Mentoring New Teachers

1. Mentoring New Teachers (Working with several providers) Overton Style!

2. Key Mentor + Trainee Activity! (Or on your own, but when the trainee is in) Mentor Activity! CDunne2009

3. Certificate of Mentoring Stage 1

4. The Reflective Teacher • Why did you come into teaching? CDunne2009

5. What do you remember about … • Your first teaching practice? • The schools you were in ? • The support you were given? • The first time you stood in front of a class? CDunne2009

6. good teaching? bad teaching? What makes … CDunne2009

7. good Trainee? challengingTrainee? What makes a …. CDunne2009

8. Becoming A Mentor-Your Application- • What do you hope to gain professionally from doing it in the immediate future? • What do you hope this will contribute to your department? • What longer term future professional development plans might you use this experience for? CDunne2009

9. Department: HoD: Nominee: Skills / experience: Teaching Staff (minimum of three years’ teaching experience): Why you wish to take up this role: BT Mentor Application CDunne2009

10. The Reflective Teacher • The Standards use several terms in rather specific ways. • Log onto the TDA website, download the Professional Standards for Teachers document and read the definitions of the terms on page 5: CDunne2009

11. Terms and Definitions • ‘learners’ • ‘colleagues’ • ‘classroom’ • ‘workplace’ • ‘subjects/curriculum areas’ • ‘lessons’ • ‘sequences of lessons’ • ‘parents and carers’ • ‘well-being’ • ‘personalised learning’ CDunne2009

12. Every Child Matters Stay Safe Be Healthy Enjoy and achieve Achieve Economic well-being Make a Positive contribution (Acronym:- SHEEP) CDunne2009

13. Every Child Matters • How are the five major themes of the Every Child Matters agenda being addressed at our school? • Indicate which Standard(s) you think might make a significant contribution to ECM CDunne2009

14. The Role of the Mentor • ‘Supervision might involve merely keeping an eye on a mentee and informing or instructing, whereas mentoring implies involvement with the learning process of the mentee. It is not the aim of mentoring to produce a clone of a mentor …..’ (Wilkin, M., 1992, Mentoring in Schools) CDunne2009

15. What do you think the role involves? • Performance Management / NQT experience may help • Point of contact • Draw up timetable / select classes according to trainee needs • Meet regularly • Meet formally, at least once a week • Develop self assessment • Support them in the classroom • Make their steps to teaching incremental • Provide feedback • Negotiate targets • Highlight:- areas for focus / concerns • Provide counselling and encouragement • Monitor progress of classes taught • Complete the formal documentation • Liaise with CAD / tutor • Monitor progress, providing evidence of where/how/when they achieve the National Standards CDunne2009

16. A Jack of All Trades You will probably find that your role has three major overlapping aspects: • Responsibilities towards the Student. • Responsibilities towards your school. • Responsibilities towards the Training Institution (HEI) CDunne2009

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19. 1. Foundation Stage The Right StartINITIAL NEEDS ANALYSISSUMMARY NOTES 2. Developmental Stage Beginning of Spring Term - student takes Foundation Phase Profile, partially completed Spring planning grid, training plan, and Spring-Summer Profile to the first training session with mentor in school 2. CDunne2009

20. Support - Induction • Handbook • Pupil and staff pursuit • ISDP afternoons • ‘Expert’ sessions e.g. child protection, inclusion MAGT CDunne2009

21. Support – Handbook(précised version of staff handbook) • Expectations – Students, Staff and Trainees • Staff Checklist for Effective Teaching • Staff Checklist for Effective Learning • Rewards and sanctions • General Administrative / Organisational Matters • Watching Others Teach • Inclusion Register • Pastoral Handbook CDunne2009

22. What should the mentor / department supply? • Introductions • Handbook • Timetable • Prior data on pupils • Agendas • Support – formal / informal • Time! CDunne2009

