Mentoring New Teachers

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Mentoring New Teachers

• (Working with several providers)
• Overton Style!

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Key
Mentor Trainee Activity! (Or on your own, but
when the trainee is in)
Mentor Activity!
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Certificate of Mentoring

• Stage 1

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The Reflective Teacher

• Why did you come into teaching?

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What do you remember about

• Your first teaching practice?
• The schools you were in ?
• The support you were given?
• The first time you stood in front of a class?

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What makes

• good teaching?

• bad teaching?

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What makes a .

• good Trainee?

• challengingTrainee?

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Becoming A Mentor-Your Application-

• What do you hope to gain professionally from
  doing it in the immediate future?
• What do you hope this will contribute to your
  department?
• What longer term future professional development
  plans might you use this experience for?

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BT Mentor Application

• Department
• HoD
• Nominee
• Skills / experience

• Teaching Staff (minimum of three years teaching
  experience)
• Why you wish to take up this role

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The Reflective Teacher

• The Standards use several terms in rather
  specific ways.
• Log onto the TDA website, download the
  Professional Standards for Teachers document and
  read the definitions of the terms on page 5

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Terms and Definitions

• learners
• colleagues
• classroom
• workplace
• subjects/curriculum areas
• lessons
• sequences of lessons
• parents and carers
• well-being
• personalised learning

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Every Child Matters
Stay Safe Be Healthy
Enjoy and achieve Achieve Economic well-being
Make a Positive contribution (Acronym- SHEEP)
CDunne2009
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Every Child Matters

• How are the five major themes of the Every Child
  Matters agenda being addressed at our school?
• Indicate which Standard(s) you think might make a
  significant contribution to ECM

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The Role of the Mentor

• Supervision might involve merely keeping an eye
  on a mentee and informing or instructing, whereas
  mentoring implies involvement with the learning
  process of the mentee. It is not the aim of
  mentoring to produce a clone of a mentor ..
• (Wilkin, M., 1992, Mentoring in Schools)

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What do you think the role involves?

• Performance Management / NQT experience may help
• Point of contact
• Draw up timetable / select classes according to
  trainee needs
• Meet regularly
• Meet formally, at least once a week
• Develop self assessment
• Support them in the classroom
• Make their steps to teaching incremental
• Provide feedback
• Negotiate targets
• Highlight- areas for focus / concerns
• Provide counselling and encouragement
• Monitor progress of classes taught
• Complete the formal documentation
• Liaise with CAD / tutor
• Monitor progress, providing evidence of
  where/how/when they achieve the National Standards

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A Jack of All Trades

• You will probably find that your role has three
  major overlapping aspects
• Responsibilities towards the Student.
• Responsibilities towards your school.
• Responsibilities towards the Training Institution
  (HEI)

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The Right StartINITIAL NEEDS ANALYSIS SUMMARY
NOTES

• 1. Foundation Stage

2. Developmental Stage

Beginning of Spring Term - student takes
Foundation Phase Profile, partially completed
Spring planning grid, training plan, and
Spring-Summer Profile to the first training
session with mentor in school 2.
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Support - Induction

• Handbook
• Pupil and staff pursuit
• ISDP afternoons
• Expert sessions
• e.g. child protection, inclusion MAGT

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Support Handbook(précised version of staff
handbook)

• Expectations Students, Staff and Trainees
• Staff Checklist for Effective Teaching
• Staff Checklist for Effective Learning
• Rewards and sanctions
• General Administrative / Organisational Matters
• Watching Others Teach
• Inclusion Register
• Pastoral Handbook

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What should the mentor / department supply?

• Introductions
• Handbook
• Timetable
• Prior data on pupils
• Agendas
• Support formal / informal
• Time!

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What should the BT supply?

• Enthusiasm
• Common sense
• Lesson plans
• Resources
• Initiative
• Self awareness
• A willingness to act on coaching
• Professionalism
• Evidence

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The PCM my role?

