Transcript Preservice Mentor Training 201415

UNIVERSITY OF HUDDERSFIELD
SUPPORTING PRE-SERVICE
TRAINEES ON PLACEMENT
LIZ DIXON
Pre-service Mentor Training 201415
Overview of the session
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Introductions
Provide an outline of the Pre-service course
Discuss requirements for a trainee placement
 General
issues
 Teaching practice requirements
 Role of the mentor
 Observations, grading and assessment
 Documentation
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The voices of trainees
Case studies and questions
The Pre-service team
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Head of department : Prof Roy Fisher
Course Leader : Dr Martyn Walker
Personal Tutors
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Gwyneth Allatt
Liz Dixon
Judith Kidder
John McNichol / Sarah Williamson
Alison Ryan
Course administrator – Geraldine Allport
Placement Officers – Linda Etheridge and Kate Papworth
Information about the Pre-service
course
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One year, full time course in initial teacher training
at the University of Huddersfield, leading to the
award of
 Certificate
in Education (Cert Ed) for Lifelong Learning
 Professional Graduate Certificate in Education (PGCE)
 Post-Graduate Certificate in Education (PGCE)
 Post Graduate Diploma in Education (PGDip)
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Different routes to the award depend on the level
of study of the modules undertaken on the course
(level 4-7).
Routes and awards
MODULE 1
MODULE 2
MODULE 3
(includes teaching
practice)
(includes teaching
practice)
MODULE 4
Cert Ed
Level 4
30 credits
Level 4
30 credits
Level 5
30 credits
Level 5
30 credits
Professional
PGCE
Level 4
30 credits
Level 4
30 credits
Level 6
30 credits
Level 6
30 credits
Postgraduate
PGCE
Level 4
30 credits
Level 4
30 credits
Level 7 (M)
30 credits
Level 7 (M)
30 credits
Postgraduate
Diploma
Level 7 (M)
30 credits
Level 7 (M)
30 credits
Level 7 (M)
30 credits
Level 7 (M)
30 credits
We are often asked the question, 'What kind of teachers does the
University of Huddersfield and its partner colleges aim to
produce?’
We have chosen to express our answer to this question
through the acronym
ASPIRE.
Ambitious
Student-Focused
Professional
Inspiring and Innovative
Reflective
Excellent practitioners
Our trainees
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Typically are well-qualified in their specialist
subject area
Often have relevant experience of working in their
specialist field
Usually have limited experience of teaching
Our expectations of trainees
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Show a professional attitude
Develop their awareness and understanding of the working
practices of the organisation and of the teachers with whom
they work
Participate in an active teaching role
Fulfil the other duties and responsibilities associated with their
teaching role
Seek out and be receptive to feedback and support from their
mentor and other specialist staff
Prepare, maintain and evaluate schemes of work, lesson plans
and assessment records for all of their teaching
Demonstrate a commitment to reflect, evaluate and develop
their own performance.
Aims of the teaching practice placement
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Provides the opportunity for trainees to achieve many of the
outcomes for the course
Acquire guided experience in teaching their own specialism
Develop professional skills and techniques associated with
the teaching role.
Develop expertise in performing the teacher's role both in the
classroom and the wider context
Acquire personal experience of the structure, organisation
and work of the placement.
Involve themselves in effective working relationships with
staff in the placement.
Teaching practice modules
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Trainees complete 4 modules in total on the course
2 of these modules relate directly to their teaching
practice
 Personal and Professional Development
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(DFD7130 / DMD7130)
 November
 Teaching
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– February, 2/3 days a week
a Specialist Subject
(DID 7230 / DHD7230 / DMD7230)
 February –
placement
May, including full time 6 week block
Standard requirements for assessment of
teaching practice
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A minimum of 100 hours of teaching practice
 50
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8 teaching observations
4
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hours for each module
observations for each module
A teaching file
 Evidence
of planning, resources and reflection relating
to teaching in each of the two teaching practice
modules
Placement overview
Early in the placement:
 Trainees settle in and familiarise themselves with key
people, places and procedures in the placement
(department and the wider institution).
 Induction – including relevant health and safety issues
 Trainees have an Induction Checklist which they need to
complete.
 It will help trainees to settle in if they could be allocated a
space where they can work / leave belongings.
 Trainees have a first meeting with their named mentor
 Trainees shadow and observe staff to help them to see a
range of different student groups, courses and approaches
to teaching and learning.
 Trainees agree a timetable with their mentor/ a manager.
Teaching practice
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Teaching hours can include teaching whole classes,
team teaching, small groups and one to one
Where possible trainees should be phased in, taking
on increasing responsibility for planning and delivery
Experience of a range of groups, courses, settings
Opportunities to observe other teachers
In addition trainees should be encouraged
to ……..
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Become involved with the department
Discuss their progress with their mentor
Identify points for development following observations
Attend events such as course team meetings, staff
development as appropriate
Open evenings, interviews etc
Visits and extra-curricular activities
 Trainee must be supernumerary, supervised and with no direct
responsibility for students
Timetable
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Agree with individual trainees
Block 1 – attend part-time November - February
Trainees are available for placement 3 days
 Monday
/ Thursday / Friday
 Wednesday / Thursday / Friday
