Mentor training presentation for PCE programme, 2013
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Mentor training presentation for PCE programme, 2013

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    Mentor training presentation for PCE programme, 2013 Mentor training presentation for PCE programme, 2013 Presentation Transcript

    • Welcome to the PGCE/Certificate in Education (Post-Compulsory Education) Mentor Training 9 November 2013
    • The course mantra: It’s in the (Mentors’) Handbook!
    • Year : Term Course based on spiral curriculum: a synoptic foundation re-visiting material 2:3 in greater detail… 2:2 2:1 1:3 1:2 1:1
    • Year : Term 2:3 2:2 2:1 1:3 1:2 1:1 Planning and Preparing for Teaching and Learning
    • Year : Term 2:3 2:2 2:1 1:3 Professional Practice 1 1:2 1:1 Planning and Preparing for Teaching and Learning PTLLS
    • Year : Term 2:3 2:2 2:1 1:3 1:2 1:1 Teaching & Learning Process Assessment and Evaluation Planning and Preparing for Teaching and Learning Professional Practice 1
    • Year : Term 2:3 2:2 2:1 Curriculum Design & Development Theories & Principles of Inclusive Learning & Teaching Researching Practice 1:3 1:2 1:1 Teaching & Learning Process Assessment and Evaluation Planning and Preparing for Teaching and Learning Professional Practice 1
    • Year : Term 2:3 2:2 2:1 Curriculum Design & Development Theories & Principles of Inclusive Learning & Teaching Professional Practice 2 Researching Practice 1:3 1:2 1:1 Teaching & Learning Process Assessment and Evaluation Planning and Preparing for Teaching and Learning Professional Practice 1
    • 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 •not “competences” (à la NVQ): they go beyond simple performance • • • include underpinning knowledge reflection and critical discussion.
    • 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)
    • Outcomes at different levels Ref Cert Ed Outcome PGCE Outcome Roles and Responsibilities 1.2 1.7 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 Be 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 Ref Cert Ed Outcome PGCE Outcome Roles and Responsibilities 1.2 Understand the relationships between teachers and other professionals in lifelong learning PGCE outcomes Be able to evaluate own call for greater practice in depth than planning 1.7 inclusive learning and Cert Ed teaching Evaluate different ways in which teachers and other professional may work together in lifelong learning Be able to evaluate practice in planning inclusive learning and teaching in your own setting and at least one other
    • Outcomes at different levels Ref Cert Ed Outcome PGCE Outcome …and Responsibilities Roles and greater breadth, beyond Understand the the confines of own practice relationships between 1.2 1.7 teachers and other professionals in lifelong learning Be able to evaluate own practice in planning inclusive learning and teaching Evaluate different ways in which teachers and other professional may work together in lifelong learning Be able to evaluate practice in planning inclusive learning and teaching in your own setting and at least one other
    • 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)
    • 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.
    • 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) This is where the actual practice sits.
    • Professional Practice 1 and 2 • • • • • Learning Contract (PDP) Minimum, per year. 50 hours of teaching 4 Observations 10 hours reflective evaluation Reflective Journal • Study days Micro-teaching (Year 1) Project (Year 2)
    • 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) 2 tutor + 2 mentor observations each year
    • Professional Practice 1 and 2 • • • • • Learning Contract (PDP) 50 hours of teaching 4 Observations 10 hours reflective evaluation Reflective Journal And 2 observations fellow students (so • Study days Micro-teaching (Year 1) 2 tutor + 2 mentor observations each year Project (Year 2) by peers too) Formative only of
    • Professional Practice 1 and 2 • • • • • Learning Contract (PDP) Critical review of practice. 50 hours of teaching 4 Observations 10 hours reflective evaluation Reflective Journal • Study days Micro-teaching (Year 1) Project (Year 2)
    • Professional Practice 1 and 2 • • • • • Learning Contract (PDP) 50 hours of teaching 4 Observations Possibly based on issues arising from observations or class/tutorial/mentor discussions 10 hours reflective evaluation Reflective Journal • Study days Micro-teaching (Year 1) Project (Year 2)
    • 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) Excerpts from a journal kept throughout the year based on experience as teacher and student.