23. What should the BT supply? • Enthusiasm • Common sense • Lesson plans • Resources • Initiative • Self awareness • A willingness to act on coaching • Professionalism • Evidence CDunne2009

24. The PCM– my role? • Overview of all Trainees, colleges, tutors, mentors • Liaising between above • Training: Professional Development Programme Certification of Mentoring Staff who will work with trainees, but not necessarily as the mentor • Standardisation and Qaulity Assurance • Update school with new directives • Troubleshooting CDunne2009

25. Certificate of Mentoring Stage 2

26. Getting them Going • Have a timetable drafted • Arrange for them to meet and observe within your department ( a range of staff, groups, style of learning activity as well as the groups they will be teaching): • Use the ‘What to Observe ‘ questions (from the handbook) • Get them to observe you and other staff using the ITT pro forma and 33 standards • List good practice they see 3. Arrange when you will see them formally 4. Help them with the planning – look at their lesson planning! CDunne2009

27. Supporting Planning • An overview • Use of prior data • Overt (not covert lesson) objectives – SMART  AFL • Subject knowledge & curricula frameworks • Starters • A range and variety of learning activities that incorporate and develop functional skills • Personalisation • Pace • Assessing learning • Marking, feedback and target-setting • Behaviour management • Use of TA/LSA • Homework CDunne2009

28. Planning – An Example • Overt (not covert lesson) objectives For example: Know Newton's Law of Universal Gravitation Understand Newton's Law of Universal Gravitation Appreciate Grunge music Learn the correct steps to CPR If we want them to know the law of gravity, a better representation would be to State Newton's Law of Universal Gravitation (Knowledge) Explain how Newton's Law of Universal Gravitation affects a falling object (Comprehension) Solve Newton's Law of Universal Gravitation for two objects(Application) CDunne2009

29. Supporting the Development of Subject Knowledge • Look through the observation forms completed by you or other teachers in your department. • Underline any comments that refer directly to aspects of subject knowledge. • Consider how you can use these comments to further your Trainee’s subject knowledge. CDunne2009

30. Student Observation • Set up an opportunity for your trainee to observe you (The aim of the observation is to help planning) • Ask your Student to use the Handbook focus questions (Try and comment on the three key areas): • Professional Attributes • Professional Knowledge and understanding • Professional Skills • Discuss the focus questions and draw up a parallel list of questions that would be necessary to ask the teacher either before or after the lesson has been observed CDunne2009

31. Specific Planning Starters / plenaries AFL Meeting and greeting students General Punctuality to lessons (when using several classrooms) Behaviour Management techniques Teaching stratgeies Focus CDunne2009

32. Supporting Other Staff • Liaise with staff who will also work with the Trainee – sheet available: Working With Trainees (later slides) • Ensure that all information is communicated … even the bad stuff! CDunne2009

33. Working With Trainees:Guidance for those new to observing and feedback • Hopefully you, as well as the Trainee will benefit from the training processes: • A chance to observe your students and how they learn • Time to reflect on your own approach to teaching • Gaining experience for your CPD portfolio • Inspiration to become a mentor! • And even some additional non-contact time when the trainee is confident in taking on the group CDunne2009

34. But with great benefits comes great responsibility What will you need in order to support you in your responsibility to provide feedback effectively to: • your Trainee • the mentor (who has a formal weekly meeting with the Trainee and will need to refer to your notes) ?? CDunne2009

35. Top Tips • Make sure you have the lesson plan in advance of the lesson – if you have any concerns, discuss with the Trainee • Agree a focus e.g. starters; dealing with low level disruption; AFL; variety and pace of activity; use of voice; resource use and management; rewards and sanctions • The Trainee may have some ideas from their mentor meeting on which they wish to focus • Is there any particular standard they need to focus on (QTS Professional Standards for Teachers on the reverse)? • Attached is an example of how notes could be taken when you observe • Agree when feedback should be given CDunne2009