 Days will depend on their University timetable
 Typically 6-8 hours teaching over two or three days.
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Block 2 – full-time Feb – April (6 weeks)
Typically 10-12 hours teaching per week.
Teaching file for each module
The trainee’s file should include:
 An on-going log of teaching hours
 Teaching observation reports
 Records of discussions with mentors, including
subject specialist issues
 Full documentation evidencing lessons which the
trainee has planned and taught
 Personal Development Plan records
 Placement report form completed by the mentor
First phase of teaching practice
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Module title : Personal and Professional Development
 2 or 3 days attendance at placement (negotiated)
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Minimum of 50 hours teaching
A minimum of 4 satisfactory observations
Generic and subject specialist observations
Typically carried out by:
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1 subject specialist (usually the mentor)
2 generic (teacher trainers or specialists in the department)
1 university tutor
Completed by mid February
Teaching practice block 1
During this phase the trainee should shadow and observe teaching and, as appropriate, take on
increasing responsibility for preparing and delivering part or all of a session. For this module, the
trainee needs to complete :
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50 hours teaching practice – this can include team teaching, small groups, one to
one and whole classes
Receive 4 satisfactory teaching observations with written feedback.
Trainees should be completing a log of all their teaching hours and building a
teaching file. This file should include relevant schemes of work, lesson plans,
resources, records of student assessment and feedback and trainees’ reflections
on their teaching.
Trainees should have discussions with their mentors and any other staff they are
working with. Discussions could focus on:
 their lesson planning
 the content of their teaching files
 observations and action planning
 progress and how they are working towards grading criteria
 Form PDP6 should be completed and signed as a record of discussions.
Second phase of teaching practice
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Module title : Teaching a Specialist Subject
 6 weeks full time attendance at placement
 50 hours teaching
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A minimum of 4 satisfactory observations
Generic and subject specialist observations
Typically carried out by
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1 subject specialist (usually the mentor)
2 generic (teacher trainers or specialists in the department)
1 university tutor
Completed by w/c 27 April
May extend beyond 6 weeks to complete hours
Teaching practice: 6 week full time block
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In this second part of their teaching practice the
trainees should be developing their range of
experience of teaching and their understanding of the
wider teacher role.
Trainees should be encouraged to observe other staff.
They should also, where possible, attend relevant
meetings and events in the department and the wider
institution.
Trainees will be expected to focus on particular aspects
of their teaching to improve their skills and extend
their use of more advanced techniques.
Teaching practice 6 week full time block
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The trainee should be continuing to log all teaching hours and
building a second teaching file which includes observations,
relevant schemes of work, lesson plans, resources, records of
student assessment and the trainee’s reflections on his/her
teaching.
This file should demonstrate the trainee’s increasing engagement
with more varied and challenging teaching situations.
Trainees need to continue to discuss their teaching, planning and
the content of their teaching files regularly with their mentors
and any other staff they are working with.
 They should also discuss observations and action planning,
general progress and how they are working towards grading
criteria
Mentors
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It is a requirement that each trainee must have a mentor who
can support them in their placement.
Mentors should hold a relevant teaching qualification, have
subject knowledge and experience within the area the
trainee will be working.
Be available to review progress and agree actions with the
trainee on a regular basis.
The course maintains a Mentor database which is used to
support our mentors, send them information and comply
with the requirements for Ofsted.
Role of the mentor (1)
The mentor would normally :
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Be a suitably qualified and experienced teacher who
understands the requirements of teaching/training in the
subject area
Be a critical friend in the trainee's placement who is able to
provide advice support, guidance and constructive feedback
Identify any problems relating to the trainee and their
placement , liaising with the trainee’s personal tutor as
appropriate
Provide the link with the University by completing relevant
documentation and maintaining contact with University
tutors / admin team
Role of the mentor (2)
The mentor can assist the trainee in the following areas:
 Induction within the specialist department
 Planning and Curriculum:
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Teaching observations:
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Supervise trainee’s planning at the lesson and course level.
Provide access to module/unit specifications and resources
including constructive feedback, especially relating to subject specialist
pedagogy.
Progress reviews:
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The trainee’s teaching and their general progress in the placement .
The extent to which the trainee is working towards the grading criteria.
Agreeing action plans and interventions to enable the trainee to work
towards the requirements of the Professional Standards.
Meetings with trainees and progress reviews should be recorded on
the PDP6 form.
25
OBSERVATIONS,
ASSESSMENT AND
GRADING
Education and Training Foundation (ETF)
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The ETF oversees developments in professionalism in Lifelong
Learning.
Developed the Professional Standards for teachers in the
sector