• Overview of all Trainees, colleges, tutors,
  mentors
• Liaising between above
• Training
• Professional Development Programme
• Certification of Mentoring
• Staff who will work with trainees, but not
  necessarily as the mentor
• Standardisation and Qaulity Assurance
• Update school with new directives
• Troubleshooting

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Certificate of Mentoring

• Stage 2

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Getting them Going

• Have a timetable drafted
• Arrange for them to meet and observe within your
  department ( a range of staff, groups, style of
  learning activity as well as the groups they will
  be teaching)
• Use the What to Observe questions (from the
  handbook)
• Get them to observe you and other staff using the
  ITT pro forma and 33 standards
• List good practice they see
• 3. Arrange when you will see them formally
• 4. Help them with the planning look at their
  lesson planning!

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Supporting Planning

• An overview
• Use of prior data
• Overt (not covert lesson) objectives SMART ?
  AFL
• Subject knowledge curricula frameworks
• Starters
• A range and variety of learning activities that
  incorporate and develop functional skills
• Personalisation
• Pace
• Assessing learning
• Marking, feedback and target-setting
• Behaviour management
• Use of TA/LSA
• Homework

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Planning An Example

• Overt (not covert lesson) objectives

For example Know Newton's Law of Universal
Gravitation Understand Newton's Law of Universal
Gravitation Appreciate Grunge music Learn the
correct steps to CPR
If we want them to know the law of gravity, a
better representation would be to State Newton's
Law of Universal Gravitation (Knowledge) Explain
how Newton's Law of Universal Gravitation affects
a falling object (Comprehension) Solve Newton's
Law of Universal Gravitation for two
objects(Application)
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Supporting the Development of Subject Knowledge

• Look through the observation forms completed by
  you or other teachers in your department.
• Underline any comments that refer directly to
  aspects of subject knowledge.
• Consider how you can use these comments to
  further your Trainees subject knowledge.

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Student Observation

• Set up an opportunity for your trainee to observe
  you (The aim of the observation is to help
  planning)
• Ask your Student to use the Handbook focus
  questions (Try and comment on the three key
  areas)
• Professional Attributes
• Professional Knowledge and understanding
• Professional Skills
• Discuss the focus questions and draw up a
  parallel list of questions that would be
  necessary to ask the teacher either before or
  after the lesson has been observed

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Focus

• Specific
• Planning
• Starters / plenaries
• AFL
• Meeting and greeting students

• General
• Punctuality to lessons (when using several
  classrooms)
• Behaviour Management techniques
• Teaching stratgeies

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Supporting Other Staff

• Liaise with staff who will also work with the
  Trainee sheet available Working With Trainees
  (later slides)
• Ensure that all information is communicated
  even the bad stuff!

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Working With TraineesGuidance for those new to
observing and feedback

• Hopefully you, as well as the Trainee will
  benefit from the training processes
• A chance to observe your students and how they
  learn
• Time to reflect on your own approach to teaching
• Gaining experience for your CPD portfolio
• Inspiration to become a mentor!
• And even some additional non-contact time when
  the trainee is confident in taking on the group

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But with great benefits comes great responsibility

• What will you need in order to support you in
  your responsibility to provide feedback
  effectively to
• your Trainee
• the mentor (who has a formal weekly meeting with
  the Trainee and will need to refer to your notes)
• ??

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Top Tips

• Make sure you have the lesson plan in advance of
  the lesson if you have any concerns, discuss
  with the Trainee
• Agree a focus e.g. starters dealing with low
  level disruption AFL variety and pace of
  activity use of voice resource use and
  management rewards and sanctions
• The Trainee may have some ideas from their mentor
  meeting on which they wish to focus
• Is there any particular standard they need to
  focus on (QTS Professional Standards for Teachers
  on the reverse)?
• Attached is an example of how notes could be
  taken when you observe
• Agree when feedback should be given

