University of Leicester Primary PGCE Partnership Mentor Training 6 th October 2017 am

1. University of Leicester Primary PGCE Partnership Mentor Training6th October 2017 am Jenny Bosworth Karen Morris Antony Hibble

2. Outcomes of today • Familiarisation with context of ITE and the Leicester Primary PGCE Partnership • Awareness of key aspects of mentoring • Opportunity to reflect on your own practice • Considering issues of working with students • Explore issues related to making observations, giving feedback and target-setting • Practicalities for TE

3. This afternoon… … you will sit with a Visiting Tutor and have the opportunity to chat with experienced mentors about the practicalities of being a University of Leicester PGCE mentor.

4. The University of Leicester Primary PGCE Partnership • 150+ schools in Leicester, Leicestershire, Northamptonshire, Rutland and Warwickshire • The Partnership includes several Schools who deliver the School Direct programme • Partnership Agreements, signed by HTs, outline responsibilities • Shared ethos of Primary education and ITE

5. The University of Leicester Primary PGCE Partnership cont: • Partnership schools plan/manage Focus Days • Partnership Head Teachers/Teachers • Central to selection days for Primary PGCE • Contribute to taught sessions • Members of Partnership Management Committee and central to strategic Course management • Partnership Mentors plan and deliver Mentor Training

6. Primary PGCE Core Values The Primary PGCE team is committed to giving students the best possible opportunities to: • develop as reflective practitioners • help all learners reach their highest potential • understand and promote the concept of the school as a community • understand the role of the school in wider society

7. The University of Leicester Primary PGCE (University-Led and School Direct) • 89 students in 2017-18 are following one of fourroutes • 3-7 (Lower Primary 3-7) • 5-11 (Primary 5-11) • 5-11 (Primary with Mathematics) • School Direct (3-7 or 5-11) • with three teaching experiences in different schools Students also attend Focus Days in other schools

8. Your school • What is it about your school that is unique? • How do you convey this to a new member of staff? • Reflect on when you came to the school. • How will the student learn and understand the ‘culture’ of your school? The hierarchies? • How will the student cope if they don't appear to fit the ‘normal’ staff profile? Explicit: men and women dress in a fairly formal/informal manner: teachers always address each other by their first/family name; there is a PTA which everyone is expected to support; teachers never shout at the children Implicit: teachers arrive early and leave late; teachers are expected to have lunch in the staff room; displays must never stay up for longer than a month; don’t upset the Premises Officer

9. The Role of a Mentor Mentoring is the translation, interpretation and transmission of the existing skills and knowledge of a sound practitioner into the new responsibilities involved in admitting new entrants to the profession from a range of different backgrounds.

10. Your Experiences of Mentoring Discuss Your personal experiences of being mentored: • in any context • as a beginning teacher In what ways did you benefit from that mentoring?

11. Think about the qualities of your mentor

12. Being a mentor • What do you think are the gains of being a mentor? • Can you think of any challenges? Task

13. Being a Mentor: The Challenges • Providing appropriate guidance • Assessment • Time to cope with existing responsibilities • Time to fulfil others’ expectations of you • Lack of back-up

14. Being a Mentor: The Professional Gains • Developing teaching skills –working with adults • Understanding professional dialogue • Legitimising time spent on professional dialogue • Insight to own practice- through articulation, justifying, thinking about • Expand own practice with input from student, think of new ideas, try them out

15. Establishing a positive working relationship from the start… Agreement that: • feedback will be based on observable practice – what actually was observed rather than how it was interpreted • interpretation of events will be shared and agreements reached • what is commented upon will be related to the professional context of the learning and not impinge upon personal aspects • what we discuss will be free from values related to gender, culture, class, disability, age and so on • we will not rush into decisions until all the ‘facts’ have been explored

16. Role of a mentor Discuss which of the statements on the cards are part of a mentoring role • Prioritise these • Which of these will you find challenging?

17. Teaching at all levels is a continuous expansion of knowledge and skills for all practitioners. For this reason there is no such thing as the perfect teacher who gets it right all of the time. The same applies to the mentoring process. We all learn by our mistakes as long as we recognise them, evaluate them and make decisions on what we do about them. This process is called “self evaluation” or “self reflection”.

