New Mentor training Generic Knowledge, understanding and Skills

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New Mentor training Generic Knowledge,
understanding and Skills

• University of Huddersfield and University of
  Leeds Partnerships
• Training Day 11th July 2006

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Programme9.00 - 9.30 Refreshments and
registration9.30 9.50 Mentoring and Coaching
Professional Development for Teachers9.50
10. 15 Why get into ITT?? 10.15 10. 35
BREAK10. 40 11. 15 Focus on Mentoring (1)
Professional relationships, roles and
responsibilities11. 15 12.00 Focus on
Mentoring (2) Observation, Reflection Guidance
and Target setting 12. 00 12.45 LUNCH12.50
2.00 Mentoring students some examples 2.05
2.50 Mentoring in Practice/The Mentor Hour - how
to actually do it the practicalities 2.50
3.00 What weve covered from the Regional
Framework 3.15 Close In preparation for the
day it would be helpful if you wouldCome
prepared to ask questions about roles and
responsibilities of mentors, what Mentoring means
and involves in a practical sense, any issues
which are of particular interest or concern to
youFamiliarise yourself with the section of
the Regional Framework for Mentor Recognition and
Accreditation (enclosed) which relates to Mentors
you can see the whole document which covers all
levels at http//www.education.leeds.ac.uk/current
_students/pgce.php under the heading Resources.
We will be making reference to this document
through out the day
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Introduction Partnership in ITT - the National
and Regional Context

• ITT provision nationally and locally
• Underpinning philosophy
• Relationship between partners the roles of
  schools and providers
• My Role as Mentor in ITT Partnership

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ITT provision and development of provision
nationally and locally

• A mixed economy
• Undergraduate, PGCE, employment-based routes
• Full-time, part time
• Meeting national need
• TDA allocations - pupil numbers projections
• Local providers Yorkshire and the Humber
• Shortage subjects, subject specialism v wide
  ranging classroom capability, Partnership
  Development Initiatives, Training Schools,
  Collaboration and networking etc.

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Underpinning philosophy

• Different perspectives on Partnership in ITT
• - Separatist partnerships
• - Provider-led partnerships
• - Collaborative partnerships

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Underpinning philosophya collaborative
partnership

• In a truly collaborative relationship, schools
  and providers fully understand and respect the
  legitimacy and difference of each others
  contribution, and there is close and regular
  contact between teachers and provider tutors.

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Underpinning philosophya collaborative
partnership, reflective practice and sound
theoretical base

• strong links with Partnership schools
• an integrated whole
• professional training in the context of the
  university provider and its associated partner
  schools (i.e. the Partnership)
• teaching is not just the acquisition of
  techniques the task of a teacher cannot be
  reduced to a set of mechanical and unthinking
  actions. Even in the most practical situation,
  judgement is required, and the theory of teaching
  has a bearing on practice, even if this is not
  always immediately obvious.
• We aim at bringing together practice and its
  related theories in the structure of our
  coursesschool experience, subject work and
  educational and professional studies are designed
  to bring this about, not in isolation from each
  other but in their interplay.

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Relationship between partners the roles of
schools and providers

• Complementary staffing
• e.g Method/subject Tutors
• staff specialising within a defined area of the
  curriculum responsible for supporting a team of
  school-based mentors
• co-assessing and moderating of students against
  the Qualifying to Teach Standards
• and Mentors -
• Experienced teachers responsible for guiding and
  assessing students in their subject area through
  each school-based period of practical experience.
  
• training the student vis QTS
• observing, reviewing, evaluating and providing
  feedback
• discussing training issues, setting targets and
  advising on planning to meet those targets

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Relationship between partners the roles of
schools and providers

• Complementary activities
• e.g Link Tutors
• Ensuring that a suitable induction programme is
  provided for the group of students
• Ensuring that a suitable programme is in place to
  provide a school-based context for the EPS topics
  
• and ITT Co-ordinators
• Providing a suitable induction programme for
  students
• Providing a suitable EPS programme for students

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Relationship between partners the roles of
schools and providers

• Complementary Roles and Responsibilities
• e.g. ITT Co-ordinator
• monitoring that students have reached the
  required standards in practical teaching
• and The Mentor
• training the student vis QTS
• observing, reviewing, evaluating and providing
  feedback
• discussing training issues, setting targets and
  advising on planning to meet those targets

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My Role as a Mentor in ITT Partnerships

• Know whats required of you and by whom
• Know your (mentoring) strengths and areas for
  development
• Understand the nature of mentoring and training
  in the current ITT and education context
• Be prepared to learn as well as to teach, advise,
  train and counsel.

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Self Analysis Mentoring and me

• Using the proforma provided (blue) record 3
  points in each section (2 mins)
• With the person next to you to discuss your
  selections and the reasons for them (3 mins)
• Be prepared to share your thinking on at least
  one of these with the group.