    • 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) 2 in Y1 with discipline-related tasks between; 1 in Y2.
    • Professional Practice 1 and 2 • • • • • Learning Contract (PDP) 50 hours of teaching 4 Observations 10 hours reflective evaluation Formatively assessed in first term Reflective Journal • Study days Micro-teaching (Year 1) Project (Year 2)
    • Professional Practice 1 and 2 • • • • • Learning Contract (PDP) On a negotiated topic 50 hours of teaching 4 Observations 10 hours reflective evaluation Reflective Journal • Study days Micro-teaching (Year 1) Project (Year 2)
    • 1. 2. 3. 4. 5. 6. 7. 8. Assessing Observed Practice Planning and Preparing the Session Opening the Session Presenting material Resources Relating to students and supporting students individually Activities, exercises and promoting active learning Checks on learning Managing the session, learner behaviour, timings and response to events 9. Concluding the session 10.Equal Opportunities & Safeguarding issues identified/addressed
    • 1. 2. 3. 4. 5. 6. 7. 8. Assessing Observed Practice Planning and Preparing the Session Opening the Session Presenting material Resources Relating to students and supporting students individually Activities, exercises and promoting active learning These are the Checks on learning headings for the Managing the session, learner behaviour, timings and response to events summative 9. Concluding the session assessment 10.Equal Opportunities & Safeguarding issues identified/addressed
    • 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 Developmental points feedback      Subject-specific issues (for Mentor use) Action points for future development Student’s own plans before next observation Summary (Notes on embedding functional skills).
    • 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 each year  for a complete session  early and late  in a variety of teaching settings.
    • Scheduling Year 1 1 2 Year 2 3 1 2 3 Mentor (4) Tutor (4) of Peers (2x2) by peers At least one before Christmas Submission Professional Practice 1 Submission Professional Practice 2
    • 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 session some of the most effective learning in the entire Course Material is live, you have both shared it from your Can yield different standpoints, and noticed different things —and it is the optimum time for feedback.
    • Using the Observation Schedule • Familiarise yourself with the forms first Tutors use these forms scores of times a year —mentors much more rarely. So get to know them.
    • Using the Observation Schedule • Familiarise yourself with the forms • first Remember to note the evidence
    • Using the Observation Schedule • Familiarise yourself with the forms • • first Remember to note the evidence The forms are the Student’s responsibility We do not keep copies. This is the only way to ensure they are not hi-jacked for management purposes to the detriment of students’ confidence and learning.
    • 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 questions Year 1 8.11 Opening the Session · Do you make the objectives of the session clear to the students? Year 2 · · · 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 latecomers? · 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?
    • Detailed questions Year 1 8.11 Opening the Session · Do you make the objectives of the session clear to the students? Year 2 · · · 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 latecomers? · 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? These questions are for guidance only: students are actually assessed against the headings
    • Using the Form Heading 8.13 Met? 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 slides are good — but there doesn’t have to be a new one for every thing you say!
    • Initial or “n/a” or “see below” for reasons not to pass. 8.13 Using the Form Heading Presenting material Met? PCH 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 slides are good — but there doesn’t have to be a new one for every thing you say!
    • We do not grade observations.
    • Year : Term 2:3 2:2 2:1 Curriculum Design & Development Theories & Principles of Inclusive Learning & Teaching Professional Practice 2 Researching Practice 1:3 1:2 1:1 Teaching & Learning Process Assessment and Evaluation Planning and Preparing for Teaching and Learning Professional Practice 1
    • How was it for you? Who has been mentored? This exercise was not actually used because of time.
    • How was it for you? On a scale of 1 to 10, how would you rate your experience of having been mentored? This exercise was not actually used because of time.
    • How was it for you? What features made it a positive and what a negative experience? This exercise was not actually used because of time.
    • Mentoring is ...
    • Mentoring is ... Talking to someone about 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 Action Plan but they may need encouragement (and to be kept to the point).  may be based on their   the process
    • The Learning Contract and Mentoring  Each Unit has a Learning Contract (or “Submission Proposal”) prepared by the student 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  The Proposal is a document realistic working rather than merely a set of pious aspirations.
    • Recording Mentoring  All 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