PGCE/Cert Ed (DET)

1. 2019-20 Mentor Training and Refresher informationIllustrations: Dr. Sue Webster Simon Webster Dr. Wendy Lambert-Heggs Bing image search & Pixabay Images PGCE/Cert Ed (DET)

2. Introductions • Overview • Mentoring role • PGCE/Cert Ed (DET) programme design • Current topics

3. 1. Introductions

4. Introductions Plymouth teaching team: Dr. Sue Webster Simon Webster Dr. Wendy Lambert-Heggs Dr. Russell Shobrook (Programme Lead) Initial Teacher Education Placements (ITE) Partner College Placement Coordinators: Tim Dickinson (PCA) Sally Sharp (SDC) Bill Heggs (CCP) Other Placement colleges HMP Dartmoor Duchy college

5. Overviewof recent changes • Placement over two days Monday, Wednesday or Friday. • University Days Tuesday and Thursday. • Submission of Coursework and Portfolio are both e-submissions. • Absence: Planned request form on UoP Moodle site and POPPI. • Unavoidable/unplanned absences from placement reported verbally to the mentor or member of that teaching team by 8.30 on the first day of absence. • Informing the ITE Placements Team and Mentor (CC their tutor) when they plan to return to the placement after absence.

6. 2019-20 • In 2018-19 – Two semesters (September-January & February-June) Professional Portfolio and Coursework, e-submissions with marking/feedback provided electronically. • Observation grades: Outstanding 1. Good 2. Developing 3. Fail 4.

7. 3. Mentoringrole

8. Mentoring role Not based on any one model, but will include coaching,facilitation and being a critical friend. There are milestones on the Stages and Framework for development of Pre-Service Trainee Teachers (See Pre-Service Placement Policy) which will assist in pacing the transitional phases for trainees.

9. Practice hours for 1st Module FT

10. Mentoring role: a focus on… • Subject specific pedagogy – trainees’ developing teaching knowledge and skills, and impact on rate and depth of their learners’ learning… • The relation between theory and practice – i.e. Theory in Practice; Practice in Theory

11. All mentors have: • Pre-Service Mentor Handbook • Pre-Service Placement Policy • Support from Partner College/University Placement Coordinators • Refreshers through updates and meetings • Regular newsletters sent via email • All resources available at POPPIsite This start of year mentor meeting is part of the baseline training for new mentors, who will also have a paired observation.

12. Key documents to read • Pre-service Mentor Handbook • Pre-Service Placement Policy and • Survival Guide for Trainees and Mentors There are other documents on POPPI as well that provide further support and guidance for Mentors and Trainees.

13. Mentor Observation form There is a specific Mentor Observation formwhichfocuses on subject specialist pedagogy, knowledge and skills and the impact the trainee is having on rate and depth of student learning. Mentors grade only Subject Specialist Practice section on form but complete all sections; Grades: 1. Outstanding. 2. Good. 3. Developing. 4. Fail.

14. Planned Absence(recent changes) • Trainees to complete a Planned AbsenceRequestform available from University Moodle page for example, medical appointments, graduation and interviews.

15. Trainee Attendance and Absences • All trainees are required to attend their placement according to the college dates and timetables not the University terms. • Unavoidable/unplanned absences from placement must be reported verbally to the mentor or member of that teaching team by 8.30 on the day of absence. It is the trainee’s responsibility to ensure that this information reaches their personal mentor. • (FYI) Trainees also need the telephone the ITE placements team at the University by 8.30am 01752 585312) They also need to inform their Personal tutor at the same time

16. Trainee Attendance and Absences • Informing the ITE Placements Team and Mentor (CC their tutor) when they plan to return to the placement after absence.

17. Let us know!! The Pre-service placement policy has guidance on this aspect as well as attendance (see POPPI)

18. Grit Resilience ‘Bouncing back’ Breadth of Practice Different levels /groups Trying out new strategies Evaluating practice with others Ambiguity/changes PS 2 Evaluate and challenge your practice values and beliefs PS 4 Be creative and innovative in selecting and adapting strategies to help learners learn.

19. Portfolio - e-submission Confirm Log of hours (via e-mail to mentee) • Observation forms • Mentor reports

20. 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 POPPIMake sure you have a paired observation at the first mentor observation

21. Summary of mentor records • Observations • Hours log  agreed (via e-mail) • Breadth Of Practice opportunities • End of Stage 1 and End of Stage 2 reports • Help trainees with subject specialist target setting so that they can create a professional portfolio that can be used for interviews and constructing CVs later on.

22. 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.

23. 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

24. 4. PGCE/Cert Ed (DET) programme design

25. Programme Awards There are 4 modules- each module is 30 credits PGCE 30 credits at Level 6   90 credits at Level 6/7 Cert Ed 30 credits at Level 4   90 credits at Level 5

26. Full-time Programme

27. Practice Overview Practice requirement - • aminimumof 100 direct teaching hours • aminimumof 30 non-direct hours • Spread over 30 weeks per academic year. Each module combines direct/non-direct teaching hours, averaging 25 hours of direct teaching per module. FT route- 1st module is approx. 30% direct:70% non-direct – equivalent to 8-10 hours direct and 15-17 hours non-direct. *.

28. Observations Included in the teaching hours, trainees are observed twice in each module: one x 1hr (minimum) session observed by a subject specialist mentor + one x 1hr (minimum) session observed by a course tutor Each plan for learning must be evaluated by the Trainee.

29. Professional Portfolio (PP)e-submission Records the collaborative relationship between mentor and trainee, moving towards development of their professional, autonomous practice. Trainees devise targets recorded in the relevant section the Reflective Development Plan Trainees will need help with target setting Articulation of the impact of a trainee's teaching on learners and their rate and depth of learningis what gives the process its evidence in the form of: • evaluated observations • target and review sheet • evaluated planning materials • reflections • breadth of practice and so on…

30. 5. Current topics

31. Maths and English/16-19 Study Programmes/Employability Skills Maths and English: From AUGUST 2015 funding was revised so all full time 16–19 year olds without Grade D in English or Maths GCSE must be enrolled on GCSE courses (or suitable equivalent) GCSE Implementation Timeline. Employability Skills

32. There is a Study Skills Guide if needed for reference, but the main text is: Pears, R & Shields, G (2016) Cite them right (10thedn), Basingstoke: Palgrave Macmillan. This is available to trainees electronically through the University.

33. 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 QTLS remains a legislated status conferred by the Foundation.

34. Ofsted Ofstedvisited ITT at Plymouth University in the summer term of 2014. Thank you to everyone who supported that event! Result was Grade 2 overall, with Leadership and Management at Grade 1. The intention is to maintain and build on this result for the next visit...