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Faculty of Education and Children’s Services

Postgraduate Certificate in Early Years Practice with Early Years Teacher Status

Mentor Guide: 2016-2017

Mentor Development Leads: Jenn Simmonds and Sian Duffty

1JAS 4/10/14 JAS 3/12/15 JAS/SD 27/7/16 JAS/SD 14/10/16

Contents

Who to Contact at the University of Chester 3Sense of Purpose 5Roles, Responsibilities and Relationships 7Mentee Entitlements 7Visit Procedures and Expectations 9Teachers’ Standards (Early Years) 11Mentor Support and Development at Chester 14Certification and Accreditation Pathways 14Mentor Profile 18

Appendix 1: Weekly Observation Proforma 20Appendix 2: Example of completed Observation Proforma 25Appendix 3: Coaching Script 29Appendix 4: Setting Based Learning Checklist 30Appendix 5: Weekly Review of Progress with Exemplar 31Appendix 6: Examples of Target Setting 37Appendix 7: Example of completed Review 41Appendix 8: Quality Assurance 46


Postal Contact Details: Telephone and EmailITE Administration OfficeFaculty of Education and Children’s ServicesRiverside CRV137University of ChesterCastle DriveChester CH1 1SF

www.chester.ac.uk

Partnership AdministrationTel: 01244 511586Fax: 01244 [email protected]

[email protected]

[email protected]

For online access to ITE Partnership materials please visit the Professional Journey websitehttp://www.chestereducation.co.uk/

The following table shows staff responsibilities for the Partnership and how they can be contacted.

Name and Role: Telephone and EmailLiz FleetDeputy Dean: Quality Assurance

01244 [email protected]

Jo BaconAssociate Dean Academic Development and Resources (including Marketing and Recruitment)


Andrew ConnellHead of ITE Programmes


Tricia SterlingHead of Academic and Professional Programmes


Jon CloughPrimary Programmes Leader (Undergraduate)


Arthur KellyPGCE Primary Programmes Leader (Postgraduate) Core and SD


Sarah AnkersPGCE Primary Core Cohort Leader


Deidre HewittEarly Years Programme Leader


Jane Bulkeley and Faith FletcherPG Cert in Early Years Practice with EYTS Programme Leads

01244 512719/[email protected]@chester.ac.uk

Michael BirdPGCE Secondary Programmes Leader (Postgraduate) Core and SD


Una MeehanPGCE Secondary Core Cohort Leader


Karen GriffithsPCET Lead


Sarah McGrathDirector of Partnership: Core


Lynn SampsonDirector of Partnership: Professional Programmes


Steven TonesDirector of Partnership: Setting Direct



mailto:[email protected]












http://www.chestereducation.co.uk/


Name and Role: Telephone and EmailJenn SimmondsMentor Development Lead


Sian DufftyMentor Development Lead


Jane WeaversAlumni Officer


Pauline HughesITE Administration Supervisor


Zoe GarrattPGCE Administrator


Katherine Hesketh: Administrative AssistantPGCE Setting Direct (Primary and Secondary)


Matthew Roberts: Administrative AssistantPGCE Core (Primary and Secondary)

01244 [email protected]@chester.ac.uk

Laura Petley: Administrative AssistantUndergraduate Programmes

01244 511752baEYTS [email protected]@chester.ac.uk

Ann Mills: Administrative AssistantSetting Based Learning Secondary Partnerships


Helen Roberts: Administrative AssistantSetting Based Learning Primary Partnerships


Mentor Development 01244 [email protected]










Sense of Purpose

The NCTL (National College of Teaching and Learning) currently identifies the three main aims of mentoring as:

Fostering greater consistency in the practice of mentoring;Raising the profile of mentoring;Contributing to the building of a coaching and mentoring culture in settings.

July 2016: National Standards for setting-based initial teacher training (ITT) mentors

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/536891/Mentor_standards_report_Final.pdf

We are delighted that you are taking on the role of mentor for our Associate teacher(s) in this vital aspect of each Programme. The role of the mentor is a significant one and one from which you will gain a great deal. As Andrew Carter commented in July 2016, on sharing the National Standards for setting-based initial teacher training (ITT) mentors:

The contribution mentors make to their colleagues’ practice will help raise standards and in turn improve the quality of teaching across the profession, leading to improved outcomes for children. An effective mentor sets high expectations for pupil achievement, models high-quality teaching and acts as an ambassador for the profession.

From discussions with our current mentors the following comments detail the Chester mentor perspective.

Mentor Comment“I really enjoy watching my class working with someone else, so I can observe them from a different angle. The first time I mentored I was shocked about how little I knew about my class and the good thing about having an associate teacher working with me allowed me to step back and observe not just the AT but the pupils in my class”.

“The important thing when working with a mentee is, right at the outset, for both to understand what the relationship is there to do”.

“The rule of thumb for any observation is to use the Standards to frame those two-way exchanges”

“As you would do with any other teaching activity, set goals and targets. The point is, what are you trying to achieve and over what period?”

“You do need to be careful though in the weekly review not to fall into chat mode. The documentation allows you to remain focused”.

“Using the weekly reflection is a good way of ensuring your working relationship grows, try setting a topic/theme together at the end of the weekly review meeting so you can both reflect on this




issue/area/topic/theme before the next session”.

“But quite often, and I know I was the same, you don’t actually think about the mentoring session until two minutes before the person arrives because you’re just too busy. In those circumstances, what I find is that the documentation allows you to move into focus quickly”.

“Make time to allow your mentee to talk about what’s front of mind with them at that moment and together you can discuss and targets fall out of this naturally”.

“I learned quickly that if the relationship was to work between us I needed to enjoy getting to the bottom of what my mentees ever changing needs were”.

“There has to be the ability to empathise and connect with people who are different from me, as a mentor I can demonstrate I am able to remember what it was like when I was a learner... remembering a time when I was younger, less successful and less clear about choosing the right methods and the right resources, this ensures that the mentee feels that I identify with their challenges and can support them as they progress”

“I’ve never had a problem being enthused about other people’s challenges and I get a big kick out of actually getting under the skin of things and relating them to my own past experiences in order to support my mentee.”

“There isn’t a one-size-fits-all approach to mentoring and it’s easy to overcomplicate it, sometimes I use coaching techniques, sometimes I use mentoring...”

“Senior staff in my setting have recognised that being a mentor is a vital part of the toolkit for leadership development. I was asked to be a part of the whole setting departmental monitoring procedure because my observation skills were recognised as high order. Staff evaluations showed that the dialogue I fostered after the observations rather than old fashioned feedback was valued and seen as developmental. I have been asked to prepare a report for the governing body on how we might develop this process further this year”. “Every AT that you will work with will be in a different place which is very much dependent on their previous experience and training. Every AT will need guidance, support and advice on how best to make progress within the Teachers’ Standards. Even those who come to you on a final placement are not yet ‘the finished article,’ they will still need support around planning, teaching and assessment in order to achieve a good or outstanding outcome. Each AT is expected to be proactive in setting, to drive their own learning and training. It is your role as mentor/coach to support this process”.


Roles, Responsibilities and Relationships:

The University Link Tutor (ULT) and the Setting Based Mentors (Professional/Subject/Class/Setting/ Workplace) are jointly responsible for assuring the quality of the learning opportunities and the assessment of Associate Teachers and Trainees placed in the setting/setting/workplace. Associate Teacher/Trainee entitlements are listed in the appropriate Programme documents.

All Setting-based Learning handbooks and documentation, relevant to each placement, are located on the Professional Journey Website 2016-2017, and are clearly marked for each Programme and year group where necessary.

