Mentor Training and Guidance - Role of a mentor Placement timeline Paperwork Discussion points Concerns - Edge Hill University
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Mentor Training • Role of a mentor
and Guidance
• Placement timeline
• Paperwork
• Discussion points
• Concerns
Virtual Placement
How does a placement link to campus
based learning for trainees?
• Course leaders ensure that
the placement-based
training aligns with and
reinforces the content,
sequencing and progression
of the curriculum taught on
campus.
Training Routes - Types of Trainee
Our trainees follow a range of training pathways including both Undergraduate and
Postgraduate Teacher Training programmes;
• 1 Professional Practice per year
• English, Mathematics, Religious
Secondary Education
Undergraduate
(3 years)
Reflection Point:
How might these trainees
differ in terms of prior
• 2 Professional Practices experience, skills and
• English, Geography, History, knowledge?
Computing and IT, Mathematics,
Standard PGCE PE, Religious Education, Biology What support will they need
(1 year) at different points in their
programme?
The Trainee Journey
Expectations of trainees over the Virtual professional practices
Trainees typically undertake three professional practice placements spread evenly over
are as follows:
the duration of their programme.
• Undergraduate trainees complete one professional practice per year.
• PGCE trainees complete all professional practices in one year.
Professional
Expectations of trainees over the three professional practices are as follows:
Practice Virtual
Placement
Six Week Virtual
Placement Scheme,
exposure to teaching
roles and School Policy
and Procedures.
Assessment: Pass/Fail
The Virtual Placement Timeline
• School routines and
Each Week • Forms completed in
advance of Visiting Tutor
policies, planning visit (Week 6)
• Timetables • Learning Evaluation.
• Weekly meeting • Joint learning evaluation
• Initial meeting with • Confirm progress against
Visiting Tutor (week • Visiting tutor meeting
teacher's standards.
1) (week 3)
Interim and
Induction
EOP
* Meetings may be virtual
due to current situation
Visiting Tutor Involvement
Week Visiting Tutor Involvement
1 30-min virtual meeting with mentor to
introduce self and university – respond to
any issues and concerns held by the school.
2 30-min check-in with mentor to see how
things are progressing with student group
30min check in with school/mentor for
feedback on student tasks
And 1hr to:
• Gather information from Mentor
6 regarding feedback for programme
development
• Fulfil reporting requirements to
university/InPlace
• Complete Professional Practice Evaluative
Report (PPER) to identify implications for
future input to group/groups
Pre-Placement Check List
Before the first Virtual Placement meeting
• Check that you have received the list of trainees assigned to
you
• Decide on the date/time of the week 1 Virtual Placement (VP)
meeting and send an invite on Microsoft Teams to the trainees
• Read the week 1 task the trainees have been asked to
complete (see week 1 of the subject specific Handbook) to
ensure you are able to facilitate/lead discussion and answer
questions that may arise
• Consider designing a short interactive ice-breaker/short quiz to
stimulate conversation - e.g. an educational acronym 1 - 10
quiz
Pre-Placement Check List
During the meeting
• Have somewhere to make notes/ record the contributions of each trainee as the meeting progresses
• Try to ensure all trainees and involved - direct questions if necessary at individual trainees who appear not to be
engaging
• ‘Weekly Progress Review Record’ - the trainee has the ownership of this – the trainee can complete this towards
the end of the session as follows:
o Curriculum Mentor reviews what has been discussed (the trainee will then write this into the Key Themes
Discussed section)
o Curriculum Mentor gives an overview of the following week’s session which is given in the subject specific
Handbook containing the 6 weekly plan (the trainee will then write this in to the New Targets section i.e
the things to plan for next week)
o Curriculum Mentor gives generic feedback to the group (the trainee will then write this into the Review of
Current Targets section i.e. how things went this week). Please indicate to trainees that you may send
them an individual email if appropriate to offer further feedback
After the meeting
If appropriate send trainees individual emails regarding targets and feedback on their engagement.
