Mentors 2012

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

Mentor Training
10 November 2012

The course mantra:

It’s in the (Mentors’) Handbook!

2:3

2:2
Year : Term

2:1

1:3

1:2

1:1

2:3

2:2
Year : Term

2:1

1:3

1:2
Planning and Preparing for
1:1 Teaching and Learning

2:3

2:2
Year : Term

2:1

1:3
Professional
1:2 Practice 1

PTLLS

2:3

2:2
Year : Term

2:1

1:3
Teaching & Assessment
Professional
1:2 Learning
Process
and
Evaluation Practice 1


2:3
Curriculum
Design &
2:2 Development
Year : Term

Theories &
Principles of
Researching
2:1 Inclusive
Learning & Practice
Teaching

1:3
Professional
1:2 Learning
Process
and


2:3
Curriculum
Professional
Design &
2:2 Development Practice 2
Year : Term

Theories &
Principles of
Researching
2:1 Inclusive
Learning & Practice
Teaching

1:3
Professional
1:2 Learning
Process
and


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
Development
Year : Term

Theories &
Principles of
Researching
2:1 Inclusive
Learning & Practice
Teaching

1:3
Professional
1:2 Learning
Process
and


Qualified Teacher:
Learning and Skills (QTLS)
• The PGCE/Cert Ed is a qualification of the University
of Bedfordshire (UK) but

Qualified Teacher:
• endorsed by the Learning and Skills
Improvement Service (LSIS) and

Qualified Teacher:
• the Institute for Learning (IfL) as a
• Diploma in Teaching in the Lifelong Learning Sector
(DTLLS).

Qualified Teacher:
• 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

Qualified Teacher:
endorsed by the Learning and Skills

... all this
•
•
(DTLLS).
is up in the air
Diploma in Teaching in the Lifelong Learning Sector

to achieve QTLS you must gain the PGCE/Cert Ed and
•
•
at the moment.
Be registered with IfL and
complete a period of professional formation

Competences and Outcomes
Unit assessment based on Learning
Outcomes

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

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
• and 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


• 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
Understand the Evaluate different ways in
relationships between which teachers and other
1.2 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 and
1.7
inclusive learning and teaching in your own
teaching 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 Project
(Year 1) (Year 2)

• Learning Contract (PDP) All based on a
Personal
• 50 hours of teaching Development
• 4 Observations Plan.


• Study days
(Year 1) (Year 2)

This is where
the actual
• 4 Observations practice sits.

• Study days
(Year 1) (Year 2)

Minimum, per
• 50 hours of teaching year.
• 4 Observations
(75 hrs for current Y2
students

• Study days
(Year 1) (Year 2)

2 tutor +
• 50 hours of teaching 2 mentor observations
each year
• 4 Observations

• Study days
(Year 1) (Year 2)

2 tutor +
• 50 hours of teaching 2 mentor observations
each year
• 4 Observations
And two observations of
fellow students
(so by peers too)
• Study days Formative only
(Year 1) (Year 2)

Critical review
of practice.
• 4 Observations

• Study days
(Year 1) (Year 2)

• Learning Contract (PDP) Possibly based on issues
arising from observations
or class/tutorial/mentor
• 4 Observations discussions


• Study days
(Year 1) (Year 2)

• 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.
(Year 1) (Year 2)

• Learning Contract (PDP) 2 each year with
discipline-related
• 50 hours of teaching tasks between
• 4 Observations

• Study days
(Year 1) (Year 2)

• 4 Observations
• Reflective Journal Formatively
assessed in first
• Study days term
(Year 1) (Year 2)

• 50 hours of teaching On a negotiated
topic
• 4 Observations

• Study days
(Year 1) (Year 2)

Planning and Preparing the Session
Assessing
Opening the Session Observed
Presenting material Practice
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
Concluding the session
Equal Opportunities & Safeguarding issues
identified/addressed

Planning and Preparing the Session
Assessing
Opening the Session Observed
Presenting material Practice
Resources
Relating to students and supporting students individually
Activities, exercises and promoting active learning
Checks on learning
These are the
Managing the session, learner behaviour, timings and
response to events headings for the
Concluding the session summative
Equal Opportunities & Safeguarding issues assessment
identified/addressed

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 during each year of the
Course
• for a complete session
• early and late
• in a variety of teaching settings.

Scheduling
Year 1 Year 2
1 2 3 1 2 3

Mentor (4)

Tutor (4)

of Peers (2x2)

by peers

At least one Submission Submission
Professional Professional
before Christmas
Practice 1 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

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
Can yield
learning in the entire Course

After the session
some of the most effective
Can yield
learning in the entire Course
•Material is live,
•you have both shared it from your different
standpoints,
•and 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.

Detailed questions
Year 1 Year 2
8.11 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?

Detailed questions
Year 1 Year 2
8.11 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?

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!

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!

We do not grade observations.

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 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
 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.

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

Mentors 2012

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