Please consult the Policies and Procedures document for further advice.

Any issues or queries which arise during a placement should be shared and discussed with the appropriate contacts listed on the previous page.

Mentee Entitlements

Each student/associate teacher/trainee placed in a setting/setting/work placement is entitled to the following:

A Formal Weekly Observation and resulting dialogue where together you agree the level at which the AT/trainee has achieved the Standards and any targets and ways of achieving these which again you agree together (a copy of the observation should be signed and given to the mentee, either electronically or as a hard copy and lodged in the mentee files).

For the process involved in the weekly observation please access the Professional Journey file (PJF 2016-2017, Page 11.

For a copy of the Formal Weekly Observation proforma please see Page 13 (PJF) and Appendix 1 in this guide.

For examples of completed observations please see Appendix 2.

For an example of how to promote dialogue following the observation please see Appendix 3 in this guide.

AND

A Weekly Review Meeting to capture and review AT/trainee Progress. During the meeting Standards are verified, SMART targets are set, dialogue occurs concerning the Formal Weekly Observation, the weekly activity plan is reviewed, impact on pupil learning and progress is


discussed and further profession development activities are identified and added to the activity plan.

For the process involved in the Weekly Review please consult the PJF Section 2, Page 11 and 17 for further guidance.

For an example of a completed Weekly Review please see Appendix 4, Page 39.

A Professional Programme of activities written to Standards (please ensure mentees have a copy of the Programme for their files.) Please see Appendix 6, Page 49.

Please note: Primary and Early Years ATs will have a Professional Development Activities booklet for each placement.

AND

Formal Review Point Reports These documents evidence the formal assessment review points. The ULT will collect these reviews. Please save a signed and dated copy for your records, ensure mentees also have a copy for their evidence files, and that the professional mentor/QA Lead/workplace supervisor is sent a copy for their records.

For further information please see the Professional Journey File (PJF) Page 20.

ITE Mentors please note that:

Each student/associate teacher placed in a setting/setting/work placement should have shared with his/her mentor a copy of his/her profile, the personal philosophy of teaching (where appropriate), initial audits against the Standards and Subject Audits. In order to show progression mentees should be encouraged to refine/revisit/update these documents regularly throughout their training. Mentors are asked to monitor this process, as are ULTs. Subject audits should be housed in Section 3 of the PJF.

All mentees have an attendance sheet which should be signed off by the mentor on a weekly basis. This simple exercise will save tensions concerning actual registered days on which the mentee has been present in the setting/setting/work placement. Please note interview days count as setting days, but travelling days do not. The agreement is that 5 days are allowed and others above these will need to be completed as extra setting based learning days.

It is most important that all mentees are given the opportunity to achieve the best possible outcomes, and additional days, in the event of illness/family issues/bereavement will be added at the end of the Programme.

It is the responsibility of each mentee to complete paperwork. ATs/trainees may keep electronic copies of paperwork but these must also be printed off and kept as a hard copy in A4 files.


Mentor annotation with initials and date seen, is essential in order to show the mentoring process in action. These documents are:

Weekly ReviewTarget Setting and Weekly Activity PlanPlanning (Lesson/Session and Medium Term) and all related documents.Lesson/Session EvaluationsEvidence against the StandardsProgress along the Standards Continuum

It should also be noted that all of the above should be available in hard copy at all times.

During each placement you and your AT will be visited by the University Link Tutor (ULT). These visits are largely one of quality assurance, but is also an opportunity for you to receive further support and training regarding your role. The visit normally involves a joint lesson observation, and dialogue, but as circumstances vary, this may not always be the case. The ULT will also be involved in the triangulation discussion at a Review Point which involves you as the mentor, the AT and the ULT. If you require further training around any aspect of your role these visits are an opportunity to facilitate this. Part of the role of the ULT is to provide a first point of contact for Setting/Setting/Workplace-based Mentors (except in the case of Setting Direct where the QA Lead is the first point of contact) to offer advice and support on specific educational issues or general issues, as appropriate. Visit Procedures and Expectations

Each AT/Trainee will be assigned a ULT, for the placement who will visit the setting /setting/ workplace during the placement. This will be determined by the AT’s /Trainee’s Programme. On the next page is guidance regarding procedures and expectations for the visit (s).

Before a ULT visits the setting/setting/workplace he/she will:

Email the Class/Subject Mentor/Placement Supervisor and Associate Teacher to arrange the visit;Ensure a mutually agreeable date is arrived at, and that all parties are clear on the purpose of the visit (to take part in a paired observation, and/or participate in post observation reflective dialogue, and/or witness the Weekly Review meeting, check AT files, or observe a Professional Session, or complete a Review/ Triangulation);Copy the QA lead and the Professional mentor into the final confirmation of the visit.


When a ULT visits the setting/setting/workplace he/she will:

Ensure Associate Teacher/Trainee assessment procedures are rigorous and robust, supporting consistent and accurate judgements;Observe where appropriate, jointly with the Mentor, the Associate Teacher/Trainee teaching, support or monitor the resulting dialogue and target setting process and offer support and guidance as required;Moderate judgements with Professional/Subject Mentors/class teachers/workplace supervisors against the appropriate Standards;Monitor that the Associate Teacher/Trainee is receiving specific education on specific areas such as Safeguarding/Child Protection, PREVENT, e-Safety, Health and Safety, as appropriate to the setting/setting/workplace;Monitor that the Associate Teacher/Trainee is receiving appropriate feedback and guidance on planning, teaching and assessment which allows for significant documentary evidence to be gathered and stored within the Setting-based/Setting/Workplace learning Files; Model good practice, particularly during a weekly meeting, or following a lesson observation. (Please see coaching script: Appendix 3);Monitor that clear targets are being set and related actions supported to enable the Associate Teacher/Trainee to progress;Ensure that all requirements of placement are met by settings/settings/workplaces and Associate Teachers/Trainees; Meet with the Associate Teacher/Trainee and Mentor to moderate formative and summative reports and judgements;Discuss the next Review and check/engage in target setting with the Mentor and/or mentee;Monitor the quality of Setting/Setting/Workplace-based Training and complete relevant QA forms;Foster Mentor recognition and accreditation;Support, advise and work with Mentors in settings/settings/workplaces specifically on subject OR phase issues OR on general issues as appropriate; Involve teachers and other professionals in developing the subject/phase University and setting-based training elements of the Programme;Work with colleagues to encourage settings/setting and workplaces to involve themselves fully in the Setting/Setting/Workplace Learning provision;Work with settings/settings/workplaces to identify their educational needs and possible CPD opportunities with the University (notify the Director of Partnerships for the Professional Programmes in regard to CPD requests).


Teacher’s Standards (Early Years)

PREAMBLE

Early Years Teachers make the education and care of babies and children their first concern. They are accountable for achieving the highest possible standards in their professional practice and conduct. Early Years Teachers act with integrity and honesty. They forge positive professional relationships and work with parents and/or carers in the best interest of babies and children.

A teacher must:

1. Set high expectations which inspire, motivate and challenge all children

1.1 Establish and sustain a safe and stimulating environment where children feel confident and are able to learn and develop.

1.2 Set goals that stretch and challenge children of all backgrounds, abilities and dispositions.1.3 Demonstrate and model the positive values, attitudes and behaviours expected of children.

