
Mentor training
Stage 2
November 2016
Cass School of Education and Communities

2. Outcomes Review/critique characteristics of effective mentors
Explore challenges for supporting mentee progress
Develop strategies to support mentee progress - bundles
Patterns of development in training year/s
Learning outcomes
Reflecting on own professional development
Demonstrate:
a deeper understanding of a range of feedback strategies
the ability to use a range of reflective strategies which provide a high level of challenge
the capacity to identify and support trainees experiencing mental/emotional stress

3. . . Includes international research literature
Mainly from interviews and surveys
Includes features consistent across time and place
Review of the evidence base on mentoring trainees and NQTs
Hobson, A.J., Asby, P., Maldarez, A., Tomlinson, P.D. (2009) ‘Mentoring beginning teachers: what we know and what we don’t. Teaching and Teacher Education. 25,

4. . . Studies found that to be effective mentors need to:
Respect their mentees as adult learners, taking account of their individual learning styles, and ensuring that the strategies employed to support their learning are responsive to their concerns and appropriate to their current stage of development.
Seek to help mentees to identify and interrogate critically their conceptions of teaching, of learning to teach and of mentoring, which can otherwise present hidden barriers to their subsequent learning and development. This process should include explicit discussion of the nature and advantages of different forms of reflection.
Provide their mentees with emotional and psychological support, and make them feel welcome, accepted and included.
Make time for their mentees: have regular meetings with them and be ‘available’ for informal discussion at other times.
Allow their mentees an appropriate degree of autonomy to make decisions and to develop their own teaching styles.
Ensure their mentees are sufficiently challenged and sufficiently educated about and scaffolded into deeper levels of thinking and reflection, notably about teaching and learning.
Be sensitive, focus on specific aspects of teaching, and facilitate genuine constructive dialogue that includes joint exploration of strengths/weaknesses and jointly finding solutions to challenges, in observation and feedback. .
Talk partners:
Which one of these is the easiest to do? Why?
Which one of these is the most difficult to do? Why?
Which one of these do you think is the most important or fundamental to trainees learning to teach?

5. .
Studies found that the following can place limitations on the effectiveness of mentoring:
Concern to protect their ‘own’ pupils and their learning can lead mentors to guide their mentees into ‘low risk’ activities.
Mentors not giving their mentees sufficient ‘freedom to innovate’.
Mentor’s tendency to see their role primarily in terms of the provision of safe sites for trial and error learning.
Mentor’s tendency to focus, in their interactions with mentees, on matters of technical rationality and/or practical issues such as classroom management, craft knowledge and mentees’ teaching of subject content, with insufficient attention to pedagogical issues, or to the promotion of reflective practice incorporating an examination of principles behind the practice.
Mentor’s limited understanding of the concept of critical reflection.
Mentor’s tendency to lack the confidence to incorporate ‘theoretical’ insights into their work with mentees. .
Talk partners:
Which of these is the hardest to avoid? Why?
Which of these is the easiest to avoid? Why?
To what extent do you identify with any of these statements? Which ones? How do you feel about that?Research shows that trainees learn most from high risk activities, how can you facilitate this happening? Wgat kevek if risk does someone need to be exposed to in order to learn? How much support/scafolding needed – need to learn the hows and also the whys of teaching

6. Feelings, beliefs, attitudes, values. .
Subject proficiency and knowledge
Education system
School
Professional behaviour
Planning
Reviewing
Selecting and/or learning
Society
Knowledge about: pupils, subject(s) form and use, activities, processes, skills
Explain ice-berg, what model represents, how it can be used.
Brief observation of very bad lesson from video and activity using ice-berg to generate questions to move the trainee’s learning on.
Relate question generation to OfSTED criteria for outstanding
Conceptualisations of: education, teaching, learning, professionalism, subject-learning, subjects, curriculum policy
Feelings, beliefs, attitudes, values
Culture

7. Film Clips
knowledge-and-understanding-of-the-world
lesson-on-shapes

8. . . Beginning teaching Supervised teaching From teaching to learning
Reflective teaching
Stage of trainee development
Survival
Recognising difficulties
Hitting the plateau
Moving on
Focus of trainee learning
Rules, rituals, routines and establishing authority
Teaching standards
Understanding pupil learning and developing effective teaching
Taking control and developing professionalism
Role of mentor / tutor
Providing models of effective practice
As trainers, providing focused advice and instruction
As critical friends, providing constructive critique for development
As co-enquirers, joining together in aspects of professional development
Key mentoring strategies
Trainee observation focused on class routines and teacher techniques
Focused observation by trainee, combined with structured observation of the trainee and feedback
Focused observation by, and structured observation of, the trainee. Re-examination of lesson planning.
Partnership in teaching and supervision. .
Homework.
Briefly explain and set poky question’ home work’, extension to session tasks in relation to this.
CHECK MOST UP TO DATEEDITION OF POLLARD FR P Nos AND COPY THE EXPLANATIONS OF EACH STAGE FOR READING PACK

9. School Based Training 1
School Based Training 2
School Based Training 3
Twiselton, 2000

10. Really, I was just concentrating on getting it done.
SBT1
SBT2
SBT3
My role was organisation,
make sure they went in turns,
went clockwise.
Twiselton, 2000