Overview - Induction
Trainee
Inductio
Induction
n period
Trainee teachers become familiar with school routines and expectations.
They are not expected to teach, but will support teachers and learners in lessons.
Induction Checklist
The School
• School mission statement
Health and Safety
• Staff names and responsibilities
• Child protection procedures & named
• Tour of school and introductions
safeguarding officer / teacher
• Health and safety procedures
Key Policies
• Reporting accidents
• Curriculum
• Emergency procedures
• Assessment, including marking &
record keeping
Trainee Housekeeping
• Behaviour management
• Agree meeting times
• Expected hours of attendance
Routines & Procedures
• Dress and conduct codes
• Break times etc.
• Notifying absence
• Stock
• Who to approach for help
• Photocopying
Overview – Virtual Initial Professional Practice The virtual initial professional practice with a small group of students attached to a school for a six-week period. The aim of this placement is to provide a firm foundation of understanding about schools and the curriculum that is offered to its pupils. Students are provided with the opportunity to link centre-based input to a real- life context, so helping a student to unpick the Teachers’ Standards/Core-Content Curriculum and provide a strong basis upon which their development as a teacher can be built upon in subsequent ‘present in person’ professional practices.
Overview – Virtual Initial Professional Practice
Key features of the placement include:
• Developing a professional relationship with a school/setting
• Undertaking a series of pre-defined investigative tasks to learn about the school as a learning
community, the context within which it sits, the role of a teacher, and the position of the subject
within the school curriculum
• Exploring the social context within which a school operates and the challenges this may present
• Investigating the school website as a vehicle for getting to know and understand the values of a
school – policies into practice
• Gaining insight into the curriculum your school offers its pupils, particularly looking at the
development of schemata and notions of progression and sequencing in a variety of subject areas
• Completing directed tasks which unpick key themes and support a student to be able to assess
and design a series of teaching materials which meet the identified needs of learners within the
student’s subject specialism
• The opportunity to be part of a group of students attached to the school who meet virtually as a
community of practice to share findings, reflect, and talk about what they have noticed/learntVirtual Initial Placement Core Paperwork Overview • Weekly Progress Review Record • Interim Report • End of Practice Report Additional information including Handbooks are found on the Faculty of Education website and the latest version of all of the above documents are stored on https://www.edgehill.ac.uk/educationpartnership/ our Information for Partners webpages:
Weekly Progress Review Record
This form is a weekly form and should take into account a
formal lesson observation and the trainee’s general
progress and actions across the week.
The form is aimed to reflect on the Learning Objectives for
the lesson and the trainee’s targets across the week and
used to provide feedback about what the pupils learned
and how to improve learner progress, linking to the Teacher
Standards.
Future targets should be specific and linked to the
standards.Interim Assessment This is discussed, agreed and returned to the University halfway through the professional practice. It is used to comment and reflect on key issues of progression.
End of Professional Practice Report Form The End of Professional Practice Report Form is completed in advance and then signed off by the Trainee, School- Based Mentor and Visiting Tutor at the end of the professional practice. It reflects the progression of the trainee throughout the duration of the professional practice.
End of Professional Practice Report Form
End of Professional Practice Report Form
What if things don’t go to plan?
A trainee becomes a Cause for Concern if they are at risk of failing
the Professional Practice and requires additional support with regular
reviews for at least a two-week period.
