Mentors 2012

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A briefing presentation for mentor training for a teacher education programme in post-compulsory education.

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Mentors 2012

  1. 1. Welcome to thePGCE/Certificate in Education(Post-Compulsory Education) Mentor Training 10 November 2012
  2. 2. The course mantra:It’s in the (Mentors’) Handbook!
  3. 3. 2:3 2:2Year : Term 2:1 1:3 1:2 1:1
  4. 4. 2:3 2:2Year : Term 2:1 1:3 1:2 Planning and Preparing for 1:1 Teaching and Learning
  5. 5. 2:3 2:2Year : Term 2:1 1:3 Professional 1:2 Practice 1 Planning and Preparing for 1:1 Teaching and Learning PTLLS
  6. 6. 2:3 2:2Year : Term 2:1 1:3 Teaching & Assessment Professional 1:2 Learning Process and Evaluation Practice 1 Planning and Preparing for 1:1 Teaching and Learning
  7. 7. 2:3 Curriculum Design & 2:2 DevelopmentYear : Term Theories & Principles of Researching 2:1 Inclusive Learning & Practice Teaching 1:3 Teaching & Assessment Professional 1:2 Learning Process and Evaluation Practice 1 Planning and Preparing for 1:1 Teaching and Learning
  8. 8. 2:3 Curriculum Professional Design & 2:2 Development Practice 2Year : Term Theories & Principles of Researching 2:1 Inclusive Learning & Practice Teaching 1:3 Teaching & Assessment Professional 1:2 Learning Process and Evaluation Practice 1 Planning and Preparing for 1:1 Teaching and Learning
  9. 9. These Y2 unit labels apply from next year: the current ones are: •Curriculum and context 2:3 •Professional Development and Action Research •Policy Settings and Practice Curriculum Professional •Professional Practice 2 Design & 2:2 Practice 2 DevelopmentYear : Term Theories & Principles of Researching 2:1 Inclusive Learning & Practice Teaching 1:3 Teaching & Assessment Professional 1:2 Learning Process and Evaluation Practice 1 Planning and Preparing for 1:1 Teaching and Learning
  10. 10. Qualified Teacher: Learning and Skills (QTLS)• The PGCE/Cert Ed is a qualification of the University of Bedfordshire (UK) but
  11. 11. 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
  12. 12. 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).
  13. 13. 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).to achieve QTLS you must gain the PGCE/Cert Ed and• Be registered with IfL and• complete a period of professional formation
  14. 14. 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 ... all this• Improvement Service (LSIS) and• the Institute for Learning (IfL) as a• (DTLLS). is up in the air Diploma in Teaching in the Lifelong Learning Sectorto achieve QTLS you must gain the PGCE/Cert Ed and•• at the moment. Be registered with IfL and complete a period of professional formation
  15. 15. Competences and OutcomesUnit assessment based on LearningOutcomes
  16. 16. Competences and OutcomesUnit assessment based on LearningOutcomes•… what students should know or be able todo when they have done the unit•not “objectives”: they are for the student,not the tutor
  17. 17. Competences and OutcomesUnit assessment based on LearningOutcomes•… what students should know or be able todo when they have done the unit•not “objectives”: they are for the student,not the tutor•not “competences” (à la NVQ): they gobeyond simple performance • and include underpinning knowledge • reflection • and critical discussion.
  18. 18. Wot? No assignments?
