Mentor training presentation

1. NEW MENTOR TRAINING DAY
Wednesday 21st September 2017

2. Objective of the day are to help you to ….
► appreciate the roles and
responsibilities of your role as
a mentor
► You may be a professional mentor or a
curriculum mentor and may work with students
from one programme or many

3. ► 9.30 – Welcome
► 9.35 – The Induction Period, collaborative teaching,
oral and written formative feedback
► 11.00 – Coffee
► 11.20 – Assessment and mentor contributions to the
Learning Journal, managing the weekly meting, CCCU
Partnership Evaluation Framework
► 12.40 – Lunch
► 13.30 – Subject Group Meetings/Professional Mentor
Meeting.
Programme for the day

4. The Programmes...
►PGCE 7-14
►PGCE 11-18
►BSc with QTS
(Mathematics)
►PGCE 14-19
►School Direct
(QTS only or PGCE)
School Experience
Professional
studies
Curriculum Studies
Enhanced
Studies

5. What do we expect from our
student teachers?

6. What does your school need to do to make
the optimum learning environment for a
student teacher?
► Generate: Generate as
many ideas as you can
on post - its
► Select: Select the 9
most important – you
must all agree
► Prioritise: Most
important at the top
► Narrate: One stays with
the Diamond 9 whilst
others circulate and ask
questions

7. Who will support me?
Secondary Phase
SCHOOL-BASED
► Curriculum Mentor
► Professional Mentor
► Alliance Lead staff
CCCU-BASED
► Curriculum Tutor
► Secondary Area Lead
(SAL)
► Alliance Lead Tutor

8. Communication Flows - Partnership
Secondary Area
Lead (SAL)
Secondary
Curriculum Tutor
Professional
Mentor
Curriculum
Mentor
COMMUNICATION FLOWS - PARTNERSHIP
Student Teachers

9. Student induction
► In pairs outline the range of activities you would
like to engage students with during induction.
Consider in conjunction with the ‘Induction’ section
from the new Partnership Evaluation Framework.
► You will need to think about the balance between
in-department/whole school activities. Which of
the key players should students be meeting?

10. The mentoring conversation/
oral debriefing of teaching

11. Context
► MFL lesson: Mentor & HoD
► SD Pathway A: PGCE 11-18 MFL student
► Conversation between Mentor & Student after her
Year 7 lesson (October of the training year)
► Student’s first lesson with this Year 7 class
► Only Student’s second ever solo lesson
► Video clip is of the post-lesson discussion.

12. a) Look at the lesson plan
b) Discuss in pairs (i) positives
(ii) areas for discussion
(iii) advice
(iv) action
We will then share (i) to (iv) in wider
discussion.
Pre-viewing activity

13. Viewing & post-viewing activities
► Watch the mentoring conversation (short clip)
► Points to consider:
► 1: examine the mentors use of questioning
► 2: watch with particular regard to mentor use of positive
feedback (verbal & non-verbal)
► 3: how does the mentor lead and manage the post-lesson
debrief? Draw up a list of strategies employed.
► 4: what evidence is there that the student is benefitting
from the discussion?
► Imagine you are the student’s mentor. How might you best
support & challenge her?

14. Formative assessment: written
lesson feedback
►Ensure that you have the Newman College
analysis tool.
►In pairs analyse two different lesson
observations using the analysis tool
►Conduct a PNI exercise in each pair
►Come together as a group and explain your
findings

15. What to do when things go
wrong?
►Support from CCCU
►The Area of Concern Process

16. Break

17. Learning Journal Engagement
(Mentor/Student)
►Mentor written commentaries
►Subject knowledge development*
►Student written commentaries &
reflections

19. The weekly meeting
► In pairs discuss the features of an effective weekly
meeting.
► Now compare your findings with the Leggatt
2011/12 research findings and guidelines for
weekly meetings.
(Supporting resources: Managing the weekly
meeting/prompt material in your pack)

20. Mentor Meeting Research Findings
N.Leggatt (2011-12)
► I suggest areas I need to develop and SM suggests opportunities and tasks to help,
e.g. who to observe, what to read, what school activities to attend etc.
► I feel safe to speak confidentially
► Some aspects of the meeting are consistent every week, but there is flexibility to
meet the circumstances and my needs
► I talk about weaknesses I’ve identified in my practice and SM gives tips / practical
demonstrations/examples to help
► We consider an overview of the week to come, e.g. what lessons I’ll be
teaching/observing, parents’ evenings, outings, department meetings etc.
► A focus of the meeting is discussion about the targets from the previous week, how
well I’ve achieved them, and whether they need to carry forward to subsequent
weeks.
► I feel confident that the weekly meeting is my time by right and I’m not being a
nuisance or impinging unduly on his/her time
► I feel I will be listened to
► Each weekly meeting feels like a small step towards my goal of QTS

21. ► Students are graded at key points during the programme
► Schools grade each standard separately, there is no overall
grading
► The criteria have changed this year – watch out for
updates and training for all
► Grades 1, 2, 3, 4
► In addition, students who have not yet met a standard but
are progressing well are graded as “working towards grade
3” other than at the final grading point.
School Practice Assessment

22. Partnership Evaluation Framework
► The framework will allow the Partnership the
opportunity to audit against four key areas:
► Induction*
► Professional Development and Support
► Quality of Coaching and Mentoring
► Working in Partnership

23. What makes a good mentor?
►Now you have explored the challenges -
what do you think are the features of a
good subject mentor/ professional
mentor
►What attributes would you be looking
for?
►What support might you need in this
role?

24. And finally …
►Finally…..Write down three actions that
you need to do when you get back to
school as a result of today’s session

25. ► Mentors’ Web Site
► www.canterbury.ac.uk/education/mentors/
► Documentation site needs username: cccu-
mentors and password: CCCUmentors2016
Further Information and
Guidance