1. Welcome I am really pleased to see you Sarah Fitzjohn-Scott
Deputy Head; Partnership and Engagement
Designated Safeguarding Lead

2. I felt very supported by ALL members of the school team at all times.
My mentor offered support and advice throughout which helped me
acknowledge ways to improve managing workload and not overworked. The professional Tutor worked with my mentor and their sessions were fantastic
I felt very supported by ALL members of the school team at all times.
Consistent and effective use of the action plan cycle was enhanced by informal obs from my mentor to focus on my specific targets. Being observed with these targets as a focus ensured that I felt confident in being able to record that the target had been achieved or I was able to receive specific actions to further enhance the target.
My professional Tutor knew us all well and was supportive throughout, giving me well as lots of positive reinforcement.
In particular the Professional Tutor sessions were very helpful throughout my placement and massively supported my progress.

3. Updates this year
School Based Training Blog and online documentation
Updates in the Partnership handbook
E-portfolio structure and expectations
Mentor meeting record
Mentor training online

4. Updates this year
School Based Training Blog and online documentation
Updates in the Partnership handbook
E-portfolio structure and expectations
Mentor meeting record and action plan
Mentor training online

5. Handbooks /SBT Blog
Specialist Subject Handbook
Secondary Partnership in Education: Agreement and Handbook
Secondary Professional Year Trainee Handbook
ng-resources/second

6. E-Portfolio Contents/Changes
Pen Portrait: This is a single page record of relevant previous experience and progress throughout the Secondary Professional Year. This remains the same
Teachers’ Standards: This section is where you can see the Teachers’ Standards Parts 1 and 2. EVIDENCE IS NO LONGER REQUIRED HERE
School-Based Training (SBT) 1 and 2/3: This includes the following sub-sections:
SBT Details - add at start of SBT1
SBT Mentor Meetings (SH forms) - upload 1 every 5 days
SBT Other Forms (SA, SB, SC, SK and SD forms) – add when these arise
SBT Lesson Plans - add one every 10 days with resources and evaluation once teaching has started   
SBT Professional Reflections – To be completed at the end of SBT1 and SBT 2 (Core) and 3 (SDT) This is a change, fortnightly reflections are no longer required

7. Guidance Notes for the Image on the E-portfolio
This is a professional document and is shared with school and university based staff.
The image uploaded must be:
 - Of you (rather than anyone else or a group shot with friends/pets)
- Head and shoulders only
- Smiling rather than a selfie type shot
- Showing appropriate clothes (avoid swimwear and tuxedos for example)
- Without filters (such as snapchat)

8. Trainee reflection on professional learning Record of discussion
Structure of the mentor meeting
The mentor meeting is structured in three parts as detailed on the SH pro forma:
Trainee reflection on professional learning
Record of discussion
Professional Action Plan

9. Professional activity
What is the professional development cycle and how does it drive my professional development?
Targets
Actions
Professional activity
Evaluation
Self- review
Development & review
This is a visual representation of how the cycle drives your PD. Give example….effective start to lesson or effective transition. Not just learning about transitions about strategies of doing this effectively. Learn by observing and then put into practice and then evaluate it. Ok if some effective and some not. Not exact science.
No more than three weekly targets Applying to practice each time..
Professional activity – planning
Lesson evaluation
Self review – prep for meeting. At end of week lots of lessons – for that target may have made progress. Doesn’t have to be a focus next week but will be revisited at some point.
Dev and review – with mentor.
Do – Review – Learn - Apply

10. Professional Dialogue: Mentor Meeting
We advise that mentor meetings are:
Weekly
Timetabled
Held in an appropriate space
Prepared for beforehand
Structured using the SH pro forma

11. Preparing for the mentor meeting STEP 1
It is expected that the trainees will be working on a maximum of three professional development targets each week.
In order to prepare for the meeting, on the SH form trainees should review their professional action plan targets, if relevant reflect on additional learning and note where evidence of each of these can be found.

12. STEP 1 and 2
The trainee should keep their e-Portfolio open throughout the mentor meeting.
In order to minimise workload trainees should complete the SH proforma as the meeting progresses. It is record that is used as evidence to demonstrate your progress towards meeting the Teachers’ Standards.

13. During the mentor meeting STEP 2-5
The trainee should keep their e-Portfolio open throughout the mentor meeting.
In order to minimise workload trainees should complete the SH proforma as the meeting progresses. It is record that is used as evidence to demonstrate your progress towards meeting the Teachers’ Standards.

14. STEP 3

15. STEP 4 and 5

16. After STEPS 4 and 5
Having agreed and recorded professional action plan targets and actions in steps 4 and 5, it is important that trainees show in box A of their lesson plan how these are being developed.
Their progress is then evaluated in box F of the lesson plan. These can be shared with mentors at the next meeting.

17. After STEPS 4 and 5 Box A
Having agreed and recorded professional action plan targets and actions in steps 4 and 5, it is important that trainees show in box A of their lesson plan how these are being developed.
Their progress is then evaluated in box F of the lesson plan. These can be shared with mentors at the next meeting.

18. Keys to quality and how to make the most of school support
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
Trainee role
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

19. Online mentor training
ool%20Mentor%20Course/index.html