1. New Subject Mentor (SM) Training Faculty of Education, Department of Secondary Education
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2. Placements update
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3. Secondary Partnership Team
Karen Duffy Head of Partnerships
Jane Martindale Partnership Coordinator
Majella Dalton-Bartley Partnership Coordinator
Gill Burgess – Partnership Tutor
Aileen Thom – Partnership Tutor
Cheryl Wilberforce – Partnership Tutor
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4. Secondary Partnership Website
Links to resources, advertising posts, CPD
Latest news
What’s happening in university
Training materials including podcasts
Handbooks
Events announcements
partnerships/resources/secondar y/
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5. Changes to the PGCE
Calendar-
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6. Language and Documentation
Meeting the standards at a Minimum - MSM
Meeting the standards at Good- MSG
Meeting the standards at Outstanding- MSO
Unsatisfactory Progress- UP
Intervention and Support Plan -ISP
Cause for Concern -CFC
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7. Award Lead (subject)- AL University Personal Tutor- UPT
University Visiting Tutor- UVT
Placement A
Placement B
Please visit the website for all updated documentation and information. The SM Handbook contains all the information you will need.
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8. What is the role of the Subject Mentor ?
In groups consider
The roles and responsibility of the SM
The key tasks throughout the placement
Write on a post-it note a brief definition of the
role
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9. The SM Role and Tasks: An Overview
To induct the Student into the department and clarify departmental expectations.
To help create a suitable timetable which supports the development of subject knowledge and allows the principle of gradualism to be applied
To carry out a weekly formal observation on your Student (written feedback) and a joint observation with University Tutor.
To carry out a weekly mentor meeting with your Student.
To monitor students health and well-being during placement.
To engage in joint / supported planning with the Student, sharing resources.
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10. To monitor the Students collection of evidence for their SEF.
To monitor progress towards meeting the standards, setting targets and reviewing Student progress, ensuring that Students work towards Good or Outstanding outcomes.
Subject Audits – leading to a progressive timetable to address subject knowledge gaps – gradualism process
Addressing areas for development through clear target setting keeping the UPT informed of issues/lack of progress.
To contribute to Review 2a/b (Placement A), 4 and 5 (during Placement B), and grading.
To monitor the Students collection of evidence for their SEF.
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11. Induction- Day 2-4 Expected activities
Work with Subject mentor to identify opportunities to complete university subject specific activities/observations
Timetable of lessons to facilitate observation of good and outstanding teaching and learning in a wide range of subjects.
Joint observation of lesson by student and SM/PM/Experienced teacher – to help students understand what they are observing
Learning walk with SM/PM/Experienced teacher
Pupil track day where student engages in the work/activities that pupils do in lessons
Subject mentor to facilitate student FULL access to departmental teaching resources
Subject mentor to share pupil information for classes on timetable
Begin meeting and observing classes on timetable
Planning meeting with SM to identify class and teaching activity for week 2
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12. Additional activities-
Activities for week 2
Work with Subject mentor to identify opportunities to complete university subject specific activities/observations
Timetable of lessons to facilitate observation of good and outstanding teaching and learning in a wide range of subjects.
Structured time for engaging with information, researching resources, planning etc.
SENCO meeting
Further observation of classes on timetable
Plan, teach and evaluate one teaching episode
First formal Subject Mentor meeting – following Mentor Meeting schedule including identification of lessons to observe.
Additional activities-
Anything else important to school context
Further track day – EAL or SEND pupil, TA, pupil of different KS from first track day
Investigate school extra-curricular offering for potential involvement
Meet Form group and Form Tutor
Begin shadowing one staff duty
Focused observations/Learning walk to look at behaviour management strategies in use in classrooms.
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13. SM Files…….
These are for you to keep (and will be monitored by the PM as part of the quality assurance process).
They can be used to evidence entitlement etc.
Copy of weekly lesson observation (including joint observations)
Copy of weekly meetings (appropriate SMART targets are being set)
Student timetable
Copy of reviews
Copy of ISP documentation (if appropriate)
MSM to MSG/MSO procedures/documentation at Review 4
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14. Affect and Mentoring………
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15. The mentors relationship with the student teacher is central to their progress……
Teaching involves emotions (Day & Leitch, 2001; Hargreaves, 1998)
Reciprocal relationship of care (Noddings, 2003)- attentiveness to care develops a stronger bond between mentor and mentee and enhances progress. -
Training is Emotional (Yuan and Lee, 2016) and intertwined with the formation of teacher identity (Nichols, Shutz, Rodger & Bilicia2017)
Emotion modulates virtually every aspect of our cognition (Tyng, Amin, Saad & Malik, 2017)
The mentors relationship with the student teacher is central to their progress
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16. The importance of language……
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17. Affective Language.. BUT…
People use more positive than negative language (Dodds et al, 2015)
BUT…
Negativity bias= the use of ‘negative’ language is stronger than ‘positive’ language (Baumeister et al, 2001; Jing-Schmidt, 20017)
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18. Using ‘Reappraisal’
The process of ‘modifying one’s appraisal of a situation…to alter its emotional impact’ (Gross, 2015)
Mentors can help students reappraise, or re-frame, experiences they feel to be very negative so that they are able to take some positives from it (Robert, 2019)
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19. Reappraisal Techniques- implications for practice…….
Let them talk through their emotional reaction
Begin the discussion by asking about their planning/intentions for learning
Use active listening
Use a blend of open and closed questioning
Acknowledge their feelings
Avoid judgement
Give options
Draw out the positives
Refocus their attention; come back to the positives
Show that they are significant.
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20. Your turn………
You will be presented with a brief extract of a lesson observation feedback between the SM and Student Teacher.
TASK-
Read and discuss in groups
How are both the SM and Student Teacher feeling?
2) How could you manage the conversation better, helping reframe the students mindset to encourage a more positive discussion?
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21. Feedback Scenario- Straight after the lesson……..
Mentor: ‘So how do you think that went’?
Student: ‘It was awful, completely lost the class, the work was too hard for them and Mia and Jack really disturbed the whole class- a complete disaster’
Mentor: ‘Yeah, it was not great was it! What happened to the behaviour management strategies we have been talking about for the past three weeks? Where were they? You didn’t use the schools BFL policy until the last thirty seconds’, getting them back on board next lesson will be really tough after that.
Student: I don’t know! I got caught up with the task being too hard and then Mia and Jack just really messed things up. I did use some of the BFL strategies but they didn’t really work.
Mentor: You didn’t use any of the specific strategies we talked about, you’re never going to improve if you carry on like this…………
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22. Key contacts
In the first instance, contact the university Subject Tutor. Karen Duffy Head of Partnerships or Jane Martindale Secondary Partnerships Coordinator (PlacementA) or Majella Dalton-Bartley Secondary Partnerships Coordinator (PlacementB) or Beverley Ingham Core Salma Qurashi- School Direct
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