Mentors 2012

Welcome to the PGCE/Certificate in Education (Post-Compulsory Education)

Mentor Training10 November 2012

The course mantra:

It’s in the (Mentors’) Handbook!

Planning and Preparing forTeaching and Learning

ProfessionalPractice 1

Planning and Preparing forTeaching and Learning PTLLS

Assessmentand

Evaluation

Teaching &LearningProcess

ResearchingPractice

Theories &Principles of

InclusiveLearning &Teaching

Assessmentand

Evaluation

CurriculumDesign &

Development

ResearchingPractice

Assessmentand

Evaluation

CurriculumDesign &

Development

ResearchingPractice

Assessmentand

Evaluation

CurriculumDesign &

Development

These Y2 unit labels apply from next year: the current ones are: •Curriculum and context•Professional Development and Action Research•Policy Settings and Practice•Professional Practice 2

Qualified Teacher: Learning and Skills (QTLS)

• The PGCE/Cert Ed is a qualification of the University of Bedfordshire (UK) but

• endorsed by the Learning and Skills Improvement Service (LSIS) and

• the Institute for Learning (IfL) as a • Diploma in Teaching in the Lifelong Learning Sector

(DTLLS).

(DTLLS).to achieve QTLS you must gain the PGCE/Cert Ed and • Be registered with IfL and • complete a period of professional formation

... all this... all thisis up in the airis up in the air

at the moment.at the moment.

Unit assessment based on Learning Outcomes

Competences and Outcomes

Unit assessment based on Learning Outcomes•… what students should know or be able to do when they have done the unit•not “objectives”: they are for the student, not the tutor

Unit assessment based on Learning Outcomes•… what students should know or be able to do when they have done the unit•not “objectives”: they are for the student, not the tutor•not “competences” (à la NVQ): they go beyond simple performance

• and include underpinning knowledge• reflection• and critical discussion.

Wot? No assignments?

Wot? No assignments?• Tutors do not set assignment titles

Wot? No assignments?• Tutors do not set assignment titles• Students decide what to submit to

show that they have: met the outcomes at the appropriate level

Wot? No assignments?• Tutors do not set assignment titles• Students decide what to submit to

show that they have: met the outcomes at the appropriate level

• Using a “Submission Proposal” (or learning contract) to confirm suitability

Differential Assessment

Cert Ed PGCE

Year One HE 1 (QCF 4) HE 3 (QCF 6)

Year Two HE 2 (QCF 5) HE 3 (QCF 6)

Ref Cert Ed Outcome PGCE OutcomeRoles and Responsibilities

Understand the relationships between teachers and other professionals in lifelong learning

Evaluate different ways in which teachers and other professional may work together in lifelong learning

1.7Be able to evaluate own practice in planning inclusive learning and teaching

Be able to evaluate practice in planning inclusive learning and teaching in your own setting and at least one other

Outcomes at different levels

Professional Practice 1 and 2 • Learning Contract (PDP)• 50 hours of teaching• 4 Observations• 10 hours reflective evaluation • Reflective Journal• Study days

Micro-teaching(Year 1)

Project(Year 2)

All based on a Personal Development Plan.

Project(Year 2)

This is where the actual practice sits.

Project(Year 2)

Minimum, per year. (75 hrs for current Y2 students

Project(Year 2)

2 tutor +2 mentor observations each year

Project(Year 2)

2 tutor +2 mentor observations each year

Project(Year 2)

And two observations of fellow students (so by peers too)

Formative only

Critical review of practice.

Project(Year 2)

Possibly based on issues arising from observations or class/tutorial/mentor discussions

Project(Year 2)

Excerpts from a journal kept throughout the year based on experience as teacher and student.Micro-teaching

(Year 1)Project(Year 2)

2 each year with discipline-related tasks between

Project(Year 2)

Formatively assessed in first term

Project(Year 2)

On a negotiated topic

Project(Year 2)

Assessing Observed

PracticePlanning and Preparing the SessionOpening the SessionPresenting materialResourcesRelating to students and supporting students individuallyActivities, exercises and promoting active learningChecks on learningManaging the session, learner behaviour, timings and response to eventsConcluding the sessionEqual Opportunities & Safeguarding issues identified/addressed

Assessing Observed

PracticePlanning and Preparing the SessionOpening the SessionPresenting materialResourcesRelating to students and supporting students individuallyActivities, exercises and promoting active learningChecks on learningManaging the session, learner behaviour, timings and response to eventsConcluding the sessionEqual Opportunities & Safeguarding issues identified/addressed

These are the headings for the

summative assessment

Developmental points

• Subject-specific issues (for Mentor use)• Action points for future development• Student’s own plans before next

observation• Summary• (Notes on embedding functional skills).