36. Giving Feedback It should: • be timely • involve dialogue • praise, but address areas of concern when they arise • be delivered sensitively and professionally, taking care with the words and tone we use • ideally involve coaching, so that the BT is / becomes self-aware and is setting their own targets • encourage and/or offer suggestions or creative approaches when the student is struggling • create the atmosphere and the feeling that the Trainee can succeed • PROVIDE INFORMATION FOR THE MENTOR’S USE IN THE FORMAL WEEKLY MEETING (refer to Professional Standards. The Lesson Observation Summary form could be used. Where possible use the languages / phrases on the QTS Professional Standards for Teachers) CDunne2009

37. Honing their Skill:The APOE Approach • Analysis Select an aspect of teaching or mentoring on which to focus. Analyse it and try to find relevant theories of education, examples of good practice, ideas from colleagues and findings in educational research which shed light on the situation • Planning Draw up a specific plan of action in the light of what you have found out. • Operation Carry out your plans, modifying them where necessary and carefully recording what happened. • Evaluation When finished, look back on the enquiry: • Was the choice of enquiry worthwhile? • Was the analysis carried out rigorously? • Was the planning realistic and thorough? • Did the operation go smoothly and produce useful information? • Do the findings lead to future educational and professional choices/action? CDunne2009

38. What to Observe • Very easy to get carried away! • Agree a focus • Be guided by: • Standards • Where improvements need to be made CDunne2009

39. Reflection – what to look for • Prioritising needs early in practice • Reflection • Improving practice • Identifying and meeting their developing professional needs CDunne2009

40. Feeding Back It should: • be timely • involve dialogue – get the student to assess! • praise, but address areas of concern when they arise • be delivered sensitively and professionally, taking care with the words and tone we use • ideally involve coaching, so that the BT is / becomes self-aware and is setting their own targets • encourage and/or offer suggestions or creative approaches when the student is struggling • create the atmosphere and the feeling that the BT can succeed CDunne2009

41. How would you deal with …? • your trainee being the only male/female in an all female/male department? • your trainee being older / younger than you (any issues?) • your trainee repeatedly not planning effectively? • a trainee who constantly disagrees with your view of their progress (or lack of?) • a change in role for you mid-mentoring or unexpected time constraints on your time? • A trainee who is not fulfilling the Professional Standards earlier / later in the practice? CDunne2009

42. The Tricky Standards • Read through the Standards for QTS. These can be found on the website or on the Developmental/Consolidation phase profile. • Which standards may be problematic for the Student to gain sufficient evidence? CDunne2009

43. The Tricky Standards CDunne2009

44. All thankfully supported in … http://www.tda.gov.uk/teachers/professionalstandards/standards/attributes/relationships/qts.aspx CDunne2009

45. And evidence for all standards! CDunne2009

46. Standardisation - Observation • Undertake a formal observation jointly with the HEI tutor, the PCM or an experienced mentor. Towards the end of the observation and before the debrief takes place, exchange and compare your notes. • Do the comments concur? • How do perceptions of the ‘message’ differ between the reader and the writer? • What have you learnt from the experience? CDunne2009

47. Standardisation – The Profile • Check the key dates • Use your weekly meetings to highlight evidence • Complete with student • Try to avoid vague statements e.g. ‘has demonstrated …’ • Make factual statements that can be measured, evidenced, witnessed • Discuss the appropriate grading, and submit to the PCM before it is carved in stone (the staffroom table syndrome!) CDunne2009

48. If you have mentored before … Evaluate your most recent mentor/trainee meeting by asking the following questions: In relation to your Trainee: • What targets were agreed? • How were the targets selected? • What factors promote/hinder achieving them? • How will success be measured? In relation to yourself as mentor: • What targets did you set yourself? • How did you aim to achieve these targets? • What factors promote or hinder achieving them? • How will you measure success? CDunne2009

49. Thank You! A teacher affects eternity; he can never tell where his influence stops ~ Henry Brooks Adams Good teachers are costly, but bad teachers cost more ~ Bob Talbert CDunne2009