Mentor Briefing 2011

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Presentation to support mentor training for the Post-Compulsory teacher training course at the University of Bedfordshire

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Mentor Briefing 2011

  1. 1. Welcome to the PGCE/Certificate in Post-Compulsory Education Mentor Training (2011)
  2. 2. 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
  3. 3. 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
  4. 4. The course mantra <ul><li>It’s in the (Mentors’) Handbook! </li></ul>
  5. 5. The course mantra <ul><li>It’s in the (Mentors’) Handbook! </li></ul>Also available to download from www.bedspce.org.uk
  6. 6. 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
  7. 7. 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
  8. 8. 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
  9. 9. Qualified Teacher: Learning and Skills (QTLS) <ul><li>The PGCE/Cert Ed course leads to a qualification of the University of Bedfordshire (UK) but </li></ul><ul><li>endorsed by the Learning and Skills Improvement Service (LSIS) and </li></ul><ul><li>the Institute for Learning (IfL) as a </li></ul><ul><li>Diploma in Teaching in the Lifelong Learning Sector (DTLLS). </li></ul><ul><li>In order for people to achieve QTLS they must satisfactorily meet the PGCE/Cert Ed course outcomes and </li></ul><ul><li>Be registered with IfL and </li></ul><ul><li>complete a period of professional formation </li></ul>
  10. 10. <ul><li>Unit assessment is based on Learning Outcomes </li></ul><ul><li>… what students should know or be able to do when they have done the unit </li></ul><ul><li>not “objectives” because they are set out for the student , rather than the tutor </li></ul><ul><li>not “competences” ( à la NVQ) because they go beyond simple performance </li></ul><ul><ul><li>and include underpinning knowledge </li></ul></ul><ul><ul><li>reflection </li></ul></ul><ul><ul><li>and critical discussion. </li></ul></ul>Competences and Outcomes
  11. 11. Wot? No assignments? <ul><li>Tutors do not set assignment titles </li></ul><ul><li>Instead, students decide what to submit as evidence that they have: </li></ul><ul><ul><li>met the outcomes </li></ul></ul><ul><ul><li>at the appropriate level </li></ul></ul><ul><li>They confirm that their planned submissions will be acceptable with a “Submission Proposal” or learning contract. </li></ul>
  12. 12. Wot? No assignments? <ul><li>Tutors do not set assignment titles </li></ul><ul><li>Instead, students decide what to submit as evidence that they have: </li></ul><ul><ul><li>met the outcomes </li></ul></ul><ul><ul><li>at the appropriate level </li></ul></ul><ul><li>They confirm that their planned submissions will be acceptable with a “Submission Proposal” or learning contract. </li></ul>We regard this as a course for grown-ups.
  13. 13. 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)
  14. 14. 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)
  15. 15. 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)
  16. 16. and at Professional Graduate level... <ul><li>“ Critically evaluate alternative perspectives on the content of the unit drawing on both theory and practice to do so.” </li></ul>
  17. 17. and at Professional Graduate level... <ul><li>“ Critically evaluate alternative perspectives on the content of the unit drawing on both theory and practice to do so.” </li></ul>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
  18. 18. Professional Practice 1 and 2 <ul><li>Based on Learning Contract </li></ul><ul><li>75 hours of teaching </li></ul><ul><li>Four Observations ( Tutor x 2 mentor x 2) plus Peer observations </li></ul><ul><li>Critical reflective evaluation of 10 hours </li></ul><ul><li>Reflective Journal throughout the course </li></ul><ul><li>Micro-teaching in Year 1 (formative feedback only) </li></ul><ul><li>Study days in Year 1 and 2 </li></ul><ul><li>Project in Year 2. </li></ul>
  19. 19. Observed Teaching Practice <ul><li>Runs throughout the Course </li></ul><ul><li>Requires at least 75 hours of teaching per year </li></ul><ul><li>Observed twice a year by a tutor and by your Mentor </li></ul><ul><li>With formative observations by and of each other. </li></ul>
  20. 20. Assessing Observed Practice <ul><li>Planning and Preparing the Session </li></ul><ul><li>Opening the Session </li></ul><ul><li>Presenting material </li></ul><ul><li>Resources </li></ul><ul><li>Relating to students and supporting them individually </li></ul><ul><li>Using activities and exercises and promoting active learning </li></ul><ul><li>Checking for learning </li></ul><ul><li>Managing the session; sequence, timings and response to events </li></ul><ul><li>Concluding the session </li></ul><ul><li>Inclusivity and safeguarding issues identified/addressed </li></ul>These are the headings used on the observation assessment form
