Mentor Subject Conference and Briefing · Mentor Subject Conference and Briefing (C218) 4.30-5.15pm...
Transcript of Mentor Subject Conference and Briefing · Mentor Subject Conference and Briefing (C218) 4.30-5.15pm...
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The University of Brighton
Secondary Partnership
Dr Tom Newlands: Postgraduate
Secondary Programme Leader
Kathy Clements: Senior SBT Supervisor /
Quality Assurance Lead
Mentor Subject Conference and
BriefingWednesday 26th February 2020
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Mentor Subject Conference
and Briefing (C218)
4.30-5.15pm Introduction
Dr Tom Newlands (Postgraduate Secondary Programme
Leader)
Kathy Clements (Senior SBT Supervisor / Quality
Assurance Lead)
5.15-6.30pm Subject Time
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UoB ITE Partnership Priorities 2019-20
Core business
In partnership we train the best teachers who
will make a significant contribution to pupil
learning and progress, demonstrating the
highest standards of professionalism and
enhancing the life of their school community.
Overarching aim of training is to support,
enable and empower trainee teachers to make
effective pedagogical decisions informed by
research and practice.
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SBT1 Highlights
• 90% of trainees agreed that overall their SBT was very
good (65% strongly agreed)
• 92% of trainees agreed that the advice from their
mentor helped to improve the way their teaching
promoted pupil progress (69% strongly agreed)
• 92% of trainees agreed that the verbal and written
feedback from their mentor was effective in supporting
their own critical evaluation of lessons (69% strongly
agreed)
Source: SBT1 trainee evaluation survey (105 trainees)
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Trainees typically say …
“I could not have been supported more. The entire
department helped shape my experience which was
nothing but positive. The encouragement and support
given by everyone was outstanding. A fabulous
experience that helped me understand what it was to
be a teacher.”
“My mentor was fantastic. She was friendly, welcoming
and approachable. She was extremely encouraging and
when addressing areas I needed to work on, she would
offer me to watch specific parts of lessons, so that I
could observe the specific technique she was talking
about.”
Source: SBT1 trainee evaluation survey
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SBT1 Student Staff Forum
The following strengths were reported:
• Supportive mentors and professional tutors
• Wellbeing was well considered and supported
throughout
• Returners and 2 Year BA trainees reported that the e-
Portfolio process is much improved
• Trainees reported being generally happy with gradings
received
Source: Student Staff Forum minutes
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Ways Forward …
• Clarity on support available from varied roles e.g.
Professional Tutor, CT,. Link Tutor, ST
• Clarity of expectations for verbal and written feedback
e.g. Progress reviews (SA form)
• Moderation of grading using descriptors for the stage
of the training
• Communications between school and University
• More clarity on expectations for uploading evidence
• More clarity on flexibility of % of teaching
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Accessing Handbooks
TWO key handbooks:
1. Secondary Partnership in Education: Agreement and
Handbook (SPiE)
2. Secondary Professional Year Professional Tutor and
Mentor Handbook
Both can be accessed on the Mentor / SBT Blog:
www.brighton.ac.uk/secondaryforms
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SBT2 Timetable p.6 PTM Handbook
• Trainees are required to teach a timetable that equates to 60% of a normal teacher’s timetable i.e. if a teacher takes 20 out of 25 lessons in a week, trainees will teach 12 lessons a week.
• In rare cases some trainees may eventually be able to exceed 60% if they are able and in agreement.
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Timetable SBT2 (Core – PGCE & 2yr
BA) p.6 PTM Handbook
• Initial periods of observation of classes
for which trainees will take responsibility.
Then moving to assisting the class
teacher and working with small groups of
pupils.
• By the second week it is expected
trainees will commence teaching and
taking responsibility for some classes.
• By just before or after the Easter break
(normally) trainees will increase to
teaching 60% of a normal teacher’s
timetable
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Timetable SBT2 (SDT) p.6 PTM
Handbook
• Week 1 – Induction
• Week 2 – begin small group teaching and leading short teaching episodes.
• Week 3-6 – Trainees move to a 60% timetable.
Timetable SBT3 (return to host school)
Trainees move to a 60% timetable from the first week back.
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In addition …
• 1 period a week for a mentor meeting
• 1 period a week for preparation for the mentor meeting
• 1 period a week for updating e-Portfolio
• 1 period for school Professional Studies programme
• Completion of school–based tasks and observation
should take place in addition to this.
• Once established, there can be further additional
teaching experiences if appropriate based on individual
professional development. (See p.26 Appendix 2)
N.B. No TA Period!
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.. our expectation for trainees appropriate to
this stage of their training is for all trainees to
ensure that ‘the majority of pupils make very
good progress’ and that they: p.6 PTM
Handbook
• Assume a high level of responsibility for the
attainment, progress and outcomes of the pupils they
teach;
• Demonstrate confident judgement in planning for pupil
progression both within individual lessons and over
time and are able to articulate clear and well justified
rationale as to how they are building on prior
achievement;
• Set challenging tasks, based on strong subject and
curriculum knowledge, drawing on a good knowledge
of the pupils’ prior attainment, which has been
obtained through systematic and accurate
assessment;
• Actively promote engaging and effective methods that
support pupils in reflecting on their learning.
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Recent Developments
1. Online Mentor Training
2. Mentor Meetings (SH)
3. E-Portfolio
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1. Online Mentor Training
• All you need to know about being a UoB Partnership
mentor.
• Includes all of the expectations and processes (i.e.
SA, SB, SC , SD forms) to support you to fulfil the role
of mentor effectively.
• Replaces the new mentor training we used to hold
here at the university.
