Mentor Training and Support

1. Time to Teach Mentor Training and Support

2. Objectives • Mentors should: • Confidently describe your role and responsibilities as a Teach First Time to Teach mentor • Be able to articulate the approach to developing new and inexperienced teachers under the Time to Teach Training Programme • List your next steps using the Mentor Development Framework and Key Requirements handouts • Have an understanding of BlueSky and how it is used to support trainee development.

3. Outcomes • Mentors should: • Represent Teach First; articulate key components of the programme to colleagues and trainees • Ensure you, and your school, comply with the “Key Requirements" for mentoring on the Time to Teach Programme • Reflect on your skills and experience of mentoring a TF early career teacher.

4. The Educational Landscape • 51% of pupils entitled to Free School Meals (FSM) leave primary school without meeting the expected levels for reading, writing & maths • Pupils on FSM are achieving an Attainment 8 score on average of 37.83compared to the national average of 45.69 • 21% of pupils entitled to FSM go to University, compared to 85% of pupils from private schools • Disadvantaged children are 42% less likely to progress into higher education • Graduates from disadvantaged backgrounds earn around 10% less than their peers with the same qualification once they graduate • Almost 9 million pupils in state-funded schools in England; about 13.6% are eligible for free school meals. • Teach First goes where the need is greatest

5. Time to Teach Year 1QTS Only

6. Programme Overview • Curriculum • Term 1  • 5 development days • Teaching a 60% - 80% timetable • Term 2  • 5 development days • Teaching an 80% timetable • 1 week Contrasting School Experience (Term 2 • or Term 3) • Term 3  • 2 development days • Teaching an 80% timetable • QTS portfolio submission • 1 week Contrasting School Experience (Term 2 • or Term 3) • Support  • Weekly support by mentor • Weekly short observation • Weekly deliberate practice • Weekly review of Journal reflections • Weekly review of objectives & actions • on BlueSky • Additional mentor support • 6 lesson observations • Organisation of Contrasting School Experience • PDL support  • 10 visits over the year • At least 9 observations • 3 termly reviews with Mentor [incl in 10 visits]

7. Programme Platforms • Time to Teach Mentor Portal • https://connect2.teachfirst.org.uk/mentor • Will house important documents, and have links to other platforms of use • Wellbeing Course • Access via link to ‘Learning Content’ on the Portal • This is an online course to support wellbeing which mentors and teachers can access.

8. Development Days 2019-20 COVER REQUIRED FOR ALL THESE DATES!! • Term 1 • Monday 16th Sept • Tuesday 1st Oct • Wednesday 23rd Oct • Thursday 21st Nov • Friday 13th Dec • Term 2 • Monday 13th Jan • Tuesday 4th Feb • Wednesday 26th Feb • Thursday 12th March • Friday 3rd April • Term 3 • Monday 11th May • Tuesday 7th July

9. Contrasting School Experience • The contrasting school should: • Be in an Outstanding school • Not be in the same academy chain • Provide a contrast to the trainee’s placement school • Full guidance on the Contrasting School Experience can be found on the Mentor Portal.

10. Written Reflections • Assignment 1: How have you used your subject knowledge and your understanding of effective planning to design a sequence of learning?Due Friday 8th November  • Assignment 2: How are you using formative assessment to gather evidence of pupil learning, and how are you modifying your teaching as a result? Due Friday 28th February  • Assignment 3: How are you ensuring that a pupil diagnosed with a Special Educational Need or Disability is accessing learning, and making good progress, in your classroom?Due Friday 24th April • Assignment 4: What are the assets and challenges of your school’s community, and how have these influenced your approach to teaching and learning?Due Tuesday 7th July (presentation)

11. Our Model of Support School Mentor Participant Development Lead (PDL) Trainee

12. Does mentoring matter? 12

13. The Mentor Role • Accountable for the progress of your trainee in school • Formal monitoring and tracking of the trainee’s development • Developmental conversations and ongoing support in your weekly timetabled mentoring hour • 6 lesson observations each year, to include developmental feedback • Organise the trainee’s 1 week Contrasting School Experience

14. Lesson Observation Form x 6 • The form is divided into teaching and learning sections to comment and feedback on • Planning • Teaching • Assessment • Climate for Learning • Strengths • Areas for Development

16. The Weekly Mentor Meeting

17. Setting SMART Targets Objective TS 1 - Set high expectations which inspire, motivate and challenge:  Effectively apply the school’s guidance and expectations consistently Suggested Evidence - Pupils take responsibility for class rules - All pupils complete homework Actions 1. Know the school policies 2. Script class rules consistent with the school policy for Year 7B

18. Time to Teach Mentor CPD

19. The Mentor Development Framework • Accurately assess teacher progress • Guide early career teacher development • Model relevant subject/phase expertise • Demonstrate exemplary professional conduct

20. TASK Review the Mentor Development Framework, highlight areas that you feel less confident carrying out in your role as a mentor.

21. Year-long CPD Opportunities • Joint lesson observations with PDL to moderate trainee progress • Shadowed mentor meetings • Support to develop the use of deliberate practice • Review of the Mentor Development Framework and identifying areas for development that will make the biggest impact on trainee development.

22. Time to Teach BlueSkyWhy BlueSky?- Online journal- QTS Portfolio- Teacher Development Framework

23. BlueSky Dashboard

24. Professional Objectives • Can be found under ‘Manage’ tab and ‘Professional Objectives’ • Trainee sets objective in agreement with mentor • Trainee adds bespoke actions in agreement with mentor • Trainee uploads evidence and marks ‘complete’

25. Managing Progress

26. Standardised Objectives TS7 (A): Implement routines and expectations based on school policy

27. Standardised Objectives TS7 (A) : Implement routines and expectations based on school policy • Actions: • Observe Sam Felton in Maths and note when he uses policy (19/09/17) • Annotate the behaviour policy with what I will issue sanctions for in my lesson (27/09/17)

28. Who Does What?

29. For additional support support@blueskyeducation.co.uk • Technical queries on the BlueSky platform – support@blueskyeducation.co.uk • For all other queries, contact your PDL who will support your use of the tool. • NB – if your trainee’s journal is not visible, ask them to make sure they are ‘sharing’ each entry with you!

30. QUESTIONS?

31. Thank you.