2. Promote good progress and outcomes by children

2.1 Be accountable for children’s progress, attainment and outcomes.2.2 Demonstrate knowledge and understanding of how babies and children learn and develop.2.3 Know and understand attachment theories, their significance and how effectively to promote secure

attachments.2.4 Lead and model effective strategies to develop and extend children’s learning and thinking, including

sustained shared thinking.2.5 Communicate effectively with children from birth to five, listening and responding sensitively.2.6 Develop children’s confidence, social and communication skills through group learning.2.7 Understand the important influence of parents and/or carers, working in partnership with them to support

the child’s wellbeing, learning and development.

3. Demonstrate good knowledge of early learning and EYFS

3.1 Have a secure knowledge of early childhood development and how that leads to successful learning and development at school.

3.2 Demonstrate a clear understanding of how to widen children’s experience and raise their expectations.3.3 Demonstrate a critical understanding of the EYFS areas of learning and development and engage with

the educational continuum of expectations, curricula and teaching of Key Stage 1 and 2.3.4 Demonstrate a clear understanding of systematic synthetic phonics in the teaching of early reading.3.5 Demonstrate a clear understanding of appropriate strategies in the teaching of early mathematics.



4. Plan education and care taking account of the needs of all children.

4.1 Observe and assess children’s development and learning, using this to plan next steps.4.2 Plan balanced and flexible activities and educational programmes that take into account the stage of

development, circumstances and interests of children.4.3 Promote a love of learning and stimulate children’s intellectual curiosity in partnership with parents

and /or carers.4.4 Use a variety of teaching approaches to lead group activities appropriate to the age range and ability of

children.4.5 Reflect on the effectiveness of teaching activities and educational programmes to support the

continuous improvement of provision.

5. Adapt education and care to respond to the strengths and needs of all children.

5.1 Have a secure understanding of how a range of factors can inhibit children’s learning and development and how best to address these.

5.2 Demonstrate an awareness of the physical, emotional, social, intellectual development and communication needs of babies and children, and how to adapt education and care to support children at different stages of development.

5.3 Demonstrate a clear understanding of the needs of all children, including those with special educational needs and disabilities, and be able to use and evaluate distinctive approaches to engage and support them.

5.4 Support children through a range of transitions.5.5 Know when a child is in need of additional support and how this can be accessed, working in

partnership with parents and/or carers and other professionals.

6. Make accurate and productive use of assessment.

6.1 Understand and lead assessment within the framework of the EYFS framework, including statutory assessment requirements (see annex 1).

6.2 Engage effectively with parents and/or carers and other professionals in the on-going assessment and provision for each child.

6.3 Give regular feedback to children and parents and/or carers to help children progress towards their goals.

7. Safeguard and promote the welfare of children, and provide a safe learning environment.

7.1 Know and act upon the legal requirements and guidance on health and safety, safeguarding and promoting the welfare of the child.

7.2 Establish and sustain a safe environment and employ practices that promote children’s health and safety.

7.3 Know and understand child protection policies and procedures, recognise when a child is in danger or risk of abuse, and know how to act to protect them.



8. Fulfil wider professional responsibilities

8.1 Promote equality of opportunity and anti-discriminatory practice.8.2 Make a positive contribution to the wider life and ethos of the setting.8.3 Take a lead in establishing a culture of cooperative working between colleagues, parents and or/carers.8.4 Model and implement effective education and care, and support and lead other practitioners including

Early Years Educators.8.5 Reflect on and evaluate the effectiveness of provision, and shape and support good practice.8.6 Understand the importance of and contribute to multi-agency team working.


Mentoring Support and Development at Chester.

At Chester we see a direct correlation between outstanding mentors and outstanding ATs. We see the partnership as a team involved in ensuring the highest quality ATs are entering the profession, and see this as a joint and shared responsibility. We recognise the wide variety of skills and expertise mentors have prior to engaging with training ATs from Chester.

The mentor recognition and certification routes initially enabled mentors to be formally recognised by Chester at ‘Developing’, ‘Advanced’ or ‘Leading’ Mentoring level. This route suggests possible CPD plans for each individual with ongoing recognition awarded as mentors continue to develop in their roles. Sessions were timetabled to coincide with placement preparation and transitions (for all years and programmes) and interim and final review points. This validated the principle that we aim to cater for and to the needs of all ATs and mentors.

A vital element of mentor development and training focuses on key skills, in mentoring and coaching, and these take place throughout the year. Bespoke support (delivered in setting) is also available from our mentor development team, and can be arranged on request. Truly ‘in partnership’ we actively seek mentors and specialists in settings to become part of the development schedule for colleagues in settings. We rely on mentors working together and learning from each other to ensure the highest quality of mentoring and support for all partnership colleagues.

Partnership is at the heart of the team’s vision. We are a dedicated team of practitioners operating across all ITT and PCET programmes, delivering both generic and bespoke mentor development sessions which aim to improve and refine mentor support for trainees, whilst dovetailing CPD for experienced and new mentors within the Chester Partnership. We offer a progression and certification route to support the CPD of teachers and tutors which links to accredited Masters in Mentoring and Coaching for all mentors linked to the Chester Partnership. The support for mentors also extends to support of NEYTS Standards and REYTS Standards from Chester within our Partnership settings.

The Mentor development team is comprised of Primary and Secondary Mentoring and Coaching specialists from university and from partnership settings. The wider team involves all tutors from the University who are trained to deliver bespoke support of associate teachers, trainees and mentors ‘in situ’.

The Pathways for Progression, Recognition, Certification and Accreditation of Mentoring are an inclusive way of working, intended to guide all teachers, from the early stages of their career through to the expert teacher as they develop mentoring skills in the context of ITE and partnership. The principles underpinning the pathways are the continuous, natural gathering of evidence, acquired as the mentor supports and guides a Student/Associate Teacher/Trainee within their setting.

Certification/Level 7 Accreditation Pathways:

The Faculty of Education & Children’s Services see good quality mentoring through effective coaching and mentoring as an essential to ensuring our Associate Teachers are involved in effective setting partnerships. These partnerships are developmental, where mentors understand the processes and procedures involved in Initial Teacher Education, where they also understand that in


order to facilitate this learning experience and work with our tutors and ATs they need to be constantly updating and redefining their own training expertise. Experience has therefore led us to the conclusion that the good intentions behind these initiatives are often undermined by the lack of training or a proper framework for the provision of effective Setting Based Learning. As a consequence the following packages have been tested and refined over the last two years.

PATHWAY 1 Mentor Certification: There are now two stages to Mentor Certification: Stage 1 Mentor Training (on-line) BEGINNING which leads after a successful AT placement and tutor and/or professional mentor endorsement to a Stage 2 DEVELOPING Mentor Certificate.

For those mentors who wish to show an even greater understanding of mentoring and are willing/able to put together a portfolio with examples of their working processes during the support of several ATs, then Stage 3 Mentor GOOD certification is available.

Mentor CertificationBeginning: Stage 1 Developing: Stage 2 Good: Stage 3Complete on line/in situ training:

Understand and use the Professional Journey File effectively in order to ensure all students/ATs/trainees achieve the best possible progress.

Demonstrate a working knowledge of the Teachers’ Standards;

Understand and make effective use of Programme specifications and procedures, and confirm the principles of partnership through effective liaison with the University of Chester (UoC);

Engage with documentation effectively;

Enter into effective dialogue with ATs;

Assess and set targets with ATs;

Facilitate each AT’s developing practice according to their needs;

Be able to reflect critically on their own and other’s practice for professional development.

Mentors to demonstrate, through their own portfolio evidence, aspects of effective training from several successful AT placements.

