Mentor Briefing 2011

Welcome to the PGCE/Certificate in Post-Compulsory Education Mentor Training (2011)

Welcome to the PGCE/Certificate in Post-Compulsory Education Mentor Training This presentation provides a brief overview of the role of the mentor on the course, and what is involved in doing teaching observations

Welcome to the PGCE/Certificate in Post-Compulsory Education Mentor Training This presentation provides a brief overview of the role of the mentor on the course, and what is involved in doing teaching observations For more detailed information about the course itself, see the introductory presentation elsewhere on this site

The course mantra
It’s in the (Mentors’) Handbook!

The course mantra
It’s in the (Mentors’) Handbook!
Also available to download from www.bedspce.org.uk

The spiral curriculum 1:1 1:2 1:3 2:1 2:2 2:3 Minimum Core Professional Practice 2 Professional Practice 1 Planning and Preparing to Teach PTLLS Policy, Settings & Practice Professional Development & Action Research Curriculum & Context Assessing Learners Evaluating Teaching Bases of L&T Year : Term

The spiral curriculum A diagrammatic representation of how the course is made up of eight units. 1:1 1:2 1:3 2:1 2:2 2:3 Minimum Core Professional Practice 2 Professional Practice 1 Planning and Preparing to Teach PTLLS Policy, Settings & Practice Professional Development & Action Research Curriculum & Context Assessing Learners Evaluating Teaching Bases of L&T Year : Term

The spiral curriculum A diagrammatic representation of how the course is made up of eight units. The two Professional Practice units are those with which mentors are most involved 1:1 1:2 1:3 2:1 2:2 2:3 Minimum Core Professional Practice 2 Professional Practice 1 Planning and Preparing to Teach PTLLS Policy, Settings & Practice Professional Development & Action Research Curriculum & Context Assessing Learners Evaluating Teaching Bases of L&T Year : Term

Qualified Teacher: Learning and Skills (QTLS)
The PGCE/Cert Ed course leads to 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).
In order for people to achieve QTLS they must satisfactorily meet the PGCE/Cert Ed course outcomes and
Be registered with IfL and
complete a period of professional formation

Unit assessment is based on Learning Outcomes
… what students should know or be able to do when they have done the unit
not “objectives” because they are set out for the student , rather than the tutor
not “competences” ( à la NVQ) because they go beyond simple performance
and include underpinning knowledge
reflection
and critical discussion.
Competences and Outcomes

Wot? No assignments?
Tutors do not set assignment titles
Instead, students decide what to submit as evidence that they have:
met the outcomes
at the appropriate level
They confirm that their planned submissions will be acceptable with a “Submission Proposal” or learning contract.

Wot? No assignments?
Tutors do not set assignment titles
Instead, students decide what to submit as evidence that they have:
met the outcomes
at the appropriate level
They confirm that their planned submissions will be acceptable with a “Submission Proposal” or learning contract.
We regard this as a course for grown-ups.

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)

Differential Assessment The Cert Ed is a non-graduate course at academic levels equivalent to the first two years of an undergraduate degree Cert Ed PGCE Year One HE 1 (QCF 4) HE 3 (QCF 6) Year Two HE 2 (QCF 5) HE 3 (QCF 6)

Differential Assessment The Cert Ed is a non-graduate course at academic levels equivalent to the first two years of an undergraduate degree The Professional Graduate Certificate in Education is at the level of the final year of an undergrad degree. It is “post-graduate” in time, but not (yet) in level Cert Ed PGCE Year One HE 1 (QCF 4) HE 3 (QCF 6) Year Two HE 2 (QCF 5) HE 3 (QCF 6)

and at Professional Graduate level...
“ Critically evaluate alternative perspectives on the content of the unit drawing on both theory and practice to do so.”

and at Professional Graduate level...
“ Critically evaluate alternative perspectives on the content of the unit drawing on both theory and practice to do so.”
The learning outcomes are specified nationally, so in order to differentiate the PGCE from the Cert Ed, we have to specify additional requirements for the higher award, such as this, which applies to all units

Professional Practice 1 and 2
Based on Learning Contract
75 hours of teaching
Four Observations ( Tutor x 2 mentor x 2) plus Peer observations
Critical reflective evaluation of 10 hours
Reflective Journal throughout the course
Micro-teaching in Year 1 (formative feedback only)
Study days in Year 1 and 2
Project in Year 2.

Observed Teaching Practice
Runs throughout the Course
Requires at least 75 hours of teaching per year
Observed twice a year by a tutor and by your Mentor
With formative observations by and of each other.

Assessing Observed Practice
Planning and Preparing the Session
Opening the Session
Presenting material
Resources
Relating to students and supporting them individually
Using activities and exercises and promoting active learning
Checking for learning
Managing the session; sequence, timings and response to events
Concluding the session
Inclusivity and safeguarding issues identified/addressed
These are the headings used on the observation assessment form

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 the headings we use to point students towards their next steps

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 the headings we use to point students towards their next steps This is where Mentors come into their own, as subject specialists

Observing Teaching Practice
At least twice during each year of the Course
for a complete session
early and late
in a variety of teaching settings.

Scheduling At least one before Christmas Mentor (4 ) of Peers (2x2) by peers Submission Professional Practice 1 Submission Professional Practice 2 Tutor (4) Year 2 Year 1 3 3 2 2 1 1

Scheduling At least one before Christmas A notional timeline of how the various observations might be distributed over the two years. Mentor (4 ) of Peers (2x2) by peers Submission Professional Practice 1 Submission Professional Practice 2 Tutor (4) Year 2 Year 1 3 3 2 2 1 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.)
Discuss the
planning
rationale,
features of class,
characteristics of the group, and
Any points she wants you to concentrate on.

After the session
Discussion after an observed session can yield some of the most effective learning in the entire Course
The material is live ,
you have both shared it from your different standpoints,
and perhaps 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.

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.
You may only use them twice a year, so preparation is necessary.

Detailed questions These questions are for guidance only: students are actually assessed against the headings These questions are just a guide for the substantive observation protocol Year 1 Year 2 Opening the Session 8.11 · · · · · · Do you make the objectives of the session 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 of students’ knowledge, skills and/or preparation? Do you deal appropriately with late- comers? Do you deal appropriately with unprepared students? · Do you re-negotiate the session if necessary? · Do you make particular efforts to link the session with students’ other experiences or interests?

Using the Form PCH One sample section from the observation protocol. Heading Met 8.13 Presenting material Evidence, strengths and areas for development  Your presentation was clear and followed a logical step-by-step progression  But you could have linked it more to the students’ experience and interests — some of the things they were saying when they were chatting 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 for every thing you say!

1:1 1:2 1:3 2:1 2:2 2:3 Minimum Core (unit X) Professional Practice 2 Professional Practice 1 Planning and Preparing to Teach PTLLS Policy, Settings & Practice Professional Development & Action Research Curriculum & Context Assessing Learners Evaluating Teaching Bases of L&T Year : Term

Mentoring is ... Talking to someone about their work so as to help them to do it better.

Talking...
Or listening as much as talking.
… helps them to feel valued
… to pick up subtle differences from your own experience
… encourages the other person to talk.

Time…
Ideally:
try to allow half-an-hour , or more if you can
about once a fortnight .
somewhere without interruptions!
Also try to 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
The student will draw up a Learning Contract (or “ Submission Proposal ”) with the help of her tutor
including mentoring material: 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.
There is a submission proposal for the assessment for each unit.

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

Mentor Briefing 2011

by James Atherton on Sep 22, 2011

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Mentor Briefing 2011 — Presentation Transcript