2014-15 Mentor Training and Refresher Sessions

1. 2014-15 Mentor Training and Refresher Sessions Sue Webster – PGCE/Cert Ed (DET)

2. Content Introduction • POPPI • Basic pattern of PGCE/Cert Ed (DET) programme • Key documents to READ  • Mentoring role • Four slides of useful information Plus an additional 30 mins for new mentors

3. Introduction 30 mins - all mentors, new and existent, for an overview including an update of changes to the qualification. Remaining 30 min for new mentors or anyone wanting further refresher of programme. Materials and resources • Link to document area – Plymouth Online Practice Placement Information – Further Education and Skills (POPPI)at http://www1.plymouth.ac.uk/placements/poppi/education/further/Pages/default.aspx • Schedule of Submissions and Programme Maps (hardcopy) • Mentor agreement forms for each mentor to sign. Introductions: the Plymouth teaching team SuW, SW, LG, WLH with RS and DS, and coordinators NG, NH, BH, SuW...

4. 1. POPPI

5. This session is for baseline training for new mentors, and is a refresher and up-date for others. • For new mentors, only, the next stage is paired observations. • For each mentor there is a year of support and feedback from coordinators • …plus handbooks and resources available for when you need clarification here, at POPPI.

6. 2. Basic pattern for the PGCE/Cert Ed (DET) programme There are 4 modules, each module is worth 30 credits (total 120), of which 30 credits of the award at Level 4/6 and 90 credits at Level 5/7. Module 2 includes a SMALL research project into practice, requiring ethical protocols and mentor agreement. See notes in Schedule of Submission and Programme Map for more details (in hardcopy).

7. Course modules

8. Part-Time Programme Yr 1

9. Full-time Programme

10. 3. Key programme documents to read!! Pre-service Mentor Handbookand Placement Policy • Intentions, expectations and the legal requirements for safety of learners and trainees, as well as teaching staff • Schedule of Submissions and Programme Map (hardcopy) • Contact names and details • MENTOR Teaching Observation form and grading information • Cause for Concern form (if needed following an Early Alert) • Trainee and Mentor details agreement form (hardcopy) Additional programme handbooks, e.g. Module Handbooks, are available as e-copies for all mentors on the same POPPI site, here.

11. 4. Mentoring role Not based on any one model, but will include facilitation and, at times, being a ‘critical friend’. Whether part-time or full-time there are milestones suggested on the Schedule of Submissions (hardcopy, right-hand column) and in the Placement Handbook, which will assist in pacing the transitional phases for each trainee/mentee.

12. TIPPIT Focus on • Subject specific pedagogy – their developing teaching knowledge and skills, and impact on their learners’ learning… • The relation between theory and practice – i.e. Theory In Practice; Practice In Theory (TIPPIT).

13. Thanks to Wendy Lambert-Heggs for the following two slides:There are many definitions of mentoring/models. Below is a classic example from Maynard, T. and Furlong, J (1993) Learning to Teach and Models of Mentoring, in D. McIntyre, H. Haggar and M. Wilkin (EDS Edition) Mentoring Perspectives on School Based Teacher Education. London: Kogan PageThree Models of MentoringThe Competency ModelHere, the mentor takes on the role of ‘systematic trainer’ or coach, with a predetermined list of competencies to tick off.The Apprenticeship ModelThis notion is of the teacher working alongside an experienced professional, observing but also collaborating (coaching).The Reflective ModelThe mentor helps the teacher to develop a deeper understanding of student learning by joining them as co-enquirer.The above models will very much depend upon the culture of the organisation and the Trainee’s needs, and each phase of experience for the trainee reflects all models but in varying proportions.

14. Visual representation on transition of trainee/mentee needs over time (Phase) INDUCTION PHASE The competency model FACILITATION/COLLABORATION PHASE The apprenticeship model CONFIRMATION/AFFIRMATION PHASE The reflective model Core structured guidance Support and Advice; mentor/mentee relationship Individual trainee/mentee concerns; professional acceptance

15. Practice Overview Each module to be a combination of direct and non-direct teaching hours, over a minimum of 30 weeks per year. There is a requirement for a minimum of 100 direct and 30 non-direct by the end of the programme.  NB It’s recommended that for FT programme - Module 1 should be approx 30% direct 70% non-direct - which equates to about 7-8 hours direct and 17-18 hours non-direct. See right-hand column of Programme Map (hardcopy)

16. Included in these hours, each module will have 2 observations: • one x 1hr (minimum) session observed by a subject specialist mentor • and one x 1hr session by a course tutor.

