Management of the quality assurance system at the University of East London
University of East London
description
Transcript of University of East London
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University of East LondonStage 1 Mentoring
Kate Jones
Erica Cattle
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WHY ARE YOU HERE?
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Aims of the session• To know and understand the Teachers’standards for
teaching.
• To gain an overview of the programmes at UEL
• To gain an understanding of what is required of you as a mentor
• To gain an understanding of the documentation schedule for the year
• To answer any questions you may have!
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OUR PROGRAMMESSchool Direct Salaried Programme
(SDS)
Whole academic year
Paid member of staff
School based training
Supported & verified by UEL
Main placement school
4 week experience in 2nd school
Achieve QTS
PostgraduateCertificate of Education (PGCE)
School Direct (SD)36 weeks
University based training
Subject & whole school input
Supported & verified by UEL
Two contrasting placements
12 week placements *
Achieve QTS & academic qualification
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Skills tests 2013 -14 cohort
• All trainees – (SDS/SD/PGCE) will have passed Literacy & Numeracy Skills tests before commencing their training programmes.
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Support for trainees during the programmeAt UEL• Subject tutors• Director of Secondary• Admin Team• SU/Student Services
In School• Professional Coordinating
Mentor• Subject Mentor
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Achieving QTS/PGCE
School Direct Salaried Programme (SDS)
Pass school experience
Meet QTS standards
Pass Assignment
Professional/PostgraduateCertificate of Education (PGCE)
School Direct (SD)
Pass both placements
Meet QTS standards
Pass 3 assignments
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The Professional Standards ….
• the award of Qualified Teacher Status (QTS)
• Same as teachers on the main scale
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New standards 2012
• Single set of standards for all teachers
• 8 standards for teaching
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QTS STANDARDS
• Part 1 – Teaching - 8 categories• Part 2 : Personal & Professional
conduct
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Teachers’ standards
TS1 - Set high expectations which inspire, motivate and challenge pupils.
TS2 – Promote good progress and outcomes by pupils
TS3 – Demonstrate good subject and curriculum knowledge
TS4 – Plan and teach well structured lessons
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Teachers’ standards contd ..
TS5 – Adapt teaching to respond to the strengths and needs of all pupils.
TS6 - Make accurate and productive use of assessment.
TS7 – Manage behaviour effectively to ensure a good and safe learning environment.
TS8 – Fulfil wider professional responsibilities.
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• PART TWO: Personal and professional conduct
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TASK
1. Think about possible evidence for the standards.
2. Which standards would be hard to find evidence for?
QTS Standards – hard copy in pack
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Aim : to analyse your own understanding of the mentor’s role
• Make a list –as detailed as possible ,of all the things you feel are part of your role as a mentor.
• Once you have made your list ,show it to someone else. Discuss – what would they add to it or change ?
Activity 2
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Aim : to refine the analysis of your role• Look at the list again and consider ,for
each item ,what your responsibilities are likely to be
• You may find it useful to draw four columns and construct a grid e.g.
Activity 2 & Activity 3
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Role : Mentor : School : ITT Provider :
SupportLesson Planning
Counsel,advice,Resource.
Curriculum/Scheme of work andcoverage
Follow guidelinesMonitorreport
Support Classroom Management
Demonstrate discuss ,help,observe
Explain rules and routines
MonitorRecord.
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Activity 4
• Consider what you need to do to prepare them prior to starting their block practice.
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Development of the trainee over the year….The common stages.!!!!
Early idealism Survival Recognising difficulties The plateau Moving on Reading /theorising (putting their own experiences into wider contexts)
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Supporting your trainee
In groups ,suggest ways in which you can support trainees through each phase .
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Responsibilities of the Mentor
WEEKLY MEETINGS
CONTACTINGUEL
FORMAL OBSERVATIONS
REPORT WRITING
SUPPORT TARGET SETTING
Refer to Mentor Handbookfor specific roles
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Responsibilities of the PCM
PROF.STUDIES
MONITORING
1 FORMAL OBS.PER HALF-TERM
SUPERVISEREPORT WRITING
LIAISON
Refer to Mentor Handbookfor specific roles
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UNIVERSITY OBSERVATIONS• SDS– 6 BY UNI • PGCE/SD– 4 BY UNI• Timetables to Uni ASAP• Encourage trainees to check calendar• 2/3 hour process, including documentation
check.• Joint observations
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SCHOOL OBSERVATIONS• PGCE/SD - Should have member of staff in all
lessons• Once every 2 weeks• Must submit 3 formal observations per half
term for PGCE/SD and 2 per half term for SDS• School experience report• Standardisation
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Timetabling
PGCE/SD - Oct – December - 30% - 4 days
Jan – February – 50 % - 5 days
Feb – April – 50 % - 5 days
April - May - 60% - 5 days
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Timetabling
SDS
• 30% Term 1
• 50% Term 2
• 80 / 90% Term 3
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Timetabling
SDS – Term 1 - 30% - 4 days
SDS– Term 2 - 50/60 % - 4 days
SDS-Term 3 – 80/90- 4 daysWHERE AGREED –TO BE TIMETABLEDWITH EXPERIENCEDMEMBERS OF STAFF
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DOCUMENTATION –all on Mentor wiki• Mentor Handbook• Secondary School based training handbook(PGCE/SD)• Secondary SDS programme handbook• Observations – Commentary Summary• Reports – SE1• School Based Training Plans• Weekly Training Plans• Standards Tracker• Mentor wiki -
https://uelsecondary.pbworks.com/w/page/7021711/FrontPage
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School based training …
• Pre/post session tasks in Subject programme guide
• Training plan activities• Directed tasks• Observation of colleagues• Use Weekly Training Plan to log progress, set
targets and record mentor meetingsOverview of Core sessions at UEL – subject mentors may also
provide subject session overviews. Check your subject page on Mentor wiki
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Weekly Training Plans
• Review progress and set targets
• Track progress towards completion of training plan
• Allows for variation/additions to training plan
• Targets may be longer term
Example WTP
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Stress Points - Highs• Early progress reports by mentor – style of report tends to
look for strong points – confidence booster• Reaching end of first term• Response to successful lessons• Taking on responsibility for managing own lessons • Liaising with other trainees on the course – important on
social level & to vent frustrations & celebrate successes • Successful observations by UEL tutor• Participating in extra curricular activities• Parents’ evenings
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Stress points - Lows• Preparation for assessment as well as juggling HEI
based work such as assignments• Initial insecurity about not knowing pupils/school• Coming back in January to new term & challenges• Pressure of marking increases gradually during
placement• A lot of energy put into production of resources often not
maximised• Transition to more lessons & more difficult classes • Mentor not always finding time for trainee – trainee feels
guilty for making demands• Job hunting – nervous wait
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OBSERVATIONS - BEFORE THE LESSON
Meet the teacher for a few minutes
Understandcontext (syllabus/NC) objectives & the stages of the session
Agree purpose & focus of your observationhow you’re going to be introducedhow you’ll behave permission for any interaction
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Maintaining good professional relationships• Activity 5
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QUESTIONS ?
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Mentor wiki task
We want all of our Mentors to feel confident about using & navigating the wiki so we have set you a few tasks( green paper):
Guest log in:
Username- conf5
Password – London1
Have fun !!
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Many thanks for coming today. We hope that you have found it useful.
Please feel free to contact us if you have any questions about being a Mentor.