11. We needed to cover the comprehension bit before going on to the
next one.
SBT1
SBT2
SBT3
The school wanted me
to do story writing so
that’s why I was
looking
at that really.
Twiselton, 2000

12. I wanted them to get the information and then convey the information,
because so much work they do
depends on being able to do that.
SBT1
SBT2
SBT3
I wanted them to think
about story structures;
that would help them
with their prediction.
Twiselton, 2000

13. Concerned with completing the task;
Product oriented;
Concerned with completing the task;
Concrete product at the end of the lesson;
Pupils apparently on task
SBT1
SBT2
SBT3
Twiselton, 2000

14. “More explicit reference to learning...
within restrictions of ...given curriculum;
“Learning objectives as ends within themselves”
SBT1
SBT2
SBT3
Twiselton, 2000

15. More focused on the subject and the concepts
and skills needed to become proficient;
Concepts and skills define task;
Task is seen as important only as a vehicle for
this.
SBT1
SBT2
SBT3
Twiselton, 2000

16. Curriculum deliverers Concept/skill builders
Task managers
Curriculum deliverers
Concept/skill builders
Twiselton, 2000

17. Enabling trainees to take ownership
Bundles of evidence – how can these enable trainees to take ownership and responsibility for pupils’ learning and be accountable in their own practice?

18. Asking challenging questions
What questions would push trainees to meet the following grade criteria?
They assume a high level of responsibility for the attainment progress and outcomes of the pupils they teach.(TS2)
They actively promote engaging and effective methods that support pupils in reflecting on their learning. (TS2)

19. Asking challenging questions
What questions would push trainees to meet the following grade criteria?
They successfully identify and exploit opportunities to develop learners’ skills, in communication, reading and writing. (TS3)
They are highly reflective in critically evaluating their practice. (TS4)

20. Asking challenging questions
What questions would push trainees to meet the following grade criteria?
They have an astute understanding of how effective different teaching approaches are in terms of impact on learning and engagement of learners. (TS5)
They systematically and effectively check learners’ understanding throughout lessons, anticipating where intervention may be needed. (TS6)

21. Case studies 1
What approaches could you use to support/ challenge the trainees in the following examples? Anne’s Year 5 class is becoming increasingly unruly. She appears to listen attentively to advice but then does nothing in response. SLT are concerned about the behaviour of the class.

22. Case studies 2
What approaches could you use to support/ challenge the trainees in the following examples? Yesim seems to spend a lot of time planning and worrying about filling in forms but she’s not making any improvement in her classroom practice. She’s exhausted. It’s clear that she’s not planning effectively.

23. Case studies 3
What approaches could you use to support/ challenge the trainees in the following examples? Mark is a competent trainee making reasonable progress but there is low level disruption in lessons – too much time taken with transitions, low level off-task behaviour. This is undermining his confidence.

24. Reflective strategies 1
Critical Incidents (Tripp)
Identify incident – analysis makes it ‘critical’
Apply an analytical tool
The Why? Challenge
Dilemma identification
Personal theory analysis
… Identify implications for future practice.

25. Tripp asserts that the complexity of a teacher's role stems in part from the huge number of decisions that teachers are forced to make, from moment to moment, throughout the teaching day.  By seeing the problems and issues that arise as dilemmas, created for rather than by us, we can begin to understand the policies and principles that motivate our actions. Also, although we can never know what might have occurred if we had taken an alternate course of action, we rarely give ourselves space to reflect on alternatives or possibilities Firstly, think of a recent experience and pin down a moment at which you were forced to make a decision.
List all of your choices at that moment in time?
What did you decide/to do? Why?
If your decision resulted in some form of action, reflect on what might of occurred if you decided not to act.
Finally, consider an alternate course of action/decision (even if it's against your better judgement). Describe and reflect on 3 possible outcomes.
(Tripp, 2011)

26. Spotting trainee stress: responding effectively
Stress toolkit
Indicators – what do trainees undergoing stress do?
How would an effective mentor respond?
- Five key strategies

27. References
Hobson, A.J., Asby, P., Maldarez, A., Tomlinson, P.D. (2009) ‘Mentoring beginning teachers: what we know and what we don’t. Teaching and Teacher Education. 25,
Ice-berg model, adapted from:
Maldarez, A. and Bodoczky, C. (1999) Mentor Courses: A resource book for trainers. Cambridge University Press. P15
Developmental model of mentoring chart: Pollard, A. (2005) Reflective Teaching. Continuum. P36
Tilemma et al (2011) ‘Dual roles – conflicting purposes: a comparative study on perceptions on assessment in mentoring relations during practicum’. European Journal of Teacher Education. Vol34, No.2,
Tripp, D. (2011) Critical Incidents in Teaching: Developing Professional Judgement.  London: New York: Routledge Falmer.
Twisleton.S. (2000) Seeing the Wood for the Trees, Th National Literacy Strategy and Initial Teacher Education, Pedagogical content and the structure of subjects, Cambridge Journal of Education, available at
Reading pack to include:
Hobson, A.J., Asby, P., Maldarez, A., Tomlinson, P.D. (2009) ‘Mentoring beginning teachers: what we know and what we don’t. Teaching and Teacher Education. 25,
Tilemma et al (2011) ‘Dual roles – conflicting purposes: a comparative study on perceptions on assessment in mentoring relations during practicum’. European Journal of Teacher Education. Vol34, No.2,
And pages from Pollard