This evidence should also demonstrate all of the previous Stages at a heightened level and in addition show evidence of the mentor:

working with other mentors (buddy systems etc);

developing/delivering in house professional programmes for groups of ATs/trainees;

membership of partnership team – mentor development, behaviour management, SEND, EAL etc;

other additional aspects linked to ITE.

PATHWAY 2 (Level 7: 3 Modules) Post Graduate Certificate in Coach and Mentoring: As we have looked for ways of developing these processes further, we have worked with professional mentors who began and subsequently completed their Masters with a Post Graduate Certificate in Mentoring and Coaching several years ago. *It is important to note that the Certificate was initially funded by monies from outside agencies and was therefore somewhat attractive to


setting based mentors wishing to use ITT as a career pathway. The quality of this work detailing evidence of well set ITT processes was subsequently praised by Ofsted as contributing to our OUTSTANDING category. Unfortunately outside funding was withdrawn after three years and the Certificate was shelved owing to lack of uptake.

All of this understanding has led us to work closely with our partnership settings to refine this qualification. From January 2017 The Post Graduate Certificate in Coach and Mentoring is being re-launched. This will allow setting/setting based mentors to use their own practice with ATs/trainees and other setting based mentors: Stage 3 Mentor Certification (see above) as evidence towards this qualification. This is combined with seminars (two Saturdays each module) to enable all participants to reflect on their own practice and skills, and entering into dialogue with other learners analyse and refine mentoring and coaching techniques/processes. At the same time participants will develop a thorough understanding of coaching and mentoring theories and theorists, and how to link this to their own practice. This will be used to support the portfolio, demonstrating critical analysis of processes and practice validated by theory, allowing each participant to develop new insights through professional/ personal development and application.

The Postgraduate Certificate in Coaching and Mentoring has been accredited by the Chartered Management Institute. Students successfully completing the PG Certificate will also receive a CMI award in Coaching and Mentoring at Level 7.

Mentor Accreditation: 60 credits at Level 7 PGCertificate in Coaching & MentoringCD7611: An introduction to the skills, principles and practice of effective mentoring/coaching ONE

CD7612: Developing client, knowledge, skills and expertise through effective dialogue TWO

CD7613:Co-ordinating Mentoring and Coaching ProgrammesEITHER

ED7109: Negotiated Study (Area of own practice with mentoring and/or coaching perspective)OR

Professional Body Accreditation: Chartered Management Institute

The Postgraduate Certificate in Coaching and Mentoring has been accredited by the Chartered Management Institute. Students successfully completing the PG Cert programme will also receive a CMI award in Coaching and Mentoring at Level 7. This award is fully embedded within the programme, so students will not have to undertake any additional work. Registration with the CMI will be done at the time of module registrations. In order to achieve the CMI award students must successfully complete modules CD7611, CD7612 and CD7613. Students undertaking ED7109 will need to, in discussion with the programme leader, ensure that the negotiated element of the module meet the learning outcomes of the CMI award to be eligible for the additional qualification.

AssessmentEach module is assessed by coursework submission:Essay - 3000 wordsA coaching/mentoring reflective portfolio - 2000 words


AttendanceWeekend setting Chester (Riverside campus and/or Parkgate Road campus) or in Client Setting where group is a viable size. Delivery site to be negotiated according to client needs (20 hours)

For Costings and Further Detail please access the following link:

https://www1.chester.ac.uk/postgraduate/coaching-and-mentoring


https://www1.chester.ac.uk/postgraduate/coaching-and-mentoring

QA Form A: Setting/ Setting & Mentor Profile

SETTING/SETTING DETAILS

Name of Setting/Setting:Head Teacher/Manager name:Head teacher / Manager email:

Head teacher / Manager direct telephone number (including extension, if applicable)Setting/ Setting e-mail address:Setting/Setting phone number:

SETTING / SETTING CHARACTERISTICSKey Stages taught by the Setting (please circle):FS1 FS2 KS1 KS2 KS3 KS4 KS5What are the strengths of your setting relating to the National Priorities (English settings) or Welsh priorities

Behaviour AFL SENDLiteracy and Communication EALAnti-Bullying inc. LGBT, for e.g. Values and EthicsPhonics Maths (Primary only)Outdoor PlayQuality Marks?Area(s) -

Other strengths (please state):

Date: Signature:


Setting/Setting name and location: Mentor’s Name:

Mentor’s email: Mentor’s phone number:

ITE role in settinge.g. Professional Mentor,Class-Teacher Mentor, Subject Mentor,Coach etc.

Academic/Professional Qualifications

Current areas and position(s) of responsibility / TLR (if applicable) including age-phase(s) currently teaching:

Summary of CPD attended (last 2 years)

Years teaching experience (and age-groups)e.g. room leader (0-3 year) (3-5) , 7 years KS3 & 4 or 3 yearsKS1 & 2 years EYFS etc.

Mentoring Experience New as mentor for 2016/17 period(Please tick)

Previously Mentor for:(Please tick)The University of Chester ITE Partnership

Previously Mentor for:(Please tick)Other ITE providers (please name)

1.

2.Are you a certified mentor under the UoC Mentor Certification Route? Yes/ NoIf yes, at which level? (Please tick) 2016-2017 Stage 1

2014-2016 DevelopingAdvanced

LeadingLeading from the Middle/ NPQMLDate:

Leadership pathways/NPQSLDate:

Other:Date:

Other Coaching/Mentor trainingPlease list and date:


Appendix 1

OBSERVATION OF EARLY YEARS PRACTICEAssociate Teachers should be observed formally and given written feedback on a weekly basis, though it is recognised that informal observation may be undertaken at any time. Please note NOT all Standards will be or indeed need to be assessed during each observation. The AT should identify prior to the observation and circle below the focused standards. Please report on and grade EYTS Focus initially, then comment on other standards as appropriate.

Associate Teacher:

EYTS FOCUS OF LESSON : 1 2 3

Setting: N / F1 / F2 Group (size):

Professional Mentor/Room Leader/Teacher/Tutor: Date:

S1. Set high expectations which inspire, motivate and challenge all children:

(S1.1) (S1.2) (S1.3)

B D G O

S2. Promote good progress and outcomes by children

(S2.1) (S2.2) (S2.3) (S2.4) (S2.5) (S2.6) (S2.7)

B D G O


S3. Demonstrate good subject knowledge of early learning and EYFS

(S3.1) (S3.2) (S3.3) (S3.4) (S3.5)

B D G O

S4. Plan education and care taking account of the needs of all children

(S4.1) (S4.2) (S4.3) (S4.4) (S4.5)

B D G O

S5. Adapt education and care to respond to the strengths and needs of all children

(S5.1) (S5.2) (S5.3) (S5.4) (S5.5)

B D G O


S6. Make accurate and productive use of assessment

(S6.1) (S6.2) (S6.3)

B D G O

S7. Safeguard and promote the welfare of children, and provide a safe learning environment

(S7.1) (S7.2) (S7.3)

B D G O

S8. Fulfil wider professional responsibilities

(S8.1) (S8.2) (S8.3) (S8.4) (S8.5) (S8.6) S8.7)

B D G O


Key Strengths of Practice (At least three)

To be added as evidence by Associate Teacher to Professional Development File. (also addressing Characteristics of Learning)

Dialogue arising out of this observation:

To be focused upon in weekly review meeting

(also addressing Characteristics of Learning)

Observer:

Role of observer: ________________________________________________________________________________

Associate Teacher:

Refer to Early Years Teachers’ Standards Log for guidance

B –Beginning, D – Developing, G – Good, O – Outstanding


OBSERVATION OF PRACTICE: additional notesThis form is to supplement the observer’s notes of the observation, where additional space is required. Please note: the observation analysis form should be completed as the formal record of the observation.

