Stage 1 and 2 Mentor Training

1. Stage 1 and 2 Mentor Training 3rd March,2014. Documentation and Preparation for the Induction Year.

2. Aims of Today To ensure mentors are familiar with the documentation and understand how this can support the trainee in their learning. The session will develop the mentors’ ability to; -Develop relevant programmes for trainees -Complete the appropriate paperwork -Support trainees in setting / reviewing / monitoring targets.

3. ‘Triangulation’. The 9 months a trainee spends with us are very intense and can be a life changing experience, in a variety of ways. It is essential that the programme we offer supports the trainee, wherever they are and whatever they are doing. The key to a successful year is communication between the trainee, the school and the university.

4. Stages of Training. Induction Phase Focus of trainee learning- Rules and routines -establishing authority Mentoring role - Model Key mentoring strategies -Trainee observation / Small group work / Collaborative teaching focused on rules and routines

5. Collaborative Teaching and Planning Phase Focus of trainee learning- QTS Standards Mentoring role- Model Key mentoring strategies -Trainee observation / Systematic observation and feedback on trainee's performance / Planning assessment / Mentor facilitates reflection-on-action

6. Supervised Teaching Phase Focus of trainee learning- Understanding student learning / Developing effective teaching Mentoring role - Critical friend Key mentoring strategies - Systematic observation and feedback on trainee's performance / Re-examination of lesson planning

7. Independent Teaching Phase Focus of trainee learning - Investigating the grounds for practice Mentoring role - Co-enquirer Key mentoring strategies - Partnership teaching / Partnership supervision

8. Key Documentation. Subject audit Training Programmes Training Plans Standards Tracker

9. Telling The Story Look at the documentation available to get a picture of the trainee (CV / audit / degree / work experience / SE reports) Use the School Based Training Programme to write a training schedule for the weeks it covers. Encourage the trainee to keep a weekly record (WTP) of progress against the Standards and to set targets.

10. Activity • Using the SBTP provided, try to set a plan for the next 3 weeks to identify a theme, training activities, standards that will be addressed and the success criteria you would be expecting.

11. Now look at the Ofsted ‘Outstanding’ criteria. • How could you modify your ideas to encourage the trainees to aim for ‘Outstanding’?