Subject Mentor (SM) Training 2020-2021 - Faculty of Education, Department of Secondary Education - Manchester Metropolitan University
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Subject Mentor (SM) Training
2020-2021
Faculty of Education, Department of Secondary Education
MMU SM training 2020-2021 1
Secondary Partnership Team
Karen Fuller
Head of ITE Partnerships
Jo Baynham Majella Dalton-Bartley
Placement A Lead Placement B Lead
Pete Bayliss Gill Burgess Aileen Thom Cheryl Wilberforce
Partnership Tutor Partnership Tutor Partnership Tutor Partnership Tutor
MMU SM training 2020-2021 2
By the end of the session we will have explored: • the skills and qualities that make a good subject mentor • the main roles and responsibilities of the subject mentor • a successful induction • how to handle difficult situations that you as subject mentors can come across • strategies for supporting student teachers who are struggling as well as for stretching those who are high performers • some key documentation • any questions or queries
The SM Role: An Overview
• To induct the student into the department and clarify departmental expectations.
• To give the student access to resources, schemes of work
• To help create a suitable timetable (range/balance/opportunities to observe) which supports
the development of subject knowledge and allows the principle of gradualism to be applied
• To carry out a weekly formal observation on your student (written feedback) and a
joint observation with PM if possible.
• To monitor student teacher progress throughout their teaching experience
• To carry out a weekly mentor meeting with your student.
• To monitor students health and well-being during placement.
• To engage in joint / supported planning with the student, sharing resources.
4
• To monitor student teacher progress, setting targets and review progress, ensuring that students work
towards making sufficient progress in relation to the MMU curriculum.
• To support student teachers through the completion of the Progression and Achievement Document (PAD)
• Subject Audits – leading to a progressive timetable to address subject knowledge gaps –
gradualism process
• Addressing areas for development through clear target setting keeping both the PM and university
Personal Tutor informed of any concerns.
• Provide opportunities either face to face or virtually to observe expert colleagues
• To contribute to both the interim and final reports.
• To monitor the students Teaching Experience File (TEF).
MMU SM training 2020-2021 5
SM Files… • These are for you to keep to help monitor student progress (these will be monitored by the PM as part of the quality assurance process). • They can be used to evidence entitlement etc. • Copy of weekly lesson observation (including joint observations) • Copy of weekly meetings (appropriate SMART targets are being set) • Student timetable • Copy of progress/ assessment points • Copy of ISP documentation (if appropriate) • Any additional information you feel appropriate.
Teaching Experience
MMU SM training 2020-2021 7Teaching Experience in school should include
• Context of the school, its staff and pupils – current focus of the school and areas of expertise
• The opportunity to observe good practice in teaching and learning across the whole school
• A timetable that provides opportunities to observe different areas of the curriculum
• Opportunities to discuss and develop subject knowledge
• Managing behaviour in this context
• Beginning to understand the importance of delivering high quality learning – addressing pupil misconceptions,
modelling, scaffolding,
• Beginning to understand assessment – formative/summative, assessment in practice, identifying knowledge gaps,
questioning, pupil feedback, pupil progress.
• Weekly / regular mentor meetings to evaluation progress to date and set targets for improvement
• A planned programme of observations of student teaching – weekly written feedback identifying strengths and
weaknesses.
• Support towards meeting the Manchester Metropolitan ( MMU) PGCE curriculum
MMU SM training 2020-2021 8Induction- refer to handbook for ideas on suitable induction activities
• Induction to the school setting – including:
• Induction to the school, introduction to staff team (especially those with responsibility for SEND and safeguarding)
• Introduction to school policies and practices –key documents, schemes of work, pupil data and how these can be
accessed
• Safeguarding – school processes, designated staff roles, how to report concerns.
• Workload, wellbeing and expectations of students
• Timetable – created and shared with all partners
• Mentor relationships and pattern of mentor meetings established
MMU SM training 2020-2021 9The timetable should:
• Develop subject knowledge
• Build on existing knowledge
• Provide opportunities for ongoing observation of expert colleagues in teaching and learning
• Allow the student teachers to become more independent in groups
• Gradually become more challenging
• Provide a range of classes of different year groups and abilities, where possible
MMU SM training 2020-2021 10What should a student teacher do in their non-contact time:
Plan beforehand what
• Prepare lessons and resources they will do!
