London ITE Providers Mentor Training Level 2

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London ITE ProvidersMentor Training Level 23

• Developing Further Skills in Mentoring and the
  New Standards
• March 27th 2007

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Objectives

• To look at differentiating student provision
  through the design of the Training Plan
• To identify ways of supporting student
  development throughout SSE2, including
  strengthening subject knowledge
• To identify and discuss the implications of the
  New 2007 Standards and Brunels Ofsted inspection
  for the Partnership Planning for 07/08
• To review different lesson observation proformas,
  
• To review the strengths and weaknesses of the
  current assessment structures, with particular
  reference to the New Standards

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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.

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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

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Monitoring student progress formal and informal
processes

• Formal observation skills seeing the snapshots
  of lessons
• Informal observations and professional
  inter-actions watching the videos the
  classroom video the school video
• Monitoring the development of student files

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Feedback issues for both formal and informal
monitoring

• 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

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SSE2 Common Issues Arising

• Changing school context, routines and
  expectations
• Changing Key Stages, big changes in year group
  experiences, fear!
• Taking on a more extended teaching role
• Working with TAs, other school professionals and
  parents / carers
• Coping with workload time management
• Strategies for efficient planning and
  organisation
• Strategies for making formative and summative
  assessment work

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Areas for focus on SSE2 (1)

• Strong students
• projecting themselves as the class teacher to
  children, TAs, other staff, parents / carers
• building on existing subject strengths and
  addressing areas of subject uncertainty
• developing and using good formative assessment
  systems in their planning and teaching, including
  AfL
• developing more appropriate differentiation
• using more sophisticated teaching strategies
• becoming more imaginative in the teaching they do
• becoming part of the broader school team

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Areas for focus on SSE2 (2)

• Students finding their feet
• establishing good classroom management and
  organisation skills
• projecting themselves as the class teacher to
  children
• getting the planning right
• addressing areas of subject uncertainty through
  careful research
• consolidating basic teaching strategies and
  skills
• ensuring good pace and motivating, appropriate
  and well differentiated content in teaching
• getting to know the children as learners
• evaluating their lessons from learning
  perspectives
• developing basic formative assessment skills
• time management!

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Supporting Student Progression

• Where would you say are the major areas of
  development for your current student(s)? Ref.
  Serial visits and SSE1 documentation / Profile
• Take one of the previous student types what
  could mentors do to help development in the
  identified areas? Ref. SSE2 Training Plan.

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The New Standards

• For implementation in Sept. 2007 still in draft
  form no guidance notes issued yet
• 33 standards split into 3 areas professional
  attributes, professional knowledge and
  understanding professional skills

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Professional Attributes

• Q1 -9
• Relationships
• Frameworks
• Communicating
• Personal Professional Development

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Professional knowledge and understanding

• Q10 21
• Teaching and learning
• Assessment and monitoring
• Subjects and curriculum
• Literacy, numeracy and ICT
• Achievement and diversity
• Health and well-being

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Professional skills

• Q22 - 33
• Planning
• Teaching
• Assessing, monitoring and feedback
• Reviewing teaching and learning
• Learning environment
• Team work and collaboration

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Getting acquainted with the new Standards (Qs!)

• For your allocated sub-section
• Read the new Qs
• Identify content and emphases
• Compare and contrast to aspects of 2002
  Standards, if applicable
• Identify issues raised for you / comment briefly

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Observation Proformas present and future

• What do you think are the strengths and
  weaknesses of our current proforma? (Ref. Ofsted
  comments. Note current proforma records
  observation and tracks student progress through
  target setting.)
• What do you think are the strengths and
  weaknesses of the alternative proforma(s) you
  have?
• Do you think we should move to having separate
  observation and progression logs?
• What characteristics would you want to see in a
  revised observation proforma?
• What characteristics would you want to see in a
  progression log?

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Current assessment at the end of the SSE2 Block

• Elements of the Profile
• Reflective Statement (student to complete)
• Assessment against Standards descriptors
  summary sheet (mentor University Link tutor
  student voice)
• Target setting and action planning (mentor
  student) for Career Entry and Development Profile
  (on into Induction Year)

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Current SSE2 Assessment Criteria

• Summative assessment of the previous 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 summative
  assessments.

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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)

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Levels 23 mentor development 2

• Develop the role of a critical friend
• Develop inter-personal skills
• Ensure clear lines of communication
• Deal with sensitive issues
• Give appropriate advice, alongside encouraging
  the development of self-evaluative skills
• Empathise with learner development