And these for formative feedback

Developmental points

• Subject-specific issues (for Mentor use)• Action points for future development• Student’s own plans before next

observation• Summary• (Notes on embedding functional skills).

Of special interest to you

Mentors Observe Teaching

• At least twice during each year of the Course

• for a complete session• early and late• in a variety of teaching settings.

Scheduling

Mentor (4)

of Peers (2x2)

by peers

SubmissionProfessional

Practice 1

SubmissionProfessional

Practice 2

Tutor (4)

At least one before Christmas

Year 2Year 1332 21 1

Before the Session• Your mentee should provide you with

a copy of the Observation schedule a lesson plan, scheme of work, and copies of any exercises or other materials

(OHTs, etc.) the report from her previous observation

Before the Session• Your mentee should provide you with

a copy of the Observation schedule a lesson plan, scheme of work, and copies of any exercises or other materials

(OHTs, etc.) the report from her previous observation

• Discuss the planning rationale, features of class, characteristics of the group action points from previous observation and

• Any points she wants you to concentrate on.

After the sessionCan yield some of the most effective learning in the entire Course

After the sessionCan yield some of the most effective learning in the entire Course •Material is live, •you have both shared it from your different standpoints, •and noticed different things —and it is•the optimum time for feedback.

Using the Observation Schedule• Familiarise yourself with the forms

first• Remember to note the evidence• The forms are the Student’s

responsibility• Supplement them with your own

comments and ideas.

Detailed questionsYear 1 Year 2

Opening the Session8.11

Do you make the objectives of thesession clear to the students?Do you outline the plan of the session?Do you make links with other sessions,etc. as appropriate?Do you check the present level ofstudents’ knowledge, skills and/orpreparation?Do you deal appropriately with late-comers?Do you deal appropriately withunprepared students?

· Do you re-negotiate the session ifnecessary?

· Do you make particular efforts to linkthe session with students’ otherexperiences or interests?

Detailed questionsYear 1 Year 2

Opening the Session8.11

Do you make the objectives of thesession clear to the students?Do you outline the plan of the session?Do you make links with other sessions,etc. as appropriate?Do you check the present level ofstudents’ knowledge, skills and/orpreparation?Do you deal appropriately with late-comers?Do you deal appropriately withunprepared students?

· Do you re-negotiate the session ifnecessary?

· Do you make particular efforts to linkthe session with students’ otherexperiences or interests?

These questions are for guidance only: students are actually assessed against the headings

Using the FormHeading Met?

8.13 Presenting materialEvidence, strengths and areas for development

Your presentation was clear and followed a logical step-by-stepprogression

But you could have linked it more to the students’ experience andinterests — some of the things they were saying when they werechatting at the start of the class could have given you a cue

Your OHTs are good — but there doesn’t have to be a new one forevery thing you say!

Using the Form

Heading Met?8.13 Presenting material

Evidence, strengths and areas for development

Your presentation was clear and followed a logical step-by-stepprogression

But you could have linked it more to the students’ experience andinterests — some of the things they were saying when they werechatting at the start of the class could have given you a cue

Your OHTs are good — but there doesn’t have to be a new one forevery thing you say!

Initial or “n/a” or “see below” for reasons not to pass.

We do not grade observations.

ResearchingPractice

Assessmentand

Evaluation

CurriculumDesign &

Development

Mentoring is ...

Talking to someoneabout their work

so as to help them do it better.

Talking...Listening as much as talking. … helps them feel valued … to pick up subtle differences

from your own experience … encourages them to talk.

Time…Ideally: allow half-an-hour, or more if you

can about once a fortnight somewhere without interruptions! And allow about fifteen minutes

before and about half an hour after each teaching observation.

... about their work The agenda is usually and mainly up to the

mentee it helps them to own the process may be based on their Action Plan

but they may need encouragement (and to be kept to the point).

The Learning Contract and Mentoring

For each Unit the student will draw up a Learning Contract (or “Submission Proposal”) with the help of her tutor

including mentoring requests: please help her to draw up the Proposal; only sign your bit if you can meet the demands

it may make on you. If they are not practicable, re-negotiate them

It is important that the Proposal is a realistic working document rather than merely a set of pious aspirations.

Recording Mentoring We suggest that any records are kept by

the student for confidentiality reasons as part of their professional journal for

the Professional Practice units and because writing it up also helps the

learning process.

Web-site

http://www.bedspce.org.uk/mentor_material.htm

for handbook and documentation on-line

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