1. RBWM SCITT
Mentor Meetings 2017

2. Mentor Training RBWM SCITT Requirements and Expectations
Session 1 – Thursday 5th October 4pm-5pm
National Standards, Programme requirements, observation and feedback
Session 2 – Thursday 16th November 4pm-5pm
Needs analysis, training information and course timeline, trainee targets
Session 3 – Thursday 7th December 4pm-5pm
Second placement, gathering evidence around the trainee, cause for concern
Session 4 – Thursday 19th April 4pm-5pm
To include -gaining QTS, bundles of evidence, work scrutiny, final assessment

3. National Standards for SCITT Mentors 2016
A mentor is a suitably-experienced teacher who has formal responsibility to work collaboratively within the ITT partnership to help ensure the trainee receives the highest-quality training.
mentors should have excellent subject knowledge and a clear understanding of what constitutes high-quality teaching in a variety of contexts.
mentors play a central role in encouraging trainees and supporting their development and progress by drawing on a wide range of experiences, strategies and techniques to support trainees in meeting the Teachers’ Standards.
Schools also have a role to play in supporting both mentors and trainees by creating and fostering a positive environment in which mentors and trainees are able to fulfil their professional expectations.

4. Four separate but related Mentor Standards
Standard 1 - Personal qualities
Establish trusting relationships, modelling high standards of practice, and empathising with the challenges a trainee faces.
Standard 2 – Teaching
Support trainees to develop their teaching practice in order to set high expectations and to meet the needs of all pupils.
Standard 3 – Professionalism
Induct the trainee into professional norms and values, helping them to understand the importance of the role and responsibilities of teachers in society.
Standard 4 – Self-development and working in partnership
Continue to develop their own professional knowledge, skills and understanding and invest time in developing a good working relationship within relevant ITT partnerships.

5. Mentors should use the standards to:
• understand what is expected of them and see that it is a manageable role; • enable self-evaluation of practice and help identify areas for further improvement; • support the delivery of the training plan; and • induct trainees into the school and the profession.

6. All SCITTS should use the Mentor Standards to:
raise the status and recognition of the mentoring role;
• bring consistency in mentoring within any agreement made with schools in delivering ITT;
• inform the training of mentors and monitoring of their support to trainees;
• establish rigorous mentor selection processes; and
• enhance the professional development of mentors including developing or identifying training needs.

7. Programme Requirements
Needs analysis
Termly report
Pupil Development Study
Observation and feedback requirements – proformas etc

8. Lesson Observation
Before the lesson observation, identify with the trainee a key area/Standard of focus – this will make tracking their progress easier
As well as observing the teaching, spend time observing and (when possible) talking to the learners to see what is working for them and to see if they can explain/link their learning
As well as observing with SCITT tutors, paired observations planned with peers in school can help moderate judgements
If the trainee is willing, videoing a section of the lesson can allow for a two way discussion as you can pause and rewind and the trainee will be able to make their own conclusions making feedback more meaningful

9. Lesson Feedback
Try to give feedback as soon as possible after the lesson
Time your feedback so the receiver is able to listen and receive it
Before giving feedback think through what you want to say
Ask the trainee for their thoughts and feelings first
Provide positive feedback first
Be specific, giving examples of evidence  

10. Emphasise those areas which the trainee is able to change.
Explore ideas to collaborate, to find a workable solution.
If appropriate offer suggestions as to how the trainee can change, improve and develop.
Value and respect the trainee when providing constructive feedback – ‘judge- mentoring’
Leave the trainee feeling that they have learned something and that it is their choice and responsibility of what to do with their feedback
Always be genuine

11. Difficult conversations - Scenarios
Work in groups of threes or fours to discuss the scenarios outlined.
How might you tackle the conversation or feedback?
Find 3 solutions to the issue and select a colleague to feedback the scenario and the solutions to the group.

12. Termly judgements – definition of key terms
Exploring the standard assessment statements – what does exceeding look like?

13. Any questions?
Content for session 2? Add to evaluation.

14. Session 2 16.11.17 Programme requirements – second placement pre obs
Needs analysis
Training schedule –specific weeks e.g. inclusion
Developing trainee targets linked to Standards
Mentor experience so far
Cause for concern

15. Programme requirements
Second Placement pre obs
Needs analysis

16. Training Programme
Inclusion week etc

17. Trainee targets for improvement

18. Paired talk – sharing experience/issues
Case study – offering support and solutions
Experienced mentor with less experienced

19. Cause for concern

20. Questions?
In session 3?

21. Session 3 07.12.17 Transfer document Second placement
Gathering evidence around the trainee
Tracking pupil progress

22. Transfer document

23. Second placement

24. Gathering evidence around the trainee
Support with marking and feedback with focus on range of ability, meeting Teaching Standards and addressing school policy
Marking with mentor to model and analyse process
Trainee to gain greater understanding of pupil progress and tracking to feed into lesson planning and review
3 student bundles of evidence
Work scrutiny – what is it? Why/when is it done? What do you hope to learn?

25. Work Scrutiny

26. Questions?
For session 4 19th April?