  21. 21. Developmental points <ul><li>Subject-specific issues (for Mentor use) </li></ul><ul><li>Action points for future development </li></ul><ul><li>Student’s own plans before next observation </li></ul><ul><li>Summary </li></ul><ul><li>(Notes on embedding functional skills) </li></ul>And these the headings we use to point students towards their next steps
  22. 22. Developmental points <ul><li>Subject-specific issues (for Mentor use) </li></ul><ul><li>Action points for future development </li></ul><ul><li>Student’s own plans before next observation </li></ul><ul><li>Summary </li></ul><ul><li>(Notes on embedding functional skills) </li></ul>And these the headings we use to point students towards their next steps This is where Mentors come into their own, as subject specialists
  23. 23. Observing Teaching Practice <ul><li>At least twice during each year of the Course </li></ul><ul><li>for a complete session </li></ul><ul><li>early and late </li></ul><ul><li>in a variety of teaching settings. </li></ul>
  24. 24. 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
  25. 25. 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
  26. 26. Before the Session <ul><li>Your mentee should provide you with </li></ul><ul><ul><li>a copy of the Observation schedule </li></ul></ul><ul><ul><li>a lesson plan, </li></ul></ul><ul><ul><li>scheme of work, and </li></ul></ul><ul><ul><li>copies of any exercises or other materials (OHTs, etc.) </li></ul></ul><ul><li>Discuss the </li></ul><ul><ul><li>planning </li></ul></ul><ul><ul><li>rationale, </li></ul></ul><ul><ul><li>features of class, </li></ul></ul><ul><ul><li>characteristics of the group, and </li></ul></ul><ul><li>Any points she wants you to concentrate on. </li></ul>
  27. 27. After the session <ul><li>Discussion after an observed session can yield some of the most effective learning in the entire Course </li></ul><ul><li>The material is live , </li></ul><ul><li>you have both shared it from your different standpoints, </li></ul><ul><li>and perhaps noticed different things —and </li></ul><ul><li>it is the optimum time for feedback. </li></ul>
  28. 28. Using the Observation Schedule <ul><li>Familiarise yourself with the forms first </li></ul><ul><li>Remember to note the evidence </li></ul><ul><li>The forms are the Student’s responsibility </li></ul><ul><li>Supplement them with your own comments and ideas. </li></ul>
  29. 29. Using the Observation Schedule <ul><li>Familiarise yourself with the forms first </li></ul><ul><li>Remember to note the evidence </li></ul><ul><li>The forms are the Student’s responsibility </li></ul><ul><li>Supplement them with your own comments and ideas. </li></ul>You may only use them twice a year, so preparation is necessary.
  30. 30. 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?
  31. 31. 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!
  32. 32. 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
  33. 33. Mentoring is ... Talking to someone about their work so as to help them to do it better.
  34. 34. Talking... <ul><li>Or listening as much as talking. </li></ul><ul><li>… helps them to feel valued </li></ul><ul><li>… to pick up subtle differences from your own experience </li></ul><ul><li>… encourages the other person to talk. </li></ul>
  35. 35. Time… <ul><li>Ideally: </li></ul><ul><li>try to allow half-an-hour , or more if you can </li></ul><ul><li>about once a fortnight . </li></ul><ul><li>somewhere without interruptions! </li></ul><ul><li>Also try to allow about fifteen minutes before and about half an hour after each teaching observation. </li></ul>
  36. 36. ... about their work <ul><li>The agenda is usually and mainly up to the mentee </li></ul><ul><ul><li>it helps them to own the process </li></ul></ul><ul><ul><li>may be based on their Action Plan </li></ul></ul><ul><li>but they may need encouragement </li></ul><ul><li>(and to be kept to the point ). </li></ul>
  37. 37. The Learning Contract and Mentoring <ul><li>The student will draw up a Learning Contract (or “ Submission Proposal ”) with the help of her tutor </li></ul><ul><li>including mentoring material: please </li></ul><ul><ul><li>help her to draw up the Proposal; </li></ul></ul><ul><ul><li>only sign your bit if you can meet the demands it may make on you. If they are not practicable, re-negotiate them </li></ul></ul><ul><li>It is important that the Proposal is a realistic working document rather than merely a set of pious aspirations. </li></ul>There is a submission proposal for the assessment for each unit.
  38. 38. Recording Mentoring <ul><li>We suggest that any records are kept by the student </li></ul><ul><ul><li>for confidentiality reasons </li></ul></ul><ul><ul><li>as part of their professional journal for the Professional Practice units </li></ul></ul><ul><ul><li>and because writing it up also helps the learning process. </li></ul></ul>
  39. 39. Web-site http://www.bedspce.org.uk/mentor_material.htm for handbook and documentation on-line

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