Transcript Insert title here - University of Huddersfield

Welcome to the
Secondary PGCE
New Mentor
meeting
Our Aim
The ultimate aim is to produce innovative,
reflective and self-motivated practitioners who are
able to respond to the learning needs of their
pupils in a creative way to facilitate engagement in
the learning process and provide a range of
appropriate learning experiences relevant
throughout secondary age phases.
Aims of the session are to:
• Develop skills in mentoring
• Understanding the University of Huddersfield PGCE
requirements for mentoring
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Aims for teaching practice placement
• 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.
Information for you: Key resources
• Secondary PGCE Partnership Handbook (paper and
electronic)
• http://www.hud.ac.uk/edu/resources/secondarypgce
Mentoring: Some thoughts
• Mentoring is a structured and trusted relationship that
matches new professionals with more accomplished
ones with the goal of guiding, supporting, and
encouraging the development of the mentee.
• Mentoring is a structured, sustained process for
supporting professional learners through significant
career transitions
Mentoring first ideas
• See guidance handbook
Mentoring and Coaching
Mentoring: Building your trainee’s
confidence
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Mentoring: getting the balance right:
Support
Challenge
Joanne
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Logistics 1/2
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Induction to department
Organising the training experience
Class induction.
Planning to support the trainee's individual needs and
teaching experiences
• Planning the timetable
• Collaborative planning
Logistics 2/2
• Enabling observation of other practitioners
• Supporting lesson planning and teaching
• Supporting their role in the department (supporting host
teachers)
• Helping them make progress; C4C
• Completing Interim and Summative reports
• Working with Professional Mentors
• Linking with the University Staff
Collaborative planning:
suggestions
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Mentor and trainee planning the lessons together
Mentor checking the planning of the lesson planned by the trainee
Mentor planning an aspect of the lesson but the trainee actually taking that part of the
lesson e.g. starter activity
Trainee planning the lesson and this being taught by the mentor (particularly useful if the
trainee teacher struggles with planning clear activities);
Trainee working with an identified individual/small group for part/all the lesson, e.g.
taking a group of more/less able pupils, working ‘one to one' with identified pupils in
need of support,
Trainee taking the beginning or end of a lesson, introducing a significant element of
subject knowledge to the group;
Trainee leading the lesson with the class teacher taking the role of teaching assistant or vice versa.
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Observations by you 1/2
• Need to ensure that there is a minimum of one formally
observed lesson per week by you or the host teachers.
• This lesson does not necessarily need to be graded.
Observations by you 2/2
• We are asking that you jointly observe with your
Professional Mentor at least once this term
• This lesson to be graded
• University Tutors will also you jointly observe with you or
host teacher and grade the lesson
Lesson feedback
• Link to pupil learning/ impact on learning
• Link to standards
• Trainee reflection and evaluation
• Remember to be constructive.
Becoming reflective practitioners:
Reviewing and reflecting
Short term: Reflecting
Their evaluation of lessons
Medium term: Reviewing
Weekly review of progress (ROP)
Long term: Reflecting
Summative Placement Reports
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Medium term: Reviewing
Review of Progress meetings
- Pivotal central plank in the training process
- Where the development of trainee from learner to
teacher takes place …
- Under the mentor’s guidance …
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What is offered in the Review of Progress
meeting?
Encouragement
Guidance
Coaching &
Development
Mentor
Honesty
Support
Critical friend
Motivation
The Review of Progress meeting
must be:
• A designated weekly time slot
• Private
• Professional
• SMART - targets set and discussed with all
Teachers’ Standards covered
• Documented during meeting
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How...formal?
• Avoids (moaning) high dependency culture.
• Develops Professional Understanding and
Professional Dialogue.
• Encourages Professional Evaluation.
• Leads to trainee’s having a more active role in their
learning and development as a teacher.
Additional focus for RoP
meetings- suggestions
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Planning learning objectives and outcomes including differentiation
Preparing for involvement in parents' evenings;
Understanding national frameworks and initiatives;
Inclusion and diversity issues;
Assessing, monitoring, reporting and recording and analysing data and
report writing;
Behaviour, classroom, resource and time management;
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If the trainee is struggling
• Cause for concern can be used; talk to Professional
mentors and do talk to us.
Enhancing the progress of trainees who are
experiencing difficulties in their teaching
• Support can include:
• Reducing the teaching time but gradually increasing the trainee's
teaching load when it is appropriate to do so and slowly taking away
the support as their confidence increases
• Collaborative planning, teaching and evaluation, gradually
increasing the trainee’s responsibilities as their confidence develops
• Modelling teaching (though it is important trainees develop their
individuality and do not mimic their mentors)
• Directing the trainee to undertake lesson observations with a
specific focus so as to help them improve areas for development.
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Supporting trainees' individual
needs:
• Emphasise the need for continual and rigorous self reflection,
evaluation and self development, as a basis for continuing
development for all teachers, including the most experienced and
capable
• Focus increasingly on higher order teaching skills and subject
pedagogy and they should be encouraged to undertake wider
research and to reflect upon this in terms of their own practice
• Involve self-audit of, and reflection on subject knowledge, taking
their understanding beyond the immediate needs of the placement
• Ensure that targets set are substantive and challenging
• Encourage such trainees to take risks and move beyond their
comfort zone.
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Supporting Mentoring
• There are some support documents which you can use
with subject mentors or direct them towards these.
• http://consortium.hud.ac.uk/mentoring/
Ofsted’s recommendations:
In order to improve trainees’ progress and attainment,
the partnership should:
– increase the proportion of trainees who are
outstanding by the end of the training by developing
further their ability to reflect on their own practice
– reduce the variability in the quality of mentoring by
ensuring all partners are clear about their
responsibilities for monitoring the effectiveness of the
feedback that trainees receive
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The revised framework for judging
the quality of an ITE partnership
• ITE inspection is primarily about evaluating how well
trainees are trained to be good or better teachers.
• For each phase inspected, inspectors must evaluate:
– the extent to which the ITE partnership secures consistently
high-quality outcomes for trainees.
• To make this judgement, inspectors must evaluate each
of the three key judgements:
– Outcomes for trainees
– Quality of training across the partnership
– Leadership and management of the partnership.
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Ofsted priorities
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Improving Teacher Training for Behaviour
Supporting training for SEN, inclusion and EAL
Developing pupils’ literacy and numeracy skills
Training for the New Curriculum
Impact on pupil progress
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Key Dates
Interim Reviews:
Friday 27 February 2015
Summative Placement Reports:
Friday 27 March 2015
Monday 01 June 2015
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All documentation...
• University of Huddersfield PGCE Secondary Website:
http://www.hud.ac.uk/edu/resources/secondarypgce
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Questions/Ideas/Suggestions
• ?
• Thank you for coming ... and remember blue forms for
payment!