• This year only, ALL mentors should undertake this
training (new and experienced).
It is also expected that mentors attend mentor
twilight training at the university that is SBT specific.
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Online Mentor Training Continued
• Takes approximately 45 minutes.
• Works best on a desktop or a laptop computer.
• On completion you send us a confirmatory email.
• Feedback is welcome – add comments about the
online training to today’s evaluation if you have
already completed it!
Link can be found on the SBT blog under the ‘Training’
tab:
http://blogs.brighton.ac.uk/mentors/training/
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Online mentor training
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2. The Mentor Meeting
We advise that mentor meetings are:
• Weekly (approximately an hour)
• Timetabled in advance
• Held in an appropriate space to minimise distractions
• Prepared for beforehand by the trainee
• Structured using the ‘Trainee- mentor Professional
Development meeting’ (SH) pro forma
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Mentor-trainee Professional
Development Meeting (SH Form)
The mentor meeting is structured in three parts as
detailed on the SH pro forma:
A) Trainee reflection on professional learning and
review of targets
B) A professional development discussion
C) Completion of Professional Action Plan targets
and actions (new section this year)
This pro forma is to be uploaded to the e-Portfolio and it
is the trainee’s responsibility to complete and upload it.
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3. e-Portfolio: A Professional
Development Tool
1. Pen Portrait: This is a single page record of relevant
previous experience and progress throughout the
Secondary Professional Year.
2. Teachers’ Standards: This section is where they
can see the Teachers’ Standards Parts 1 and 2.
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e-Portfolio
3. School-Based Training (SBT) 2/3: This includes the
following sub-sections:
SBT Details
SBT Mentor Meetings (SH forms).
SBT Other Forms (SA, SB, SC, SK and SD forms)
SBT Lesson Plans
SBT Professional Reflections – To be completed at
the end of SBT 2 (Core) and 3 (SDT)
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e-Portfolio
4. Specialist Subject Development: This includes the
following sub-sections:
Subject Audit
Critical Reflections
University Based Training
Personal Portfolio
5. Career Entry Plan (CEP): This is completed towards
the end of the course in preparation for the NQT year.
6. Support: This section provides details of support to
assist them in using their e-Portfolio.
N.B. No evidence required against the Teachers’
Standards – what is in the e-portfolio is the evidence!
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Supporting Trainee Progress and
Development
The value of:
• the mentor meeting
• trainee-mentor professional dialogue
• mentor feedback
• target setting
• being a critically reflective practitioner
All have a direct impact on trainee outcomes!
N.B. Difference between SBT1 and 2.
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CONDITIONS FOR LEARNING
6 Keys (see SPiE p. 14 & Online
Training)
Warm and welcoming induction,
including safeguarding
Ongoing and supportive informal
guidance and advice
Effective regular mentor meetings
Individualised training and
development opportunities
Constructive, personalised verbal
and written feedback
Accurate assessment using grading
descriptors
Resources (SBT blog)
Roles and responsibilities and what
support to expect from PT, mentor, ST
(SPiE p.16-19). Professional studies
sessions. Becoming a teacher (Part 2).
Informal lesson observation (SK). School
feedback book (optional).
Mentor-Trainee Professional
Development meeting (SH)
Action Planning (SH). SBT1 targets.
Progress Reviews (SA)
Interim Report (SB)
Final report (SC) & Moderation e.g. with
University Tutor/PT
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Professional Action Planning
(Think, Do, Review and Talk to someone about it).
Targets
Actions
Professional Activity
Evaluation
Self Review
Development and Review
SH Section C
Step 4
SH Section C
step 5
Lesson Plans
Lesson Plans
Mentor meeting
SH Section A-B
steps 2 & 3
Prep for
mentor
meeting
SH Section A
step 1
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Step 1 and 2 – SH Form
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Steps 4 and 5 – SH Form
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Targets and Actions
Target: What do I hope to achieve / learn?
Actions: What can I do to achieve it?
Evidence: How will I know I have achieved / learned it?
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Activity – rate these targets
Rate these targets from 1 to 4. 1 is Strong and 4 is
weak. Strong targets are SMART and support trainees’
development and ability to talk about their practice.
• TS4: Complete all lesson plans 48 hours in advance
and email them to mentor and subject teacher.
• TS8: To effectively use the advice and guidance
offered by colleagues to secure improvements in
practice.
• TS5: Have a clear understanding of the needs of all
pupils and evaluate distinctive teaching approaches to
engage and support them.
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Enhanced Support Process
• A developmental and supportive process.
• Initiated at any point by the school and / or university if a
trainee teacher is NOT making sufficient progress in relation
to the Teachers’ Standards (Part 1 & 2) OR expectations of
the SBT (grade 4).
• This should be initiated no later than the last 2 weeks of the
placement to give 10 days for process.
• It is recorded on an SD form and may have 2 stages if, after
the first 5 days, targets have not been met and they become
judged as ‘likely to fail’ the SBT.
• The final review must include a representative from UoB.
• If unsure whether to initiate, raise with the subject route
leader and explore this rather than delay.
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Need For Enhanced Support (SD)
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Targets, Success Criteria and Support
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Trainee’s response
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Review of SD
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SBT Blog http://blogs.brighton.ac.uk/mentors/mentoring-resources/secondary/
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Subject Briefing Rooms
Subject Room No.
Art and DesignSally Johnson D130EnglishAnne Denmead A500GeographySharon Reilly E424MathematicsJames Kendrick C218MFLKaren Hanrahan D510Religious StudiesTom Newlands B502ScienceSarah Poore & Andy Chandler-Grevatt E235