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An action research project Robert Lawy and Kate Hellman

Reaches the Mentors that other Training Cannot Reach Initial teacher training (FE): On-Line mentor Training. An action research project Robert Lawy and Kate Hellman. The FE Sector. Forgotten or Cinderella sector/service – in excess of 80% of young people in post-compulsory education/training

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An action research project Robert Lawy and Kate Hellman

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  1. Reaches the Mentors that other Training Cannot ReachInitial teacher training (FE): On-Line mentor Training An action research project Robert Lawy and Kate Hellman

  2. The FE Sector • Forgotten or Cinderella sector/service – in excess of 80% of young people in post-compulsory education/training • Increasing numbers of students and staying on rates [participation age to rise] • Training of teachers in sector not compulsory until recently – low standards

  3. Control and regulation • Government reluctance /unwillingness to fund teacher training directly • Increased regulation and controls. FENTO standards and LLUK standards • Modelled on ‘successful’ secondary school system • CETTS (Centres for Excellence in Teacher Training) – to ‘drive’ up standards • Commissioning of research (Lawy and Tedder 2009) ILPs and mentor training.

  4. Findings - Mentoring and ILPs • Lack of clarity of role of mentors (subject coaches) and also use of ILPs • Systems and structures can be assessment led rather than developmental and trainee led • Recognition of the diversity and variety of practice and achievement within the FE sector • Mentors in all contexts need training in their role • Problem of ‘reach’ – workplace mentors

  5. On-line mentoring • Action Research Project – why? • Participants • On-line model – pros and cons

  6. On-line Mentor Training - Design • Principles and starting points • Changes and adaptations of the pilot • What does it look like?

  7. Where are we now? • Problems to overcome • Progress to date • Next steps…………

  8. Practical Activity and reflections • Task 1 – Role of mentor - what are your priorities? • Task 2 – share your ideas. How do we as a professional community promote the role of mentor as central to workforce development in the FE Sector?

  9. References • Clutterbuck, D (2001) Everyone Needs a mentor; Fostering talent at work. 3rd ed. CIPD • Cunningham, B (2007) So Where do we go from here? College Mentors and CPD. Journal of Further and Higher Education 31:3 pp283-295 • DFES ‘Equipping our teachers for the future: reforming initial teacher training for the learning and skills sector’ (DfES, 2004). • DFES The White Paper, ‘Further Education: Raising Skills, Improving Life Chances’ (2006) • Hankey, J (2004) The Good, the bad and other considerations: reflections on mentoring trainee teachers in PCE. Research in Post-Compulsory Education 9:3 pp 389-400 • Ingleby, E and Hunt, J (2008) The CPD needs of mentors in PCE ITT in the UK; Professional Development in Education. 34:1 pp 61-74 • Lawy and Tedder (2009) Further Education Initial Teacher Training in the SW of England: ILPs, Mentors and Mentor Training • LLUK (2008) Report on the Orientation Needs of Qualified Teachers Entering Further Education • Ofsted (2009) The initial training of further education teachers. HMSO

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