If the Mentor and/or
Visiting Tutor
The trainee is
consider the trainee
A problem is With the mentor then invited to
is still not making
identified by the and trainee the attend a
sufficient progress,
mentor. Trainee Contact the Visiting Tutor will supportive
the trainee will
receives support Visiting Tutor set targets to Departmental
be informed the
and guidance but immediately. support the Progress
Professional Practice
progress is not trainee in making Meeting to
has been
made. progress. discuss next
unsuccessful and the
steps.
practice will
be terminated.Reflective Practice Reflective practice is a personal tool that teachers can use to observe and evaluate their experiences. It can be both a private process as well as one that you discuss with colleagues. When you collect information regarding what have experienced in school or on virtual placement, take the time to analyse it from a distance, you can identify more than just what what works well but also how it relates to your practice. You will be able to look at the underlying principles and beliefs that define the way that you want work. This kind of self-awareness is a powerful tool for a teacher. Reflective practice is a quieter and more systemic approach to looking at what happened which can then inform future choices, planning and practice. Examples of Reflective Cycles (Theory) are provided later in this PowerPoint. A possible tool to aid the reflective process is the use of a ‘Reflective Diary’. This tool will allow the Trainee to record thoughts, experiences and practice that they might find useful when building their teaching philosophy and teaching practice. Use of a ‘Reflective Diary’ might aid the student when completing the Weekly Progress Review Record.
Kolb’s Experiential Cycle
Gibbs Reflective Cycle (1988)
Description Feelings Evaluation
• Here you should write • What went well, what
• Describe what, when, didn’t go well, what
where, and how an what where your
feelings before and needs to be improved
event happened. for next time?
after the event.
Action Plan Conclusion Analysis
• Describe what you • What you have learnt • Give a thought to
would do if you face from the experience? what happened?
the same situation in Is there anything that What choices were
the future. you would do made and what were
differently? the effects?Partnership Agreement • The Edge Hill University Partnership Agreement outlines the key responsibilities relating to both the school and the university. • The Edge Hill University Partnership Agreement can be located on the 'Partnership Agreements' Page Edge Hill’s Partnership Agreement: https://www.edgehill.ac.uk/educationpartnershi p/partnership-agreements/
Safeguarding • The Faculty of Education safeguarding policy is intended to guide the actions of student/trainees who may have concern for the safeguarding and welfare of children/venerable adults during the professional practice elements of the programmes. • Trainee teachers in your setting will follow the safeguarding procedures that your setting has and will report any concerns you as appropriate. • Members of staff from out partnership need to be aware that any safeguarding concerns reported to your setting will also be reported to the designed senior manager with safeguarding responsibilities in of education at Edge Hill University and you will be contacted by this member of staff with regards to the concern raised. This is to ensure supported throughout any process of enquiry. Edge Hill’s Safeguarding Overview: https://www.edgehill.ac.uk/educationpartnership/safeguarding/
Further Training Opportunities Accreditation for Mentors: PGCert Mentoring & Coaching: The Postgraduate Certificate in Mentoring and Coaching has been developed to address the needs of teachers and other professionals working in a range of educational contexts. It provides a professional route in mentoring and coaching for those who hold, or are seeking to hold, specialist roles in schools and colleges and other educational settings. For further information please contact the Professional Learning Administration Team on 01695 657 207 or email professionallearning@edgehill.ac.uk ARC Training and Mentoring for Secondary English: Providing mentoring and training during this pivotal NQT year, ARC offers SLT reassurance that they are providing outstanding support and training without placing additional pressure on your school team. NQTs are equally reassured, as in addition to training on key areas of NQT development, they have access to ongoing support, working in partnership with your school ethos. The programme will offer a series of online and face-to-face training in twilight forums, alongside future career guidance, access to high quality mentoring, support from subject-based, early career peers, support for all stakeholders in making meaningful progression between ITT and Early Careers Frameworks, and support for SLT in the national aim of teacher retention.
Contact Us:
Lorraine Partington (Head of Partnership Development Team)
01695 650899
partingl@edgehill.ac.uk
Jen McKown (Partnership Development Officer – Secondary Education)
01695 584399
jenniffer.mckown@edgehill.ac.uk
PG Cert in Mentoring
and Coaching
Mike Pennington (Partnership Quality Officer)
01695 584403
penningm@edgehill.ac.uk
Ian Molyneux (Partnership Quality Officer) *Reduced price for
07928 128787 Partnership schools
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