  19. 19. Wot? No assignments?• Tutors do not set assignment titles
  20. 20. 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
  21. 21. 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
  22. 22. Differential Assessment Cert Ed PGCEYear One HE 1 (QCF 4) HE 3 (QCF 6)Year Two HE 2 (QCF 5) HE 3 (QCF 6)
  23. 23. Outcomes at different levels Ref Cert Ed Outcome PGCE Outcome Roles and Responsibilities Understand the Evaluate different ways in relationships between which teachers and other1.2 teachers and other professional may work professionals in lifelong together in lifelong learning learning Be able to evaluate Be able to evaluate own practice in planning practice in planning inclusive learning and1.7 inclusive learning and teaching in your own teaching setting and at least one other
  24. 24. Outcomes at different levels Ref Cert Ed Outcome PGCE Outcome Roles and Responsibilities Understand the Evaluate different ways in relationships between which teachers and other1.2 teachers and other professional may work professionals in lifelong together in lifelong learning learning Be able to evaluate Be able to evaluate own practice in planning practice in planning inclusive learning and1.7 inclusive learning and teaching in your own teaching setting and at least one other
  25. 25. Outcomes at different levels Ref Cert Ed Outcome PGCE Outcome Roles and Responsibilities Understand the Evaluate different ways in relationships between which teachers and other1.2 teachers and other professional may work professionals in lifelong together in lifelong learning learning Be able to evaluate Be able to evaluate own practice in planning practice in planning inclusive learning and1.7 inclusive learning and teaching in your own teaching setting and at least one other
  26. 26. Professional Practice 1 and 2• Learning Contract (PDP)• 50 hours of teaching• 4 Observations• 10 hours reflective evaluation• Reflective Journal• Study days Micro-teaching Project (Year 1) (Year 2)
  27. 27. Professional Practice 1 and 2• Learning Contract (PDP) All based on a Personal• 50 hours of teaching Development• 4 Observations Plan.• 10 hours reflective evaluation• Reflective Journal• Study days Micro-teaching Project (Year 1) (Year 2)
  28. 28. Professional Practice 1 and 2• Learning Contract (PDP) This is where• 50 hours of teaching the actual• 4 Observations practice sits.• 10 hours reflective evaluation• Reflective Journal• Study days Micro-teaching Project (Year 1) (Year 2)
  29. 29. Professional Practice 1 and 2• Learning Contract (PDP) Minimum, per• 50 hours of teaching year.• 4 Observations (75 hrs for current Y2 students• 10 hours reflective evaluation• Reflective Journal• Study days Micro-teaching Project (Year 1) (Year 2)
  30. 30. Professional Practice 1 and 2• Learning Contract (PDP) 2 tutor +• 50 hours of teaching 2 mentor observations each year• 4 Observations• 10 hours reflective evaluation• Reflective Journal• Study days Micro-teaching Project (Year 1) (Year 2)
  31. 31. Professional Practice 1 and 2• Learning Contract (PDP) 2 tutor +• 50 hours of teaching 2 mentor observations each year• 4 Observations• 10 hours reflective evaluation And two observations of fellow students• Reflective Journal (so by peers too)• Study days Formative only Micro-teaching Project (Year 1) (Year 2)
  32. 32. Professional Practice 1 and 2• Learning Contract (PDP) Critical review• 50 hours of teaching of practice.• 4 Observations• 10 hours reflective evaluation• Reflective Journal• Study days Micro-teaching Project (Year 1) (Year 2)
  33. 33. Professional Practice 1 and 2• Learning Contract (PDP) Possibly based on issues arising from observations• 50 hours of teaching or class/tutorial/mentor• 4 Observations discussions• 10 hours reflective evaluation• Reflective Journal• Study days Micro-teaching Project (Year 1) (Year 2)
  34. 34. Professional Practice 1 and 2• Learning Contract (PDP)• 50 hours of teaching• 4 Observations Excerpts from a journal kept• 10 hours reflective evaluation throughout the year• Reflective Journal based on experience as teacher and• Study days student. Micro-teaching Project (Year 1) (Year 2)
  35. 35. Professional Practice 1 and 2• Learning Contract (PDP) 2 each year with discipline-related• 50 hours of teaching tasks between• 4 Observations• 10 hours reflective evaluation• Reflective Journal• Study days Micro-teaching Project (Year 1) (Year 2)
  36. 36. Professional Practice 1 and 2• Learning Contract (PDP)• 50 hours of teaching• 4 Observations• 10 hours reflective evaluation• Reflective Journal Formatively assessed in first• Study days term Micro-teaching Project (Year 1) (Year 2)
