Mentor TrainingMentor Training

Brunel University Primary PartnershipBrunel University Primary Partnership

PGCert PrimaryConsolidation School Experience (CSE) Phase –

to commence March 2014

Agenda• Evaluation of Partnership updates (part of the PPMG)• Overview of the Consolidation School Experience (CSE)• Requirements of the Partnership

– Roles of members of Partnership– Partnership Agreement

• Supporting a trainee teacher in your class– Roles, responsibilities and benefits– Individualised training plan– Profile of Progress towards meeting the Teachers’ Standards

Headline statements from the SED(shared with our PPMG and Steering Groups)

• Highest ever grade 1 students (68%) • Fewest ever grade 3 students (3%)• Females achieved more grade 1s than males (65% to 43%)• Standard with most grade 1s - TS1 (High expectations)• Standard with most grade 3s - TS6 (Assessment)• Specialisms (now called Curriculum Enhancements) –

positively evaluated by schools, students and our two external examiners

• Excellent destination data (approximately 97%)

SED Related Priorities• Monitor effectiveness of new paperwork and procedures relating to professional

learning• Monitor and develop the cluster leader model• Develop the literacy and mathematics steering groups • Liaise with schools about how they would like to be involved in a school direct model• Maintain excellent grade 1 achievements and reduce grade 3s through clear

strategies• Put procedures in place to support male student teachers to achieve the highest

possible grade• Reduce the number of student teachers withdrawing prior to the final assessment• Track destination data and ensure student teachers are well-prepared for interview • Develop the use of Pebblepad

Key Personnel for 2013-14Subject Leader for Education:

Professor Viv Ellis

Course Leaders for PGCert Primary:Gwen Ineson and Geeta Ludhra

Partnership Development Unit Manager:Michelle Evans

Changes for 2013-14

Simpler Titles

SSE1 : Foundation School Experience (FSE)SSE1 : Development School Experience (DSE)SSE2 : Consolidation School Experience (CSE)

Changes for 2013-14StructureISE – 2 weeks (September)FSE – 4 weeks (November-December)DSE – 7 weeks (January-February)CSE – 11 weeks to include 2 action planning weeks before Easter (March- end June)

24 weeks in school (+ school-based work as part of the curriculum enhancement activities)

Changes for 2013-14

Cluster Partnership Model

Cluster Leaders: responsible for a group of schools, to provide school-based mentor training and ongoing communication.

Dates: Consolidation Phase

School visit: 19th March (1 day)

School placement:

March 24th - 4th April: action planning

21st April- 27th June: placementMentor training:

Dates to be confirmed (w/b 12th May)

Pattern of CSE PhaseAction planning (Weeks 1 & 2 – before Easter)

• gaining an overview of school, class, and key routines and policies

• becoming an active member of the class and working on developing areas of weakness from the DSE phase.

Weeks 3 & 4 • Plan, teach and evaluate 25% of the week with mentor support

Weeks 5 - 7 • Plan, teach and evaluate 50% of the week with mentor support

• Interim assessment to take place week 5 (Action Plan is vital if any cause for concern!)

Weeks 8 - 10 • Plan, teach and evaluate the equivalent of an NQT’s full week (80%) with mentor support

Week 11 • In addition to planning & teaching 80%, student and mentor to complete the summary pages of the Professional Learning Record

NB All teaching weeks to include PPA time and regular mentor input

Meeting the StandardsPebblepad – accumulation of all Standard related paperwork: Professional Learning Record

Primary Partnership Website New: ITE Lesson Feedback Record (p.160)

Professional Learning Record

• Hard copy available in the green section in the handbook

• Covers the whole school-based training period• 5 assessment points• Trainee takes responsibility to self-assess

progress• Mentor’s assessment• Targets, strengths and distinctiveness

Consolidation Phase• Partnership Agreement – p.20• Pre-block checklist (p.19)• Checklist for starting main block – p.19 • Training Task Schedule (pp. 78-86)• Professional Learning Record (p. 87)• Observation sheet (1 per week)• Weekly training sheet (1 per week)

