1. MMU Faculty of Education Subject Mentor Training

2. Being a mentor...
Guardian – to help with key advice often in areas such as classroom management, pastoral role and understanding the stresses of teaching.
Counsellor – to listen to problems, without judgment or advice.
Tutor – to give direct advice and skills linked to the 'curriculum' (teaching standards) which are being developed.
Mentoring – to enable the trainee teacher to set goals and outcomes for their own development of learning. To support them into being reflective practitioners who will continue to develop independently throughout their careers.

3. Mentoring. Mentor / Mentee Training
“Mentoring is: a relationship between two parties, who are not connected within a line-management structure, in which one party (the mentor) guides the other (the mentee) through a period of change towards an agreed objective, or assists them to become acquainted with a new situation.”

4. Mentoring
“The objective of the training is not a mastery of all of the skills...” “The purpose of mentoring is to support and encourage people [trainee teachers] to manage their own learning in order that they may maximize their potential, develop their skills, improve their performance and become the person [teacher] they want to be” “Mentors should enable mentees to learn from their past successes and failures, and encourage them to engage in self-determined learning and to find their own solutions – mentors unleash mentees' capacity to solve problems and arrive at high-quality decisions by being supportive, challenging and, above all, helping them to reflect on events.”

5. Carter Review - Jan 2015
Effective mentors are outstanding teachers who are also skilled in deconstructing and explaining their practice – outstanding practitioners are not automatically outstanding mentors
• Effective mentors are subject and phase experts, aware of the latest developments. Subject mentors should be members of subject mentor networks and should access resources from subject associations
• The most effective mentors have a secure understanding of the Teachers’ Standards, including a range of methods for assessing against the standards, in a way that goes beyond the minimum requirements for meeting them
• Effective mentors are strong role-models of all the Teachers’ Standards – for example, they are skilled in managing behaviour effectively. Effective mentors are also good role-models in relation to their own engagement with research

6. Partnership website for resources

7. Core

8. – School Direct

9. First Meeting.. The first meeting has three main goals:
1.Establishing rapport.
2.Establishing a sense of common purpose.
3.Building an understanding of what each should expect of the other.
To this end, mentors should make every effort to put trainees at their ease. They should have
School/departmental Induction- alongside PM
Observations of outstanding staff and classes trainee will teach
Pupil Trail(s)
School and department ethos
Knowledge of key people in dept. school
Professionalism / expectations discussion

10. SM in Induction / Block A/Placement
Key aspects of this phase:
Induction is key as this starts to show trainees what teaching is all about – whole school and departmental
Engagement with Progress Indicators – Enables trainees to show, and you to monitor, progress against the standards.
Subject Audits – leading to a progressive timetable to address subject knowledge gaps – gradualism process
Addressing areas for development through clear target setting keeping the University Tutor informed of issues/lack of progress.
Joint observation with University Tutor.
Remediation and AROF procedures– to support trainees at risk of failing.
Support and advice for trainees in their assignment writing.
Contribution to Review 2a/b

11. Lesson Observations One must be written observation each week.
Connecting these to weekly meetings- joint target setting from lesson observations.
Encouraging critical reflection.
Commenting on teaching and learning.
Commenting on trainees impact on pupil progress ( very important)
Make sure you focus on pupil progress rather than a list of ‘ what occurred, at what times’ which is often not challenging. Questions are useful to stretch trainees
Make sure you are not afraid to have “difficult conversations” that will stretch trainees and allow them think about how to achieve best practice

12. Lesson Observation Form

13. Lesson Observation Form – good practice

14. Joint observation with University Tutor.
University tutor (UT) will tell you when they will be visiting at the start of the teaching block
You may wish to contact them to arrange an earlier visit if you have any concerns about your trainee ( List of all contacts are on the partnership website)
You will lead the feedback and the UT will observe your feedback. This is to quality assure the mentoring process
The UT will give you feedback on your feedback

15. Weekly Meeting/ Lesson Observations
To support trainee in managing their own learning.
To encourage self-directed reflection, analysis and problem-solving
To be a sounding board – to challenge assumptions, ideas and behaviours.
To motivate the mentee to achieve objectives.
To inspire.
To 'open doors'...
To provide a safe, objective, non-judgmental... space for the trainee
To provide guidance or advice...
To be a credible role model.

16. Progress indicators

17. Progress indicators
•The first step to effective use of the Progress Indicators is for you, and the trainee to engage with the document and familiarise yourself with it.
•For each phase of the programme, it is important to familiarise yourself with the standards associated with that phase and use these as a focus within the Progress Indicators.
•Set aside time regularly to discuss progress made against the Standards and identify where on the Progress Indicator chart the trainee is best placed for each of the focus standards.
•Use the trainee’s position on the progress Indicators chart to begin a discussion about the rate of progress to date and to also identify strategies for further progress.
•Good practice from Partnership schools tells us that this works best when trainees self- assess their performance at the same time as the SM assesses it, leading to further discussion.

18. OFSTED grading/ review 5a/b
You are not grading each lesson
Remember you are grading a trainee teacher, not someone who is qualified already

19. SM in Placement/Block B / Enrichment
Up-dated Subject Knowledge Audit, plus Review 2a/b and 3a to be used to identify trainee starting point.
Progressive timetable addressing subject knowledge gaps and aiding further development of existing knowledge and skills.
Continued use of Progress Indicators to monitor progress – aiming to have all trainees Good or Outstanding by the end of the Block B placement.(use ‘working towards good’ documentation if not)
Carry out joint observation against the progress indicators with University Tutor
Develop increasing independence in your trainee
Support for trainees with their assignment writing
Addressing remaining Standards through clear target setting.
Remediation procedures to support trainees at risk of failure.
Contribute to Review 4/5a/b and organisation of Enrichment.

20. Remediation /AROF process
Occasionally trainees may need extra support as they are failing to make progress against the indicators. You must immediately identify targets for the trainee in order that their progress to become satisfactory.
Must inform the Professional Mentor of your concerns and that you are able to identify specific areas of concern
If the trainee does not, or is not able to address the areas of concern then the remediation process must be undertaken. Trainees who are placed on remediation as soon as weaknesses are identified are much more likely to come out of remediation successfully. They need maximum time to address the issues and to re-gain their confidence.
You will be supported throughout the process by both the PM and the trainee’s UT who will visit the school, carry out a joint observation and work with the school to set appropriate targets for the trainee.
If after the specified time ( usually 2 weeks) the trainee has still not made progress, you need to initiate the AROF procedures
All Remediation and AROF documentation is on line

21. The Responsibilities of the SM
To carry out a weekly formal observation on your trainee.
To carry out a weekly mentor meeting with your trainee.
and
To induct the trainee 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 engage in joint / supported planning with the trainee.
To monitor progress towards meeting the standards, setting targets and reviewing trainee progress, ensuring that trainees work towards Good or Outstanding outcomes.
To contribute to Review 2a/b (during placement/Block A), 3b, 4 and 5a/b (during placement/Block B).
To contribute to the Ofsted grading of your trainee (on reviews)
To support the trainee with their assignments.
To support the trainee with their assignment activities.
To monitor the trainees collection of evidence for their SEF / RPD.

22. Key Contacts Partnership Office at Brooks – Bev Ingham
Secondary ITT Partnership Leader – Karen Duffy