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Primary Stage 1 Mentor Training

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  1. Primary Stage 1 Mentor Training Welcome! Department of Education

  2. 09:30 Welcome and Introduction Aims of the day 09:45 The ideal mentor Video – Mentor Student Teachers 10.45 B R E A K 11:15 Students entitlement The London Providers Mentor Training Framework for Stage 1 The standards for ITT; Our documentation; Video – Teaching practice, how could you help? 12:30 L U N C H 13.15 Forms for observation 14.00 Student support & assessment 14:30 Observation task and feedback 14.45 Participants questions, Summing Up 15:00 Course evaluation, Certificates of attendance/completion of claims forms 15:30 Close Plan for the day Department of Education

  3. Aims: • To provide an overview of primary Initial Teacher Training. • To consider the University and London context. • To examine the role of the class teacher as a mentor. • To consider the Standards for ITT. • To familiarise participants with our documentation and expectations for SE. Department of Education

  4. Your training - on a piece of paper write down.... • Where did you train? • What did you enjoy about it? • What kind of trainee were you? • What were your needs? What would you have looked for in an ideal mentor? Department of Education

  5. Mentoring Skills / Attributes • Sensitivity • Listening skills • Being able to accept constructive criticism • Using setbacks as a learning experience • Sense of humour • Approachability • Ability to take charge • Ability to give and receive support • Perception • Administrative skills • Interpersonal skills • Ability to de-mystify • Perseverance • Sense of direction / structure • Optimism • Empathy • Leadership • Enthusiasm Department of Education

  6. Mentoring is not Evaluating Department of Education Mentoring is collegial; evaluating is hierarchical. Mentoring develops self-reliance; evaluation judges performance. Mentoring uses data to reflect; evaluating uses it to judge. Portner,2003: 5-6

  7. Effective MentoringEffective Mentoring“...an effective mentor understands that improving classroom performance is not enough, that it is also a function of mentoring to stimulate the mentee’s own critical and creative thinking about how to teach and how children learn.” Portner, 2003:7Discuss Department of Education

  8. Students’ Entitlement Department of Education Regular observation feedback from their mentors Guidance and support in planning, teaching, managing behaviour and assessing pupils ‘ learning.

  9. Constructive feedback Specific and clear Measurable Appropriate Realistic Time-framed • Descriptive rather than evaluative Department of Education

  10. Feeding back to trainees constructively • Watch mentor giving feedback to trainee • How do you feel about this feedback? • Would this approach to feedback be appropriate in all situations? • For all subject areas? • For all mentors or trainees? • What might suitable questions be?

  11. London Providers Mentor Training Framework -Stage 1 Department of Education

  12. Standards:Three interrelated sections • Professional attributes • Professional knowledge and understanding • Professional skills • Pebble Pad Department of Education

  13. Standards Evidence Here are some possible examples of the sort of evidence you could record: StandardQ6Have a commitment to collaboration and co-operative working. EvidenceInvolved in Year 2 planning-session for half-term; was able to contribute some ideas, especially in Science, D&T and ICT. Source/datePlan for day 29/10/07. Evidence1st a.m. discussed carefully with both class teacher and teaching assistant as to how they could be involved in group work during my Science session; class teacher’s verbal feedback at end of day said how pleased she was how lesson went, and how actively involved T.A. had been. Source/dateSession plan & evaluation 13/11/07 Department of Education

  14. What you need in your SE FilesFILE 1 (Teaching and Learning) Title and contents page School attendance sheet Section 1 (School Context) 1.15 key points from the school/setting’s ‘Mission Statement’ 1.2Names and responsibilities of all teaching and support staff, including staff representatives on the governing body 1.3Noteson key points from school policies: marking (where relevant), behaviour, Health and Safety policy, and one subject area. Section 2 (Classroom information) 2.1List of children in class & key groups you will be working with 2.2 Adults working in the class & their responsibilities 2.3 Plan of classroom including outdoor area where applicable 2.4 Groupings of children 2.5 Lists of children with SEN, EAL and G&T 2.6 Weekly ‘timetable’/routines Section 3 (Aims & Medium Term Plans) 3.1 Your aims for SE1 3.2 The school/setting’s medium term plans, including any cross-curricular teaching Section 4,5,6,7,8 &9 (Weekly plans & Evaluations) .1 Weekly plans, clearly showing your responsibilities .2 Daily schedule showing your role during each lesson and including daily evaluation .3 Your session plans/activity plans(EY) plus evaluations of the children’s and your learning .4 Your weekly evaluations and final reflective review Department of Education

  15. FILE 2 (Observation, Record-keeping and Assessment) Section 1 (Profile Children) 1.1 General information, samples of work (including PLR) Section 2 (Formats for assessing, observing and monitoring) 2.1 Individual observation record/s 2.2 Small group observation format/s 2.3 Whole class/key group record keeping format Section 3 (Additional information from school - e.g. FS profiles/NC levels) Section 4 (Supervising tutor/Stage 1&2 mentor observations) Section 5 (Standards Evidence Booklet) Department of Education

  16. Plan for the day 16 Department of Education Department of Education

  17. Session Plan 17 Department of Education Department of Education

  18. Session Plan (cont.) 18 Department of Education Department of Education

  19. Session Plan – Evaluation 1. Learning objectives: a) Were your learning objectives met? What evidence do you have for this? b) How did the children react and respond to what you wanted them to achieve; what would you have done differently? c) What do the children need to do next (progression)? 2a) Your learning: what have you learnt about planning / teaching / classroom management / organisation (reflect on your professional development and on equal opportunities)? 2b) Target(s) to be addressed next time: Session Plan (cont.) 19 Department of Education Department of Education

  20. Primary Assessment Procedures • INFORMAL: • Communication. • Communication. • Communication. FORMAL: 1. Supervising Tutors’ / Stage 2 Mentors’ observation forms (and progress boxes). 2. Class teachers’ (Stage 1 Mentors’) or RTP mentors’ Record of Supervision forms. 3. Supervising tutors check SE file thoroughly near start of placement and on each visit. 4. Joint observation. PGCE/BEd post-practice tutorial (& Career Entry/& Development Profile or tutor’s summative report). Cause for Concern’ form. External examiner / moderation ( in some cases) Assessment Board. N.B. legal requirements & possibility of appeals. Plus mitigating circumstances. 20 Department of Education Department of Education

  21. Record of Supervision Form Record Of Supervision (Primary) To be completed by class teacher (Stage 1 Mentor) Record of Supervision Name of Trainee Teacher Class teacher (Stage 1 mentor):   School: Course: (circle as appropriate): PGCE: SE1 SE2 Year Group: Date: Time observing:   Time feeding back: Curriculum area: Narrative of lesson observed: Strengths Agreed Targets Class teacher (Stage 1 Mentor) Signature:_______________________ Trainee signature:__________ White copy: trainee. Yellow copy: class teacher. Blue copy: University to file. Please send University copy on completion of form Department of Education

  22. Summing up • Questions arising from the day • What next? • Evaluation • Certification • Form filling