Associate Teacher:

Setting: Programme:

Mentor/Room Leader/Teacher/Tutor: Date:


Appendix 2: Example

OBSERVATION OF EARLY YEARS PRACTICEAssociate Teachers should be observed formally and given written feedback on a weekly basis, though it is recognised that informal observation may be undertaken at any time. Please note NOT all Standards will be or indeed need to be assessed during each observation. The AT should identify prior to the observation and circle below the focused standards. Please report on and grade EYTS Focus initially, then comment on other standards as appropriate.

Associate Teacher:

EYTS FOCUS OF LESSON : 1 2 3

Setting: N / F1 / F2 Group (size):

Professional Mentor/Room Leader/Teacher/Tutor: Date:

S1. Set high expectations which inspire, motivate and challenge all children:

Your enthusiasm and choice of resources in the session, engaged the whole group.

(S1.1) (S1.2) (S1.3)

B D G O

S2. Promote good progress and outcomes by children

You had clearly taken into account the assessments you had made previously. Your planning builds on this and what the children had achieved yesterday. You have carefully thought about what was achieved in the previous session and have provided opportunities for the children to revisit this today. Your use of modelling at the beginning enabled the children to see how they might sort the resources. You effectively extended the more able group by using numbers to 10 and by encouraging them to offer other criteria for sorting. During the session you effectively stopped the children and refocussed them with additional reminders when needed. The game that you used enabled children to use their skills in a ‘fun’ situation.

(S2.1) (S2.2) (S2.3) (S2.4) (S2.5) (S2.6) (S2.7)

B D G O

S3. Demonstrate good subject knowledge of early learning and EYFS

Your understanding of early number use was good. You explained terms clearly and when necessary could reiterate in a way some children found easier to understand. You made good use of modelling and your introduction gave them a familiar context within which to work. It was good to see that you were listening and observing the children, and then adapting what you were doing to meet their needs.

(S3.1) (S3.2) (S3.3) (S3.4) (S3.5)

B D G O


S4. Plan education and care taking account of the needs of all children

(S4.1) (S4.2) (S4.3) (S4.4) (S4.5)

B D G O

S5. Adapt education and care to respond to the strengths and needs of all children

(S5.1) (S5.2) (S5.3) (S5.4) (S5.5)

B D G O

S6. Make accurate and productive use of assessment

(S6.1) (S6.2) (S6.3)

B D G O

S7. Safeguard and promote the welfare of children, and provide a safe learning environment

Your expectations of the children, at the beginning of the session, were high; you gave clear instructions and the children responded well to your calm firm manner. Aim to maintain this throughout in future as there were instances in the latter half of the session where some children were not considerate to others, e.g. tipping the resources over the floor and walking away. You have gained confidence in supporting positive behaviour choices in line with our policy and used this to offer a chance to make amends by tidying up, when you needed to. You have been working hard on your use of praise and this was very effective at times today – well done. In future sessions think carefully about where you position yourself when interacting with the children so that you can see the class but also see the clock – this will help you in two ways – to scan the room and ensure that all are engaged and if you can see the clock you are aware of how long you have left to ensure that sessions do not run over time.

(S7.1) (S7.2) (S7.3)

B D G O

S8. Fulfil wider professional responsibilities

(S8.1) (S8.2) (S8.3) (S8.4) (S8.5) (S8.6) S8.7)

B D G O


Key Strengths of Practice (At least three)

To be added as evidence by Associate Teacher to Professional Development File. (also addressing Characteristics of Learning)

High expectations and good use of the behaviour policy.

Good use of praise at times - keep building on this so that you are consistent.

Effective use of interactive material to support learning.

Dialogue arising out of this observation:

To be focused upon in weekly review meeting

(also addressing Characteristics of Learning)

Investigate the next steps in progression for those more able children.

Challenge children to make predictions and to test their ideas to develop their critical thinking skills.

Observer:

Role of observer: ________________________________________________________________________________

Associate Teacher:

Refer to Early Years Teachers’ Standards Log for guidance

B –Beginning, D – Developing, G – Good, O – Outstanding


OBSERVATION OF PRACTICE: additional notesThis form is to supplement the observer’s notes of the observation, where additional space is required. Please note: the observation analysis form should be completed as the formal record of the observation.

Associate Teacher:

Setting: Programme:

Mentor/Room Leader/Teacher/Tutor: Date:


Appendix 3

Coaching Script: To promote effective dialogue and interaction

Use the standards profile log to focus the dialogue and ask AT/Student/NQT/Trainee to use this as well.

• So we agreed that we would be looking at….S3a and S3b today, let’s look at the criteria and remembering how the lesson WENT, can you tell me where you think you might on the CONTINUUM and why?

• So are you saying that the lesson has aspects of….

• Interesting that you think that, because of the section of the lesson where you… allowed that part of the lesson to flow well. You were clearly working very hard to almost pull the learning out of the pupils. What could you do next time to ensure this is easier?

• Would it have been easier if you had…?

• Can you give me an example of where you have seen this in your observations of other teachers?

• How could you have modified this to fit the teaching episode which we have just discussed?

• So we can phrase this into a target for the next time you teach this class…

• Let’s look at the lesson overall, can you see how this could have moved your teaching up to the next level?

• So in effect you are saying that your planning and your teaching would have been more effective if you had….

• Okay so now we have a target/s let’s talk about the impact your teaching had today on the pupils, can you articulate the progress they made and give me examples of this…..

• Let’s look at the criteria for S. Your learning outcomes state that you wanted to …….. Was this achieved?

• So again we can formulate a SMART target for this area. What might this be?


Appendix 4

Weekly SBL checklist - to be read in conjunction with SBL Guidance

Associate Teacher: Mentor: Draft Parts 1-3 of the weekly review and share with

your mentor prior to the scheduled weekly review meeting.

In the meeting discuss your progress against targets (previously identified/set).

Discuss your impact on children’s progress, highlighting examples, utilising the results of formative and summative assessments (S6) of individuals and groups (recorded on LP3a).

Discuss how the assessments and evaluation of the session (LP3b) impact on your planning (S4) of subsequent sessions. This may also include detailed discussions in relation to identified learners and their progress (S2) (LP3 & child profiles).

Arrange to meet with your Associate Teacher, for approximately an hour for their weekly review meeting.

The AT should share parts 1-3 of this meeting with you prior to this time (this should ‘set the agenda). Although the formal session observation will inevitably feed into this meeting, it should focus more widely on developments the AT has made over the entire week, how the AT has impacted on children’s progress.

A key focus should be the AT’s progress on targets identified in the previous weekly meeting and against the Standards continuum.

Identify new targets to address in the forthcoming week. This should spring naturally out of progress made thus far and dialogue with your mentor on your evolving practice.

With your mentor, identify when, where and how you will meet new targets- create a new weekly activity plan for the forthcoming week (weekly meeting- part 5). This should include work for your experience log, observations of other colleagues, engagement in wider setting activities e.g. extracurricular activities.

Discuss ATs progress over the previous week, and set new targets with the AT for the forthcoming week in light of discussions.

Identify on weekly activity sheet- where, when and how the AT can work towards new targets set (you may need to assist in arranging additional opportunities for the AT- e.g. observations of colleagues, extracurricular opportunities, work in other classes/key stages)

Reflect (highlight) recent progress on Standards Log- add justification statements with descriptions of suitable supporting evidence and ‘signpost’ clearly where this can be found (highlight/post it notes).

