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MMU Faculty of Education Subject Mentor Training

MMU Faculty of Education Subject Mentor Training . 2012 - 2013. SM Support . As the SM you will support: The trainee with their progression towards being a qualified teacher in your subject area. The PM in gauging accurately the progress made by the trainee during the phase.

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MMU Faculty of Education Subject Mentor Training

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  1. MMU Facultyof Education Subject Mentor Training 2012 - 2013

  2. SM Support As the SM you will support: • The trainee with their progression towards being a qualified teacher in your subject area. • The PM in gauging accurately the progress made by the trainee during the phase. • The University Tutor in developing the trainee based on the prior university sessions. As the SM you will get support from: • The PM will support your training and development in the role and they will advise you with any difficulties that occur during the training period. • The University Tutor will visit and carry out joint observations. • Partnership staff will help with organisational issues.

  3. The Responsibilities of the SM • To carry out a weekly formal observation on your trainee. • To carry out a weekly mentor meeting with your trainee. and • To induct the trainee into the department and clarify departmental expectations. • To help create a suitable timetable which supports the development of subject knowledge and allows the principle of gradualism to be applied. • To engage in joint / supported planning with the trainee. • To monitor progress towards meeting the standards, setting targets and reviewing trainee progress, ensuring that trainees work towards Good or Outstanding outcomes. • To contribute to Review 2 (during Block A), 3b, 4 and 5 (during Block B). • To contribute to the Ofsted grading of your trainee. • To support the trainee with their ETL, ILA and CDA assignments. • To support the trainee with their assignment activities. • To monitor the trainees collection of evidence for their SEF / RPD.

  4. SM in Induction / Block A Key aspects of this phase: • Induction is key as this starts to show trainees what teaching is all about – whole school and departmental • Engagement with Progress Indicators – Enables trainees to show, and you to monitor, progress against the standards. • Subject Audits – leading to a progressive timetable to address subject knowledge gaps. • Addressing weaknesses through clear target setting – keeping the University Tutor informed of issues/lack of progress. • Joint observation with University Tutor. • Remediation procedures– to support trainees at risk of failing. • Support and advice for trainees in their assignment writing. • Contribution to Review 2

  5. SM in Block B / Enrichment • Up-dated Subject Knowledge Audit, plus Review 2 and 3a to be used to identify trainee starting point. • Progressive timetable addressing subject knowledge gaps and aiding further development of existing knowledge and skills. • Continued use of Progress Indicators to monitor progress – aiming to have all trainees Good or Outstanding by the end of the Block B placement. • Introduce Ofsted grading and carry out joint observation against the progress indicators with University Tutor • Develop increasing independence in your trainee • Support for trainees with their assignment writing • Addressing remaining Standards through clear target setting. • Remediation procedures to support trainees at risk of failure. • Contribute to Review 5 and organisation of Enrichment.

  6. The Role – Qualities + Skills • Demonstrate good practice • Be an effective communicator • Demonstrate efficient working practices • Act in a professional manner • Maintain empathy • Facilitate trainee progression • Adopt a coaching role when required • Demonstrate commitment to the role • Demonstrate a working knowledge of the appropriate programme phase

  7. How Can I Develop Myself ? • As an SM in a Partnership School you can access, through MMU Facultyof Education, a PG Cert in Mentoring. • You can study whilst you work because in developing your skills in the SM role you will be achieving the learning outcomes of the qualification. • If you enjoy the process and want to study further there is the opportunity for you to go on to study a PG Dip and then possibly a Masters. • In completing the qualification you will be developing the skills you use every day as an effective mentor. • Aim to have the SM role highlighted within your Performance Management.

  8. Key Contacts • Partnership Office at Didsbury – Bev Ingham b.ingham@mmu.ac.uk • Partnership Office at Crewe – Judith Broughton j.broughton@mmu.ac.uk • Partnership Co-ordinator – Jane Petrie j.petrie@mmu.ac.uk • Secondary and PCET ITT Partnership Leader – Karen Meanwell k.meanwell@mmu.ac.uk

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