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MMU Faculty of Education Subject Mentor Training. 2014-2015. The Responsibilities of the SM. To carry out a weekly formal observation on your trainee. To carry out a weekly mentor meeting with your trainee. and

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the responsibilities of the sm
The Responsibilities of the SM
  • To carry out a weekly formal observation on your trainee.
  • To carry out a weekly mentor meeting with your trainee.


  • To induct the trainee into the department and clarify departmental expectations.
  • To help create a suitable timetable which supports the development of subject knowledge and allows the principle of gradualism to be applied.
  • To engage in joint / supported planning with the trainee.
  • To monitor progress towards meeting the standards, setting targets and reviewing trainee progress, ensuring that trainees work towards Good or Outstanding outcomes.
  • To contribute to Review 2a/b (during Block A), 3b, 4 and 5a/b (during Block B).
  • To contribute to the Ofsted grading of your trainee (on reviews)
  • To support the trainee with their ETL, ILA and CDA assignments.
  • To support the trainee with their assignment activities.
  • To monitor the trainees collection of evidence for their SEF / RPD.
sm in induction block a
SM in Induction / Block A

Key aspects of this phase:

  • Induction is key as this starts to show trainees what teaching is all about – whole school and departmental
  • Engagement with Progress Indicators – Enables trainees to show, and you to monitor, progress against the standards.
  • Subject Audits – leading to a progressive timetable to address subject knowledge gaps.
  • Addressing weaknesses through clear target setting – keeping the University Tutor informed of issues/lack of progress.
  • Joint observation with University Tutor.
  • Remediation procedures– to support trainees at risk of failing.
  • Support and advice for trainees in their assignment writing.
  • Contribution to Review 2a/b
sm in block b enrichment
SM in Block B / Enrichment
  • Up-dated Subject Knowledge Audit, plus Review 2a/b and 3a to be used to identify trainee starting point.
  • Progressive timetable addressing subject knowledge gaps and aiding further development of existing knowledge and skills.
  • Continued use of Progress Indicators to monitor progress – aiming to have all trainees Good or Outstanding by the end of the Block B placement.(use ‘working towards good’ documentation if not)
  • Carry out joint observation against the progress indicators with University Tutor
  • Develop increasing independence in your trainee
  • Support for trainees with their assignment writing
  • Addressing remaining Standards through clear target setting.
  • Remediation procedures to support trainees at risk of failure.
  • Contribute to Review 5a/b and organisation of Enrichment.
the role qualities skills
The Role – Qualities + Skills
  • Demonstrate good practice
  • Be an effective communicator
  • Demonstrate efficient working practices
  • Act in a professional manner
  • Maintain empathy
  • Facilitate trainee progression
  • Adopt a coaching role when required
  • Demonstrate commitment to the role
  • Demonstrate a working knowledge of the appropriate programme phase
key contacts
Key Contacts
  • Partnership Office at Birley– Bev Ingham
  • Secondary ITT Partnership Leader – Karen Duffy