Ensure your mentor signs off (agreeing evidence is suitable and you have made progress).

Verify all progress made:- Targets met, in weekly review. Progress in subject knowledge- audits/ progress

against S3. Progress along the Standards continuum-

justifications of AT progress with descriptions and scrutiny of effective supporting evidence.

Update your subject knowledge audits (in S3) to take account of new learning/ demonstration of secure subject knowledge/ teaching experiences

Update your Experience Log to reflect new experiences over the week. Identify new opportunities with your mentor to gain a range of experiences- e.g. observation of colleagues, extracurricular (add to weekly activity sheet)

Check AT files: Are all documents up to date? Are all session plans and evaluations completed? Does the experience log reflect SBL? Do subject knowledge audits reflect evolving practice

and progress to date? Check Child profiles are being completed/updated

with relevant additional information to support. Sign off AT’s record of attendance.

Update the Child profiles- you may wish to include evaluations (of the pupils’ progress/LP3), weekly review discussions and examples of children’s work (if applicable)

Update compliance check- to reflect any additional time spent in other key stages/age phases.


Appendix 5

WEEKLY REVIEW OF PROGRESS

Weekly Review

Associate Teacher: Date:

Setting Manager/Class Teacher/Room leader/Professional Mentor:

Part 1 - Review of targets from last meeting

To include:How I addressed all my targets from the last Weekly Review, including Early Years Standards, training undertaken, and other matters:

Standard Target to be reviewed

Progress/ Evidence (Has the target been met) and location of

evidenceVerified

S2

S3

Part 2 – Review of Setting/School-based learning

Review of Setting/School based-learning undertaken this week? 1. Observation of good practice e.g. AfL2. Personal reflection3. Characteristics of Effective Learning4. Professional Development Action5. SBL task6. Other

Issues to be discussed:Points from formal observations of the AT:

Other areas of discussion (including Professional Development activities; observation of practice; and other activities)


Part 3 – Professional Mentor and Associate Teacher discussion: how Associate Teacher impacted on children’s education and care

Part 4 – Weekly TARGET SETTINGTo include 3-4 targets each week. Some may be carried over from the previous week dependent on progress. The weekly target setting should inform and respond to the

forthcoming Weekly Activity Plan (Part 5)

Standard

Target (Objective) Reference to EYTS

Standards wherever applicable

Action to be taken (realistic)

Success Criteria/Outcome(specific, achievable)

Date to be reviewed

(time related)

S2

S3

Signed

Professional Mentor: Date:


WEEKLY REVIEW OF PROGRESS - EXAMPLE

Weekly Review



Setting Manager/Class Teacher/Room leader/Professional Mentor:

Part 1 - Review of targets from last meeting

To include:How I addressed all my targets from the last Weekly Review, including Early Years Standards, training undertaken, and other matters:

Standard Target to be reviewed

Progress/ Evidence (Has the target been met) and location of

evidenceVerified

S2.4Lead and model effective strategies to develop and extend children’s learning and thinking, including sustained shared thinking

I have researched through reading books and I have worked with the Pre-School Co-ordinator and talked about some strategies I could employ in my teaching concerning making links and noticing patterns in their experience to encourage children to make and test predictions (see session plan 01/10/16 ).

S3.4 Demonstrate understanding of systematic synthetic phonics in focused sessions

I have observed a range of EYFS staff teaching phonics (see observations in Teaching File).I have planned and taught 2 phonics sessions (see plans 20.10.16/ 21.10.16).

S6.1Understand and lead assessment within the framework of the EYFS framework, including statutory assessment requirements

I have worked with the Pre-School Co-ordinator and evaluated samples of profiling and the nature of evidence collected and how this relates to the characteristics of effective learning and children making progress.

Part 2 – Review of Setting/School-based learning

Review of Setting/School based-learning undertaken this week?I have observed teaching of phonics in EYFS where I really gained a good understanding of how the sessions and follow up continuous provision are structured. The visits to Mrs Anderson’s class have really helped with my understanding of strategies I could employ in my teaching to encourage children to make and test predictions. I have completed a professional development activities on assessment.

1. Observation of good practice e.g. AfL2. Personal reflection3. Characteristics of Effective Learning4. Professional Development Action5. SBL task6. Other

Issues to be discussed:Points from formal observations of the AT:

Think carefully about the resources that you have freely available for every maths session – number lines, cubes, etc to help children test their ideas and make predictions - I intend to place number lines, counting apparatus, whiteboards on tables for children to access each lesson

Investigate the next steps in progression for those more able children- spend some time talking with the pre-school co-ordinator looking at how the more able can be challenged

Make more use of the interactive whiteboard – ensure that I include the interactive whiteboard as a teaching and learning resource

Think through strategies of maximising session time without running over and ensuring you leave enough time for the children to explore the concepts you have asked them to –I will ensure that sessions are well paced and finish on time.


Other areas of discussion (including Professional Development activities; observation of practice; and other activities)

Part 3 – Professional Mentor and Associate Teacher discussion: how Associate Teacher impacted on children’s education and careDuring my phonics session I was able to plan for small groups and from my assessments I can see that each child made progress as they achieved the learning objectives for the session.I made good use of the assessment from previous sessions which informed my next session and I was able to plan effectively for each child. I think the fact I used interactive resources, games and practical equipment really enabled the children to make progress. I was particularly pleased with the work of JD who had found sorting tasks difficult earlier in the week.

Part 4 – Weekly TARGET SETTINGTo include 3-4 targets each week. Some may be carried over from the previous week dependent on progress. The weekly target setting should inform and respond to the

forthcoming Weekly Activity Plan (Part 5)

Standard

Target (Objective) Reference to EYTS

Standards wherever applicable

Action to be taken (realistic)

Success Criteria/Outcome(specific, achievable)

Date to be reviewed

(time related)

S2.1

Articulate accurately the progress made by the children I have worked with in number activities (counting to 5).

Following activity sessions with groups and individuals discuss how the children responded to the activity. Complete reflection log, identifying those children who have made progress and those where additional support is required in counting / one to one correspondence

My assessment of the children’s learning will be accurate.I can discuss learning gains that children have made and identified where additional experience and directed input is required.I will be able to plan accurately for the next stage of developmentChildren will be making progress

S3.4 Demonstrate accurate articulation of phonemes in teaching of Phase 2

Observe the teaching of phonics within the setting.Use setting and internet resources regarding Phase 2 to develop my understandingEnunciate phonemes with my mentor correctly before teaching

I will have a deeper understanding of correct articulation of phonemes.Children will be able to articulate phonemes correctly.Observation of phonics teaching will identify the accuracy of my articulation


S6.1 Develop effective planning that supports the more able children in expressive arts

Discuss with the setting manager how observation is used to identify children’s achievements and progress.Undertake participant observation when working with groups when children are working with art materials and musical instruments.Use the observations to develop planning that extends those who are more able in these areas

My observation skills will be enhanced.Accurate assessment of children’s ability is enabledThe children who are exhibiting ability with art and musical instruments are able to make further progressPlanning will show haw sessions and enhanced provision support these children.