  37. 37. Professional Practice 1 and 2• Learning Contract (PDP)• 50 hours of teaching On a negotiated topic• 4 Observations• 10 hours reflective evaluation• Reflective Journal• Study days Micro-teaching Project (Year 1) (Year 2)
  38. 38. Planning and Preparing the Session AssessingOpening the Session ObservedPresenting material PracticeResourcesRelating to students and supporting students individuallyActivities, exercises and promoting active learningChecks on learningManaging the session, learner behaviour, timings andresponse to eventsConcluding the sessionEqual Opportunities & Safeguarding issuesidentified/addressed
  39. 39. Planning and Preparing the Session AssessingOpening the Session ObservedPresenting material PracticeResourcesRelating to students and supporting students individuallyActivities, exercises and promoting active learningChecks on learning These are theManaging the session, learner behaviour, timings andresponse to events headings for theConcluding the session summativeEqual Opportunities & Safeguarding issues assessmentidentified/addressed
  40. 40. And these forformative Developmental pointsfeedback• Subject-specific issues (for Mentor use)• Action points for future development• Student’s own plans before next observation• Summary• (Notes on embedding functional skills).
  41. 41. 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
  42. 42. 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.
  43. 43. Scheduling Year 1 Year 2 1 2 3 1 2 3Mentor (4)Tutor (4)of Peers (2x2) by peers At least one Submission Submission Professional Professional before Christmas Practice 1 Practice 2
  44. 44. 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
  45. 45. 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.
  46. 46. After the session some of the most effectiveCan yieldlearning in the entire Course
  47. 47. After the session some of the most effectiveCan yieldlearning in the entire Course•Material is live,•you have both shared it from your differentstandpoints,•and noticed different things —and it is•the optimum time for feedback.
  48. 48. 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.
  49. 49. Detailed questions Year 1 Year 28.11 Opening the Session · Do you make the objectives of the · Do you re-negotiate the session if session clear to the students? necessary? · · Do you outline the plan of the session? Do you make particular efforts to link the session with students’ other · Do you make links with other sessions, experiences or interests? 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?
  50. 50. Detailed questions Year 1 Year 28.11 Opening the Session · Do you make the objectives of the · Do you re-negotiate the session if session clear to the students? necessary? · · Do you outline the plan of the session? Do you make particular efforts to link the session with students’ other · Do you make links with other sessions, experiences or interests? etc. as appropriate? · Do you check the present level of students’ knowledge, skills and/or preparation? These questions are for · Do you deal appropriately with late- guidance only: students comers? are actually assessed · Do you deal appropriately with against the headings unprepared students?
  51. 51. 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-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!
  52. 52. Initial or “n/a” or “see below” Using the Form for reasons not to pass. Heading Met?8.13 Presenting material 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 OHTs are good — but there doesn’t have to be a new one for every thing you say!
  53. 53. We do not grade observations.
  54. 54. 2:3 Curriculum Professional Design & 2:2 Development Practice 2Year : Term Theories & Principles of Researching 2:1 Inclusive Learning & Practice Teaching 1:3 Teaching & Assessment Professional 1:2 Learning Process and Evaluation Practice 1 Planning and Preparing for 1:1 Teaching and Learning
  55. 55. Mentoring is ... Talking to someone about their work so as tohelp them do it better.
  56. 56. Talking...Listening as much as talking. … helps them feel valued … to pick up subtle differences from your own experience … encourages them to talk.
  57. 57. 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.
  58. 58. ... 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).
  59. 59. 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.
  60. 60. 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.
  61. 61. Web-sitehttp://www.bedspce.org.uk/mentor_material.htm for handbook and documentation on-line

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