17. Trainee Absences For all our trainees: • unavoidable absences from placement must be reported verbally (meaning that text messages and emails are not sufficient) and in good time to the Mentor in the first instance or, if unavailable, the Placement Coordinator or other person who can make the necessary cover arrangements.  • It is the trainee’s responsibility to ensure that this information reaches their personal mentor [and if needed the person they would have been teaching with] and the Placement Coordinator.   NB failure of a trainee to inform the placement centre of an absence may be considered as professional misconduct.   • Trainees are expected to work to their placement timetable and dates, not starting or ending in-line with University terms which are often shorter. Any concerns contact your Placement Coordinator as soon as possible.

18. Professional Portfolio (PP) In part, this is a record of the collaborative relationship between mentor and trainee, moving towards development of a professional, autonomous practitioner. Trainees devise targets recorded on the Reflective Development Plan, using guidance and observation feedback from their mentor, their own reflections and observations, as well as tutor feedback.  Trainees will need help with target setting – and this begins with the targets from interview, the Induction Checklist, and by using the Subject Specialist Target Setting with Mentor sheet.  Articulation of the impact of a trainee's experience of learners and their learningis what gives the process its evidence, as demonstrated in the PP through inclusion of evaluated observations, target and review sheet, evaluated planning materials, reflections, breadth of practice and so on.

19. Detail of mentoring role as helping evidence trainee progress. Please support your trainee by undertaking, and signing where necessary: • Observations, as above. • Hours log - example of template and one with entries, each sheet to be signed by mentor. • End of Stage 1 and, for full-time trainees, Stage 2 mentor reports as well - examples available on POPPI. Again, as part of trainee profile and to help them with target setting, all of these could be used at interviews or constructing CVs later on.

20. Mentor Observation form template NEW !!! Specific Mentor Observationforms,focused on subject specialist pedagogy, knowledge and skills and the impact on learning. Subject specialist practice is graded 1(Outstanding) – 4 (Fail) by mentors. Remaining areas of practice are graded 1-4 at the tutor observations. The grading criteria are on the back sheet of the observation form.

21. Key aim is to help focus the trainees on targets for their specialist subject pedagogy as well as knowledge and skills, plus generic teaching skills, knowledge and understanding. For guidance on offering entries that ‘feed forward’ (not solely framed as ‘feed back’) see Race, P. & Pickford, R. (2007) Making Teaching Work: Teaching Smarter in Post-Compulsory Education. London: Sage. pp.116-119.

22. 5. Four slides of useful information on: • 16-19 programmes – Maths and English • Referencing and study skills • Sector and University terms • Ofsted

23. Maths and English – 16-19 Study Programmes Information from the Foundation: ‘From AUGUST 2014 all 16–19 year olds without A*–C GCSEs in English or Maths must continue to study towards them by enrolling on either GCSE qualifications or approved stepping stone qualifications such as functional skills. From AUGUST 2015 condition of funding revised so all full time 16–19 year olds without prior attainment of Grade D in English or Maths GCSE must be enrolled on GCSE course.’

24. There is aStudy Skills Guide if needed for reference but the main text for this is: Pears, R. & Shields, G (2010) Cite them right (8th edn), Basingstoke: Palgrave Macmillan. This is available to trainees electronically through the University.

25. Titles for our sector and University • Plymouth Institute of Education (PIoE), which is part of the Faculty of Arts and Humanities • PGCE/Cert Ed (DET), i.e. incorporating the Diploma in Education and Training. • Further Education and Skills Sector • Education and Training Foundation (the Foundation) NB IfL is no longer functioning, with their remit and duties transferred to the Foundation. QTLS remains a legislated status.

26. Ofsted Ofsted visited ITTE at Plymouth University at the end of the last academic year (2013-14). Thank you to everyone who support that event! Result was Grade 2 overall, with one of the three separate graded areas at Grade 1. The intention is to maintain and build on this result for the next visit.

27. Half-time: Q and A Mentor agreement forms for each mentor to sign. Questions from any one who wishes to leave, before going into more detail for new mentors, or wishing for a further refresher. --------------------------------------------------------------- Any concerns, discuss with trainees first, then go to coordinators, who will be able to help with most situations.

28. For new Mentors  Review of baseline training: • Read the Pre-service Mentor Handbook • Make sure you have contact details for your centre’s Placement Coordinator • Review the examples on-line at POPPI • Make sure you have a paired observation at the first mentor observation • Final Q and A