Signed

Professional Mentor: Date:



Part 5- Associate Teacher Weekly Activity Plan Example Week beginning

(This document should record all activities to be undertaken including teaching, observation, professional development activities, INSET, meetings, extra-curricular activities [e.g. after-school activities or club] etc.). The activities planned should be informed by, and inform, the weekly target setting (part 4)

Monday Role PlayEngage in sustained shared thinking in my interactions with children when engaged in free play S2.2

PhonicsSupport Mrs B S3.4

NumeracyObserve Mrs G leading outdoor practical activities to develop understanding of ordinal number S4.2

Topic(Complete Professional development Activity – Behaviour Support – setting policy)

MusicObserve Mrs B

Tuesday

Wednesday

Thursday

Friday

This Associate Teacher is making satisfactory progress: Yes/No

If no, this Associate Teacher requires an Early Alert Yes/No

If yes, Cause for Concern activated: Yes/No Date

Mentor: Date:



Appendix 6 Examples of Weekly Target Setting: EYTS

Part 4 – Weekly TARGET SETTINGTo include 3-4 targets each week. Some may be carried over from the previous week dependent on progress. The weekly target

setting should inform and respond to the forthcoming Weekly Activity Plan (Part 5)

StandardTarget (Objective) Reference to EYTS Standards wherever

applicableAction to be taken (realistic) Success Criteria/Outcome

(specific, attainable)

Date to be reviewed

(time )

S1

Establish a safe working environment that supports children’s learning in the out doors

Check equipment outside before use to ensure safe and fit to use.Complete outdoor safety checklist

The children engage safely in their activities.Any equipment not for use is withdrawn for repair or replacement.

S2.1

Articulate accurately the progress made by the children I have worked with in number activities (counting to 5)

Following activity sessions with groups and individuals discuss how the children responded to the activity. Complete reflection log, identifying those children who have made progress and those where additional support is required in counting / one to one correspondence

My assessment of the children’s learning will be accurate.I can discuss learning gains that children have made and identified where additional experience and directed input is required.I will be able to plan accurately for the next stage of developmentChildren will be making progress

S2.4

Engage in sustained shared thinking in my interactions with children when engaged in free play.

Read around sustained shared thinking (SST) (EPPE)Identify the main points that I need to be aware of and implement into my engagement with young children at play.

I will have a greater and deeper understanding of the child’s interest and understanding of their focus.I can use the information to plan appropriate enhancing activities to promote continued SST

S3.4 Demonstrate accurate articulation of phonemes in teaching of Phase 2

Observe the teaching of phonics within the setting.

Use setting and internet resources regarding Phase 2 to develop my understanding

Enunciate phonemes with my mentor correctly before teaching

I will have a deeper understanding of correct articulation of phonemes.Children will be able to articulate phonemes correctly.Observation of phonics teaching will identify the accuracy of my articulation

S3.5 Engage children in outdoor Discuss with the setting manager how I will have a greater understanding of the outdoor environment


practical activities to develop understanding of ordinal number.

activities are planned in the outdoors for mathematics.

Identify resources available for use in the outdoors

Plan two activities that develop the children’s understanding of ordinal number in the outdoors

and how this can be used to support mathematical development.Children will have developed their understanding of ordinal number.

S4.5

Ascertain the effectiveness of the enhanced provision in the water area through non participant observation

Discuss with the setting manager how continuous provision is evaluated and share documentation.

Revisit my understanding of non participant observation

Undertake 3 observations at different points in the day, individual, pair and group interaction

My skills in non-participant observation will be improvedMy knowledge of how observation is used to evaluate the effectiveness of enhanced provision will be developedKnowledge gained from the observation will be used to develop the enhanced provision so that it supports and extends children’s learning.

S5.4

Enable smooth transition from home to nursery entrants

Work with setting staff in the organisation of home visits.

Discuss how home visits are undertaken

Participate in 3 home visits and reflect on these with my mentor in weekly meeting identifying how what is done supports effective transition by participating in Home Visits for 3 new

I have a better understanding of the importance of transition.My relationship with my key child and their family/carers is enhanced.

5.3 Meet the needs of those children with an Autistic Spectrum Condition

Discuss with setting manager the needs of the specific child.

Use information from the National Autistic Society online to enhance my understanding.

My understanding of the Autistic Spectrum Condition will be enhanced.I will be able to use strategies to enable children to communicate more effectively using pictures/symbols and oral communicationChildren will be happier and less incidence of frustration


Plan with the setting manager to use appropriate language and make use of pictures and symbols to help reduce any frustration

6.1

Develop effective planning that supports the more able children in expressive arts

Discuss with the setting manager how observation is used to identify children’s achievements and progress.

Undertake participant observation when working with groups when children are working with art materials and musical instruments.

Use the observations to develop planning that extends those who are more able in these areas

My observation skills will be enhanced.Accurate assessment of children’s ability is enabledThe children who are exhibiting ability with art and musical instruments are able to make further progressPlanning will show haw sessions and enhanced provision support these children.

S7.2

Promote children’s health and safety through developing routines of toileting and hand washing

Discuss with setting manager how routines are developed and become familiar with the setting routine for toileting and handwashing.

Model with the children how to wash hands correctly

Ensure that when I am teaching I follow the setting guidelines

Children will have an understanding of how to effectively wash their hands and why this is important.

I will be familiar with the routines of the setting and effectively allow time for this in my organisation of the sessions.


S7.1

Articulate and evidence understanding of child protection policies and procedures and their role in safeguarding

Read the school’s policies on safeguarding. Discuss safeguarding procedures regarding disclosure

Access the Local Safeguarding Children Board website and highlight specific guidance for professionals in educational settings

School policy will be annotated with implications for my practice.I will have discussed procedures in my weekly meeting and the discussion documented.I will be aware of what support and guidance is available in the local area to support my role.I will be aware of the procedures I need to undertake should a child make a disclosure.

S8.3

Develop the Involve setting adults in planning enhanced provision by involving the TA in planning.

Meet with TA and discuss involvement in planning.

Work with the TA to plan the enhanced provision in relation to the theme .

Work with TA to identify how she will support provision during the next week

I will have planned with and for the TA.I will have drawn on the TA’s expertise and involved her in planning as part of a team.TA will be fully aware of her role in supporting enhanced provision over the next week.

StandardTarget (Objective) Reference to QTS Standards wherever

applicableAction to be taken (realistic) Success Criteria/Outcome

(specific, attainable)

Date to be reviewed

(time )


Appendix 7

Please note that this example is of a completed Review Point 1 form (this form is identical for RP1, RP 2 and RP3)

SETTING-BASED LEARNING REVIEW POINT DOCUMENTATION

PROGRAMME

Postgraduate Certificate in Early Years Practice with EYTS (GE/GEM)

RP1 RP2 RP3

ASSOCIATE TEACHER (AT) :

SETTING/SCHOOL EY Base Class/Year Group for the AT: R

PROFESSIONAL MENTOR

SUMMARY GRADING: TEACHING ** as evidenced in Professional Development File**

B – Beginning, D – Developing, G – Good, O – Outstanding

Teachers’ Standards B D G O

S1: Set High Expectations which inspire, motivate and challenge all children

S2: Promote good progress and outcomes by children

S3: Demonstrate good subject knowledge of early learning and EYFS

S3.4 Phonics

S3.5 Early Mathematics

S4: Plan education and care taking account of the needs of all children

S5: Adapt education and care to respond to the strengths and needs of all children

S5.3: Special Educational Needs and/or disability

S6: Make accurate and productive use of assessment

S7: Safeguard and promote the welfare of children, and provide a safe learning environment

S8: Fulfil Wider Professional Responsibilities


SUMMARY GRADING: PERSONAL AND PROFESSIONAL CONDUCT

B D G O

Mutual respect, safeguarding and child protection, honesty, integrity, trust

Attendance

Punctuality

Professional Dress (i.e. as appropriate within the setting/school)

