London ITE Providers Mentor Training Level 1

1
London ITE ProvidersMentor Training Level 1

• Session 1
• An Introduction to Mentoring Trainee Teachers

2
Objectives

• To introduce the London Providers framework for
  ITT.
• To explain the roles and expectations for
  students, mentors, Professional Tutors and Link
  Tutors within the Brunel Partnership on SSE1
• To introduce the Training Plan and its various
  components
• To engage in the processes of observing and
  assessing students teaching
• To give a brief overview of the processes and
  procedures for assessment at the end of SSE1
• To identify the evidence bases from which
  assessments are made on SSE1

3
Brunel Primary Partnership and the London
Providers Mentor Development Framework

• Level 1 initial preparation for successful
  mentoring (complete Level 1 mentor training and
  SSE mentor experience)
• Level 2 sustaining the successful mentor role
  (complete Level 2 mentor training and successful
  SSE mentor experiences)
• Level 3 sustaining a mentor or Professional
  Tutor role over at least 2 years of students
  training (completing a portfolio of mentoring
  experience to claim APEL credit at M level)

4
The Standards and beyond the model of the
Evaluative Teacher

• An evaluative teacher is one who
• evaluates his/her teaching in a systematic and
  open minded manner (1.7, 3.2.2)
• attempts to link classroom practice with
  educational theory and current educational,
  social and political debates and challenges
  assumptions (1.1, 1.3, 2.4, 3.3.6)
• recognises his/her own responsibilities for
  professional development, takes planned
  initiatives in development and monitors and
  evaluates the steps taken (1.7, 2.2)
• shares the experience of teaching in positive
  ways with colleagues. (1.5, 1.6, 3.1.4, 3.3.13)

5
Professional responsibilities

• Responsibilities towards the student.
• Responsibilities towards your school.
• Responsibilities towards the Brunel Partnership
• Self-responsibility opportunities for enhanced
  professional learning and for accreditation

6
Mentor Tasks

• Devising and implementing an individualised
  Training Plan to ensure student learning during
  the SSE
• Explaining the schools policies and systems for
  planning, assessing and record keeping
• Ensuring that students have opportunities to
  observe and discuss good practice in planning,
  teaching and assessing in the relevant Key Stage
• Sharing non-confidential records on childrens
  progress with the student
• Ensuring that the student has the opportunity to
  assess children in the core subjects in the terms
  set out above
• Directing the student in terms of pupil tracking.
• Monitoring and assessing student progress
  throughout the SSE through regular observation,
  debriefing and target setting.
• Assessing the student against the Standards for
  QTS.

7
Developing the individualised Training Programme

• Working from your students starting points -
• Devising a programme which meets needs possible
  components
• observing other teachers,
• observing childrens learning,
• focused interviews with teachers / school
  personnel
• data collection for assignments
• team planning, teaching and assessing, followed
  by discussion
• solo planning, teaching and assessing, followed
  by de-briefing
• space for self-evaluation and target setting
• formal target setting, formative and summative
  assessment processes

8
Monitoring student progress formal and informal
processes

• Guidelines for negotiating observation
• Observation and recording skills
• Methods of recording
• Handling feedback

9
Observing Zac teaching

• Contextual details
• Lower set of year 6
• Activities differentiated to meet childrens
  needs
• Large through primary school
• Zac is at the end of his final School Experience
  and his ITT
• Zacs targets from previous observation
• Efficient transition from whole class to group
  work
• Plan plenary more carefully, including
  identifying in plan the focus knowledge, skills
  and understanding and ways of addressing these
• Be explicit in plan about the previous knowledge
  of pupils and how you will build on this

10
Feedback issues

• Encouraging self review and evaluation
• Engaging in constructive evaluation
• Telling the student how to teach / what to do
• Providing information and knowledge
• Affirming worth and positive features
• Recognising and dealing with feelings
• Assertively challenging actions and ideas
• Promoting independent development

11
SSE Assessment Criteria

• Summative assessment of the Standards (TTA 2003)
• Professional values and practice
• Knowledge and understanding
• Planning, expectations and targets
• Monitoring and assessment
• Teaching and class management
• English, mathematics science as formative
  assessment.

12
Assessment at the end of the SSE1 Block

• Elements of the Profile
• Reflective Statement (trainee to complete)
• Assessment against Standards descriptors
  summary sheet (mentor University Link tutor)
• Target setting and action planning (mentor
  trainee) for SSE2

13
Evidence bases for Assessing S1 Professional
values and practice

• General observations of interactions with class
• Evaluations of lessons
• Evaluations used to inform future planning
• Planning for inclusion and equal opportunities
• Liaison with other staff (LSAs) other staff
• Interaction with parents
• Response to feedback
• Dialogue with mentors
• Childrens views and responses to students
  teaching and pastoral care
• General professionalism

14
Evidence bases for Assessing S2 Knowledge and
understanding 

• Observations (formal and informal)
• Questioning.
• Levels of planning for questioning quality of
  questions used in teaching ability to respond
  to childrens questions and answers
• Differentiation to meet childrens learning needs
• Quality of own research in preparation for
  teaching and assessing subject knowledge!

15
Evidence bases for Assessing S3 Planning,
expectations and targets

• Clear objectives shared with children
• Incorporation of subject knowledge
• Inclusive introductions
• Appropriate differentiation in main activities
• Good use of plenary
• Ownership of school-based plans and National
  strategies (interpretation of these and
  adaptation to school and class contexts)
• Discussions with class teacher
• Assessment files

16
Evidence bases for Assessing S3 Teaching and
class management

• Quality of childrens learning and progress
  during teaching
• Assessments of childrens learning
• General observations of interactions with class
• Evaluations of lessons
• Evaluations used to inform future planning
• Planning for inclusion and equal opportunities
• Liaison with other staff (LSAs) other staff
• Interaction with parents
• Response to feedback
• Dialogue with mentors
• Childrens views and responses to students
  teaching

17
Evidence bases for Assessing S3 Monitoring and
Assessment

• Is the student using a variety of appropriate
  forms of assessment?
• Are appropriate forms of oral and written
  feedback being given?
• Is there any evidence of childrens
  self-assessment being encouraged?
• Is assessment being used formatively as well as
  summatively?
• Is there evidence of planning being based /
  altered as a result of assessment?
• Do assessment outcomes, grades , levels, etc. tie
  in with the classroom teachers?
• Is the assessment file a good record of the
  Monitoring and Assessment work carried out over
  the SSE as a whole?