18. Coffee Break

19. Learning To Teach Involves • Increasing familiarity with pedagogy and curriculum content • Developing professional practice • Taking responsibility for Pupil Progress • Reflection  on practice and subject knowledge

20. The ITE mentor role includes: • Being a role model • Modelling and explaining good practice • Setting up learning situations and experiences for students • Observing and providing feedback and helping to set appropriate targets • Monitoring • Allowing students to take risks

21. Being a Mentor in the University of Leicester Primary PGCE Partnership • Mentors for the Provider Led Course are generally classroom teachers • Mentors for School Direct may be other teachers • Mentors work with student teachers and a University Visiting Tutor. • The key role of the Visiting Tutor is to support the mentor. • Other support for mentors is provided through mentor training, the TE Handbook and the Mid TE assessment moderation meeting during TE2 and TE3

22. Supporting and Monitoring Professional Development During Teaching Experiences Mentors • support students’ professional development in school placements • contribute to the assessment process Visiting tutors • support mentors’ work with, and assessment of, students during their visits to schools • Progress Tutors for School Direct students will make one quality assurance visit per placement Mentors and Visiting tutors • use checklist (TE1)and Standards Evidence Descriptors (TE2 and TE3) to support assessment of students and writing final reports The University • sets up the Assessment Moderation Meeting for mentors and tutors for TE2 and TE3 • formally determines when Standards are met and recommends award of QTS • quality assures all aspects of school placements

23. How will you help inexperienced student teachers to develop their awareness of what is happening? How will you support your student to observe and understand your practice? How will you get them to ask questions? How will you help them to understand their own practice? How will you help them to understand their impact on children’s learning?

24. A week in the life of… See the Hand-out in your pack

25. What will my week look like? A week in the life of a teacher mentor

26. Any Questions?

27. TE1 - What to expect! Your student/s should arrive at around 8am appropriately dressed. You have a copy of their Professional Autobiography/ies in your packs. You should provide class lists, staff lists, a timetable, medium term plans and any other important information on their Preliminary Days. See guidance for students and mentors in TE Handbook A copy of their TE1 Professional Action Plan (PAP) will be available from Week 1 as this won’t be finalised until the students have had individual tutorials on 13thOctober

28. Teachers’ Standards All trainee teachers must demonstrate meeting the Teachers’ Standards at the level appropriate for recommendation for QTS. These are the same standards as those for qualified teachers Pre-amble: Teachers make the education of their pupils their first concern, and are accountable for achieving the highest possible standards in work and conduct. Teachers act with honesty and integrity; have strong subject knowledge; keep their knowledge and skills as teachers up to date and are self critical; forge positive professional relationships; and work with parents in the best interests of their pupils. Part one: Teaching (eight standards clustered into 4 Standards Areas ) Part two: Personal and Professional Conduct see TE Handbook

29. Mentor Feedback Forms • Please see the cards with 8 feedback comments written on them • On your tables, discuss which area on the Mentor Feedback Form (Standards Area ) they would go into. • Use the laminates/Handbook to help you

30. Observation and Feedback Year 1 Class: Lesson on Subtraction Extract from lesson plenary Naomi’s Lesson LOs : to understand subtraction as ‘difference’. For more able children to find differences by counting on. Vocabulary:-difference, how many, more than, take away. Children have learnt how many more than

31. Task: Watch the DVD and make your own notes on the TE Mentor Feedback Form on: • Positive aspects of the teaching • Subject Specific Feedback S3 • How aware is the student of the progress the pupils are making in the lesson towards their understanding of subtraction as ‘difference?’ • Ways forward ie areas for development and possible targets Please use the laminated prompt sheet DVD clip of student teacher (Naomi) taken from ‘Developing Primary Mathematics Teaching’ by Rowland et al

32. In small groups • Compare feedback given • Decide how you would feedback after this lesson • Decide on 2 specific targets you would give as a result of this lesson

33. Your student

34. Information from your Student/sProfessional Autobiography • Initial thoughts? • Main strengths? • Areas for development? • What will you wish to find out on day one? What skills might you need to use for your particular student/s?

35. Mentoring student teachers helps you to realise what you actually know and often take for granted. • Why has your student(s) chosen to become a teacher? • Does their autobiography say anything about their understanding of the primary teacher’s role? • What is it in their early encounters with a class which might shake their confidence and reduce their self esteem? • What key elements of the teaching role do students need to address first in this placement? • Why is it that even when a student starts to ‘teach’, the children do not necessarily accept him/her as the teacher?

36. Students’ Identity Transition Student / TA / HLTA / workplace experience Student teacher NQT RQT; Recently Qualified Teacher AST; Advanced Skills Teacher Management

37. Wikipedia • The Dunning-Kruger effect explains the phenomenon wherein people who have little knowledge or skill tend to think they know more or have more skill than they do, while others who have much more knowledge tend to think that they know less. • The Dunning-Kruger effect is the finding that the poorest performers are the least aware of their own incompetence. (Dunning, Johnson, Ehrlinger, & Kruger, 2003),

38. Mindtools.com

39. Maynard & Furlong(1993) model: 1.Apprenticeship – I will do as you do/you tell me 2. Competency – I can show you that I can do this 3. Reflection – I know why I am doing this

40. Key Features in Handbook

41. Any questions?

42. Lunch!