Professional Language (i.e. modelling of appropriate English to children)

OVERALL GRADE for PERSONAL AND PROFESSIONAL CONDUCT

SUMMARY REPORT ON ASSOCIATE TEACHER'S ABILITY TO:

S1: Set High Expectations which inspire, motivate and challenge all children

Areas of Strength

Ability to motivate and engage. Encourage children to co-operate, to collaborate and listen to others

Areas of Development for the next phase of SBL

Support children to develop strategies for resolution of conflict while preserving their self esteem. Behaviour management strategies

S2: Promote good progress and outcomes by children

Areas of Strength

Ability to identify where child is currently at in his/her learning


Closer links from assessment of above to plan and devise next steps. Also to feedback verbally to child and give them opportunity to collaborate

S3: Demonstrate good subject knowledge of early learning and EYFS

Areas of Strength

Ability to construct and scaffold learning, knowing when to make effective interventions


Secure pedagogical and subject/phase related knowledge and understanding

S3.4: The extent to which the Associate Teacher demonstrates knowledge and understanding of how to teach


systematic synthetic phonics in the teaching of early reading

Areas of Strength

Thorough, clear sound pronunciation and the ability to exaggerate sounds. Good knowledge of RWI


Use knowledge to engage and challenge learners at the right pace.

S3.5: The extent to which the Associate Teacher demonstrates knowledge and understanding of appropriate strategies in the teaching of early mathematics (please specify which topics taught)

Areas of Strength

Mathematical language and being able to use it in every area of the setting.


Mathematical input and enhancing the CP to enable learners to try.

S4: Plan education and care taking account of the needs of all children

Areas of Strength

Using a variety of resources to interest children and put in context of the real world.


I need to seek opportunities to engage in collaborative planning and teaching

S5: Adapt education and care to respond to the strengths and needs of all children

Areas of Strength

I have sound understanding of the diverse needs of most learners. Can recognise when a child is in need of support.


Planning based upon prior assessments that identify clear differentiation strategies. I naturally differentiate but sometimes fail to put down into planning.

S5.3: Special Educational Needs and/or disability

Areas of Strength

Able to adjust teaching and evaluate to meet the needs of all children


Demonstrate and evidence the above.


S6: Make accurate and productive use of assessment

Areas of Strength

Can carry out setting assessments effectively and accurately.


Face to face parental feedback and guidance evidence

S7: Safeguard and promote the welfare of children, and provide a safe learning environment

Areas of Strength

Ability to maintain effective relationships in the classroom.


Minimise the impact of negative behaviour of some children on teaching and the learning of others.

S8: Fulfil Wider Professional Responsibilities

Areas of Strength

Always looking for opportunity to gain CPD. Involved in the wider role of the school.


Proactive in establishing a culture of cooperative working between colleagues, parents and other professionals.

Personal and Professional Conduct.

Areas of Strength

Punctual, professional and treat everybody with dignity and respect.


Professional Mentor Comments:

Ann demonstrates high expectations of pupil’s behaviour and promotes constructive relationships, communicating this effectively with all learners. She encourages positive relationships between all learners, based on mutual respect. Ann demonstrates confidence to raise any significant concerns and we collaborate on plans and strategies for her to use. She does not hesitate to seek support in all areas of her professional development and is an extremely effective reflective practitioner. Ann uses her initiative, and is developing a clear vision of what she wants and expects. She is extremely responsive and reflective and readily take on board constructive criticism /advice and discusses how this could influence her teaching practice and pedagogy before acting on this accordingly. Ann is gaining in confidence and is developing her knowledge of the Early Years Foundation Stage. Ann is exploring and challenging herself to learn more about child-led learning and tailoring the curriculum to individual needs and interests as well as methods to


develop this learning within continuous provision and the effective use of enhancements to challenge and engage the children in her care. Targets include planning a progression of lessons, incorporating knowledge of prior learning and assessments and creating next steps as a result.

Associate Teacher Comment:

I have taken on board so much information on strategies, behaviour, planning, assessment, learning through play etc. I now need to really focus on planning and delivering activities that take into account previous assessments and next steps. It is important for me to work more collaboratively with members in the setting to do medium term plans and think creatively as a team. I think this would be a natural progression to the increase in teaching time I need to achieve.

I need to strengthen by behaviour strategies and be more assertive at times.

University Link Tutor Comment:

Ann has worked hard to apply the feedback that she receives on a daily basis. Her file and lesson evaluations show that she is reflecting on her outcomes and the impact she is having on pupil progress. She is gaining confidence in all aspects of her teaching. Her lessons are creative, challenging and work to develop the children’s autonomy.

Well done Ann.

Has the Associate Teacher been identified as making poor progress? YES NO

If yes, has the Associate Teacher been provided with clear targets to support their progress? YES N/A

If yes, identify what stage of the process the AT is at (see also Policies & Procedures). Early Alert Stage Cause for

Concern (full)

SIGNATURES: DATE

Setting Manager/Class Teacher

Professional Mentor:

Associate Teacher:

University Link Tutor:

Appendix 8: Quality Assurance


Please note University Link Tutors (ULTs) may use some of the following prompts in order to quality assure the training experience. Mentors:

Have you attended mentor training which is recent and relevant to your needs?Do you feel prepared in/for your role in supporting UoC Associate Teachers?How effective is communication between UoC and you/your setting?How supportive is the university in confirming your judgements (or otherwise) about your Associate Teachers progress?Are you confident in the judgements you make about Associate Teachers’ progress?What are your Associate Teachers strengths and areas for development at this point (and how do you know this)?What are the areas they have made progress in in their most recent placement (and how do you know this)? What have you or other colleagues in your setting done to support Associate Teacher understanding and progression in whole setting matters: eg: EAL, Literacy, Assessment, Behaviour and Engagement? Do you know the procedures to follow if there is a problem (eg: with the Associate Teachers progress or professionalism?)Do you understand the procedures for dealing with a failing Associate Teachers? How do you challenge a high performing Associate Teacher?How confident do you feel in using the new Early Years Teaching Standards to assess ATs?

Associate Teachers/ EYTS Standards/Trainees:

How well have you been/were you supported in the setting/setting/work placement by your mentors and ULTs?In which areas have you made/did you make most progress? How do you know?Do/Did you know what to do to improve?Do/Did you know who to go to with a problem? How any concerns or difficulties you

encountered were addressed?How well has/did the Programme prepare/d you to manage children’s/pupil’s/student’s

behaviour effectively?How knowledgeable do you feel about teaching children/pupils/students with special

educational needs? How well prepared do you feel to teach children/pupils/students with EAL, Bullying,

Homophobic bullying?Are/were targets set for you useful? In which ways has/did your knowledge of Phonics/Maths/Science developed/develop? Tell me about the impact of your teaching on childrens’/pupils’/students’ learning.How effective was your induction to your setting/setting/workplace placements?Which elements of the Programme have you found most useful?How did you find the interview process?How well informed did you feel about the nature of the Programme prior to the start? Did you undertake setting/work experience prior to the Programme? Which are the areas where you feel least prepared at the moment/felt least prepared at

the end of your Programme? What are/were the best features of the Programme for you? Did you have/have you had support in writing job applications and preparing for

interviews?


Notes/Questions for ULT:

€¦ · Web view · 2016-11-17FS1. FS2. KS1. KS2. KS3. KS4. KS5. ... How could you have...

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Transcript of €¦ · Web view · 2016-11-17FS1. FS2. KS1. KS2. KS3. KS4. KS5. ... How could you have...