Professional values and attributes

Professional knowledge and understanding

Professional Skills
http://www.et-foundation.co.uk/our-priorities/professional-standards/professional-standards-2014/

Our trainees’ progress and development is mapped against
these Standards.
Observations of trainees
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Observations and feedback should be constructive and
developmental and take account of the stage the trainee has
reached in their training
Individual observations are not graded but assessed against
progress towards the Professional Standards.
Joint observations – with University tutors, other mentors, teacher
trainers
Assessment of each of the two teaching practice modules includes
a grade which is indicative of progress and achievement for that
particular module
Grades are determined through a trainee’s self assessment and
their University personal tutor. Mentor feedback given to the
trainees will be an important consideration in that process.
Observation paperwork
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Documentation :
 TP1
– trainee completes before the observation
 TP2 – completed by the observer
 TP3 – trainee completes after the observation
Documentation: Personal Development Plan
(PDP)
Trainees keep a record of their progress and
development within their PDP.
Of particular note for mentors:
 PDP2 – log of teaching hours and other placement activities.
Should be countersigned by trainee’s mentor
 PDP 4 – progress towards the Professional Standards
 PDP5 – observations summary
 PDP6 – record of meetings with mentors
 PDP7 – grading documentation
Grading process
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Trainees self-assess and agree a grade with their
personal tutor, documented in PDP 7
Mentors can play a significant part in the process
Includes grading criteria mapped against the
Professional Standards
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Education & Training Foundation (ETF) Professional
Standards
http://www.et-foundation.co.uk/
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3 broad areas within the grading:
Professional Values and Attributes
 Professional Knowledge and Understanding
 Professional Skills
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Documentation : Placement Report Form
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This form is designed for you, and other staff in the
department, to provide feedback and comments on the
trainee’s overall progress and development during their
placement.
The form should be completed once towards the end of block
1 of the teaching practice and again on completion of the
placement. Trainees are required to return the completed
forms to their personal tutor.
The comments on the form can provide trainees with some of
the evidence required for their grading.
Additional assessment and projects
During the course trainees may be required to complete
a range of different assignment tasks relating to teaching
and learning
 Projects might include :
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Assessment projects
Curriculum development
Creativity/ Innovation projects
Where projects link to placement, it is often helpful if
trainees are able to discuss their ideas and work in
progress with their mentor
Examples of projects trainees might
undertake
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Curriculum development
 Schemes of work
 Development of new modules / units
 Resource development to support a module
Creativity / Innovation
 Use of technology to support teaching and learning
 Resource packs
 Displays of student work
 Materials for college intranets / VLEs
 Use of games
 Resources for interactive whiteboards
Summary of the mentor role (1)
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Providing opportunities for the trainee to learn more about
the setting and organisation
Acting as a gateway to other people and sources of
knowledge in the institution
Helping the trainee to evaluate their own teaching in relation
to increasing their insight into the wider role of the teacher
Challenging the trainee to face up to opportunities and
problems and to recognise personal strengths and
weaknesses
Discussing with the trainee strategies and issues appropriate
to maintaining and managing an effective learning
environment relevant to their particular subject or discipline
Summary of the mentor role (2)
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Observing the trainee teach and using this as a basis for
providing constructive feedback, so facilitating the
development of their teaching effectiveness
Enabling the trainee, when appropriate opportunities arise,
to broaden their outlook and experience e.g. attend certain
meetings, observe more experienced colleagues, become
involved in projects and other developments
Encouraging the trainee and helping them to develop the
skills necessary to evaluate their own performance in the
teaching role and to explore the resultant issues
Providing the challenge for the trainee to take the next step
in their professional development and growth
OFSTED Inspections of Initial Teacher
Training
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Short notice inspections : April onwards
Significant focus on mentors, trainees and NQTs in
placements
Visits and observations
Talking to mentors, trainees and NQTs
Progress and attainment of trainees
Documentation
Quality assurance
Partnerships with the University
Documentation and resources
Open access for mentors and other staff who support our trainees is available
online:
https://www.hud.ac.uk/edu/resources/preservice-placement/
http://consortium.hud.ac.uk/
The voice of the trainees
Case studies
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Consider some of the given case studies
What issues do they raise for you in your role as
mentors?
Questions ?
And finally ....
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Please ensure you maintain close links with the
University.
Make known any concerns you have about a
trainee.
Let us know of any changes during the placement –
mentor, contact details etc
Joint observations, especially new providers /
mentors
Thank you for attending and for the ways in which
you support our trainees.