Role of TraineePlanning

– Medium term: in collaboration with mentor– Individual lesson plans – Planning for all learners in creative and differentiated

stylesAssessment

– Tracking records for all pupils, for every core lesson taught and led

– 4 profile pupils (in-depth assessments and summative report)

– Assessment in the core subjects for every pupil

Role of Trainee - continued• Be professional and safe (Insurance)

– Punctuality– Dress/appearance– Fit in to the school systems and adhere to policies– Absenteeism– Meetings and taking responsibility– Knowing key staff in the school if there is an issue

More detailed information on pp. 27-29

Role of Mentor• Devising and implementing an Individualised Training Plan

• Explaining the school’s policies and systems for planning, assessing and record keeping early on in the placement (including the data picture)

• Ensuring that trainees have opportunities to observe and discuss good practice in planning, teaching and assessing across the school (inc EYFS if possible- they have all had an EY lecture recently)

• Sharing non-confidential records on children’s progress

• Ensuring that the trainee has the opportunity to assess children in the core subjects in the terms set out in the previous slide and handbook

• Directing the trainee in terms of pupil tracking, targets, and ‘next step’ learning and marking

• Monitoring and assessing trainee progress throughout the CSE phase through regular observation, debriefing and target setting against the Standards

• Become conversant with, and use PebblePad to track student progress on a weekly basis (students are very familiar with this)

Role of Link TutorLink between Partnership Schools and Brunel University to support mentor and student teacher

•Weeks 1 - 6 (two visits)– Review progress of trainee with mentor – Identify targets and discuss ways of supporting student

teacher– Ensure assessment procedures against the standards are clear

•Weeks 7 – 9 (one visit)– Identify strengths and areas of development for the student

teacher– Complete Assessment process

Areas of Focus: National Priorities• Training Task Schedule (pp. 78-86) as a useful starting point.

Encourage focus on:– Behaviour for Learning principles (lesson planning box)– SSP (tracker document) and grammar– New NC transition processes– Mathematics– Pupil progress and engagement (data and targets)– EAL directed task (if not completed on the DSE phase)– OfSTED outstanding teaching materials

Individualised Training Plan• An example of a generic Training Programme for CSE can

be found on page 78 (Section 7) of the handbook. This document should be individualised by taking into account:

– trainees’ individual starting points and needs, as identified in previous paperwork, with particular reference to enhancing the quality of teaching and learning across the core subjects

– the routines and timetables of the school and class in

which the trainee is working

Developing the individualised Training Plan - continued

Devising a programme which meets the trainee’s needs. Possible components:

•observing other highly effective teachers•observing children’s learning with clear focus points•focused interviews with teachers / school personnel•data collection for assessments•team planning, teaching and assessing, followed by high quality pupil learning discussions•solo planning (in line with the trainee’s confidence), teaching and assessing, followed by de-briefing•space for self-evaluation and target setting •formal target setting, formative and summative assessment processes against the Teachers’ Standards

Feedback and Formative Assessment • Encouraging self-review and evaluation in your trainee• Engaging in constructive evaluation• Talking to the trainee about how to teach effectively /

what to do, why etc...• Providing key information and knowledge• Affirming worth and positive features• Recognising and dealing with feelings • Challenging actions and ideas• Promoting independent development and thinking

Monitoring Trainee Progress

• Informal observations and professional interactions

• Formal observation skills – seeing snapshots of lessons

• Monitoring the development of the trainee’s files (weekly basis is most beneficial)

How is the monitoring and support best recorded? Feedback from CLs on recent experiences of exemplary practice

Further Information

• Next training sessions: week beginning 23rd June (depending on cluster) – will focus on assessment at the interim stage

• Partnership website:http://www.brunel.ac.uk/sse/education/partnerships/primary-school-partnerships

• Our Partnership Manager can be contacted – email: michelle.evans@brunel.ac.uk– tel: 01895 266092

Conclusion and Questions

• Thank you for your continued support in working in Partnership with Brunel!

• Please complete the evaluation so that we know what we are doing right and what can be done to make us even better.