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Giving Feedback

• It should
• be timely
• involve dialogue
• praise, but address areas of concern when they
  arise
• be delivered sensitively and professionally,
  taking care with the words and tone we use
• ideally involve coaching, so that the BT is /
  becomes self-aware and is setting their own
  targets
• encourage and/or offer suggestions or creative
  approaches when the student is struggling
• create the atmosphere and the feeling that the
  Trainee can succeed
• PROVIDE INFORMATION FOR THE MENTORS USE IN THE
  FORMAL WEEKLY MEETING
• (refer to Professional Standards. The Lesson
  Observation Summary form could be used. Where
  possible use the languages / phrases on the QTS
  Professional Standards for Teachers)

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Honing their SkillThe APOE Approach

• Analysis
• Select an aspect of teaching or mentoring on
  which to focus.
• Analyse it and try to find relevant theories of
  education, examples of good practice, ideas from
  colleagues and findings in educational research
  which shed light on the situation
• Planning
• Draw up a specific plan of action in the light
  of what you have found out.
• Operation
• Carry out your plans, modifying them where
  necessary and carefully recording what happened.
• Evaluation
• When finished, look back on the enquiry
• Was the choice of enquiry worthwhile?
• Was the analysis carried out rigorously?
• Was the planning realistic and thorough?
• Did the operation go smoothly and produce useful
  information?
• Do the findings lead to future educational and
  professional choices/action?

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What to Observe

• Very easy to get carried away!
• Agree a focus
• Be guided by
• Standards
• Where improvements need to be made

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Reflection what to look for

• Prioritising needs early in practice
• Reflection
• Improving practice
• Identifying and meeting their developing
  professional needs

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Feeding Back

• It should
• be timely
• involve dialogue get the student to assess!
• praise, but address areas of concern when they
  arise
• be delivered sensitively and professionally,
  taking care with the words and tone we use
• ideally involve coaching, so that the BT is /
  becomes self-aware and is setting their own
  targets
• encourage and/or offer suggestions or creative
  approaches when the student is struggling
• create the atmosphere and the feeling that the BT
  can succeed

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How would you deal with ?

• your trainee being the only male/female in an all
  female/male department?
• your trainee being older / younger than you (any
  issues?)
• your trainee repeatedly not planning effectively?
• a trainee who constantly disagrees with your view
  of their progress (or lack of?)
• a change in role for you mid-mentoring or
  unexpected time constraints on your time?
• A trainee who is not fulfilling the Professional
  Standards earlier / later in the practice?

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The Tricky Standards

• Read through the Standards for QTS. These can be
  found on the website or on the Developmental/Conso
  lidation phase profile.
• Which standards may be problematic for the
  Student to gain sufficient evidence?

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The Tricky Standards
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All thankfully supported in
http//www.tda.gov.uk/teachers/professionalstandar
ds/standards/attributes/relationships/qts.aspx
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And evidence for all standards!
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Standardisation - Observation

• Undertake a formal observation jointly with the
  HEI tutor, the PCM or an experienced mentor.
  Towards the end of the observation and before the
  debrief takes place, exchange and compare your
  notes.
• Do the comments concur?
• How do perceptions of the message differ
  between the reader and the writer?
• What have you learnt from the experience?

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Standardisation The Profile

• Check the key dates
• Use your weekly meetings to highlight evidence
• Complete with student
• Try to avoid vague statements e.g. has
  demonstrated
• Make factual statements that can be measured,
  evidenced, witnessed
• Discuss the appropriate grading, and submit to
  the PCM before it is carved in stone (the
  staffroom table syndrome!)

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If you have mentored before

• Evaluate your most recent mentor/trainee meeting
  by asking the following questions
• In relation to your Trainee
• What targets were agreed?
• How were the targets selected?
• What factors promote/hinder achieving them?
• How will success be measured?
• In relation to yourself as mentor
• What targets did you set yourself?
• How did you aim to achieve these targets?
• What factors promote or hinder achieving them?
• How will you measure success?

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Thank You!

• A teacher affects eternity he can never tell
  where his influence stops Henry Brooks Adams
• Good teachers are costly, but bad teachers cost
  more Bob Talbert