Mentor Training Brunel University Primary Partnership

1. Mentor TrainingBrunel University Primary Partnership November 2013 4.15– 5.45pm Gwen Ineson, Ray Huntley, Barbara Hosier, Lynne Thorogood

2. Agenda • Overview of FSE and DSE (Foundation and Development School Experience) • Requirements of the Partnership • Roles of members of Partnership • Partnership agreement • Supporting a trainee teacher in your class • Roles and responsibilities • Individualised training programme • Profile of Progress towards meeting the Teachers’ Standards • Using the Teachers’ Standards

3. Dates • Foundation School Experience • Mon 11th Nov – Fri 6th Dec 2013 (+ 20th Dec) • Development Phase • Mon 6th Jan – Fri 28th Feb 2014 (Half term w/c 17th Feb) • Next mentor training • To be confirmed

4. Pattern of school experience

5. Pattern of school experience

6. Pattern of school experience

7. Foundation Phase • Pre-Block checklist (p.19) • Training Task Schedule (p. 67) • Individual Needs Assignment (p.177) • Professional Learning Record (p. 87)

8. Role of Trainee • Planning • Medium term: in collaboration with mentor • Individual lesson plans: initially in collaboration with mentor, with trainees taking more responsibility through the placement • Assessment • Tracking records for all pupils for every core lesson taught • One SEN pupil fully (profile pupil - individual needs assignment) • One assessment in English, maths and science each week • Five further pupils – focus pupils • One assessment in core subjects over the block • On going formative assessment – who, what, how?

9. Role of Trainee - continued • Be professional • Punctuality • Dress/appearance • Fit in with school • Absenteeism • More detailed information on pp. 27-29

10. Role of Mentor • Devising and implementing an individualised Training Plan • Explaining the school’s policies and systems for planning, assessing and record keeping • Ensuring that trainees have opportunities to observe and discuss good practice in planning, teaching and assessing in the relevant Key Stage • Sharing non-confidential records on children’s progress • Ensuring that the trainee has the opportunity to assess children in the core subjects in the terms set out above • Directing the trainee in terms of pupil tracking • Monitoring and assessing trainee progress throughout the SE through regular observation, debriefing and target setting • Assessing the trainee against the Teachers’ Standards

11. Role of Link Tutor • Link between Partnership Schools, the Cluster Leader and Brunel University • Weeks 1-5 • Review progress of trainee with mentor • Set targets • Ensure assessment procedures for final weeks are clear • Weeks 5-7 • Assess trainee with mentor • Complete Assessment paperwork

12. Role of the Cluster Leader • A cluster of schools is a geographical group of partnership schools in which the students are on school placement and thus the Cluster Leader is: • The main point of contact between the partnership schools in a specific area and the university. • The main point of contact between the link tutors within the cluster and the university via the PDU during the period of sustained school experience. • Responsible for coordinating and running the mentor training programme in the cluster of schools.

13. Developing an Individualised Training Programme • An example of a generic Training Programme for FSE/DSE can be found on p67 (foundation phase) and p73 (development phase) of the handbook. This document should be individualised by taking into account: • trainees’ individual starting points and needs, as identified in previous paperwork, with particular reference to enhancing the quality of teaching in the core subjects and ICT • the routines and timetables of the school and class in which the trainee is working

14. Developing the individualised Training Programme - continued Devising a programme which meets the trainee’s needs. Possible components: • observing other teachers • observing children’s learning • focused interviews with teachers / school personnel • data collection for assignments • team planning, teaching and assessing, followed by discussion • solo planning, teaching and assessing, followed by de-briefing • space for self-evaluation and target setting • formal target setting, formative and summative assessment processes

15. Feedback and formative assessment issues • Encouraging self review and evaluation in your trainee • Engaging in constructive evaluation • Telling the trainee how to teach / what to do • Providing information and knowledge • Affirming worth and positive features • Recognising and dealing with feelings • Assertively challenging actions and ideas • Promoting independent development

16. Monitoring trainee progress: formal and informal processes Monitoring draws on: • Formal observation skills – seeing the snapshots of lessons • Informal observations and professional inter-actions • Monitoring the development of trainee files How is the monitoring recorded?

17. The Standards Two sections: • Part One – Teaching • Part Two – Personal and Professional Conduct 8 standards (QTS and Core)

18. Professional Learning Record • p.87 • Covers the whole school-based training period • 5 assessment points • Trainee takes responsibility to self-assess progress • Mentor’s assessment • Targets, strengths and distinctiveness

19. Paperwork • Partnership Agreement – p.20 • Pre-Block week checklist – p.19 • Checklist for starting main block – p.19 • Observation sheet (1 per week) • Weekly training sheet (1 per week) • Professional Learning Record– p.87 All forms are available electronically on the website

20. Further Information • Partnership website: http://www.brunel.ac.uk/sse/education/partnerships/primary-school-partnerships • Our Partnership Manager can be contacted • email: michelle.evans@brunel.ac.uk • tel: 01895 266092

21. Conclusion • Thank you for your continued support in working in Partnership with Brunel! • Please complete the evaluation so that we know what we are doing right and what can be done to improve