• Update TEF
• Observe expert colleagues and reflect and evaluate both their own and others`
teaching
• Prepare for tutorials/mentor meetings
• Mark students work
MMU SM training 2020-2021 11Changes to the PGCE secondary programme
There are changes to our programme this year and we are now being
inspected under the governments new ITT inspection framework
https://www.gov.uk/government/publications/initial-teacher-education-ite-inspection-framework-and-handbook
Also embedded within the programme is the MMU curriculum.
MMU SM training 2020-2021 12Secondary Partnership Website
• Links to resources, advertising posts, CPD
• All documentation
• Latest news
• Training materials including podcasts
• Handbooks
• Events announcements
https://www2.mmu.ac.uk/stepd/partnerships/resources/secondary/
MMU SM training 2020-2021 13MMU PM training 2020-2021 14
Main changes to the programme
Old Language New Language
Grading We are no longer grading lessons and student teachers. We are
now using the key terms to state if the student is making-
‘sufficient progress’ or ‘insufficient progress’
Reviews The traditional reviews have now been replaced. We are using a document-
Progression and Achievement Document (PAD).
These review points will include an ‘initial report and ‘final report during
both placements.
There are now 4 reports in total
Previously we had 6 reviews
Lesson plan and lesson observation The lesson plan for student teachers to complete has now changed. The lesson
observation form for you and SMs to complete focuses on implementation and
impact.
MMU SM training 2020-2021 15Assessment of Student Teachers
• Student teachers should be assessed against the MMU curriculum. The MMU curriculum incorporates all
elements of the Core Content Framework (CCF), which is the minimum entitlement for all initial teacher
education programmes.
• Assessment should not be against the Teacher Standards – these are end-point statements to be achieved
by completion of the programme.
• The MMU Curriculum is designed to ensure that successful progress against the curriculum will provide the
required evidence to demonstrate that the Teacher Standards have been met.
Assessment of Progress – PGCE
• The PGCE programme is divided into 4 phases.
MMU SM training 2020-2021 16Four phases: 1. Induction 2. Development 3. Progression 4. Achievement
• All student teachers undergo an assessment of their progress against the MMU Curriculum, specific to that phase.
• Carried out by SMs and subsequently university tutors.
• Tutors and mentors identify for each category, whether a student teacher is making sufficient progress against the
MMU curriculum or not.
• Any student teacher not making sufficient progress against the indicators, should be placed on an intervention
support plan (ISP). The ISP will include clearly identified targets for improvement.
At the end of the development and assessment phase, any student teacher deemed to be making insufficient progress
should have been placed on an ISP and the outcome for this process suggests there is still a cause for concern.
A senior moderator will visit all student teachers who are judged to be a cause for concern at this stage. University
tutors will moderate outcomes in advance of the progress board. The ISP and Progression and Achievement Document
will provide the required evidence for the Progress Board to decide whether the student teacher is able to progress
onto the next phase.
MMU SM training 2020-2021 17How do I decide whether my student teacher is making
sufficient progress or not?
• A student teacher would be deemed to be making sufficient progress if they are making progress against the targets
agreed with their mentor. Their mentor will regularly set student teachers, in these circumstances, new targets as
they progress against the curriculum.
• A student teacher would be deemed to be making insufficient progress if they are being set targets and are not
making progress against them. In these circumstances, student teachers are not set new targets as existing targets are
yet to be met. The personal tutor should be contacted and an Intervention Support Plan (ISP) should be completed
and followed.
MMU SM training 2020-2021 18Guidance on completing the Progression & Achievement Document (PAD)
• The Progression and Achievement Document is an ongoing working document which demonstrates the progress the
student teacher is making throughout the academic year.
• The student teacher is ultimately responsible for this document, which is located in their Teaching Experience File
(TEF, online using OneDrive)
• The student teacher must ensure all relevant sections are completed by the appropriate dates as identified in the
academic calendar and teaching experience handbook.
• The evidence to support the PAD will be located in the student teacher`s TEF.
• There are four reports: Interim and Final report for placement A and Interim and Final report for placement B.
• The subject mentor/professional mentor must send the completed reports to the placements team.
MMU SM training 2020-2021 19New Documentation
• We have new documentation to accompany the programme changes
- Progression and Achievement Document (PAD)
- Lesson observation proforma
- Lesson planning proforma
MMU SM training 2020-2021 20Progression and
Achievement
Document (PAD)
The documents states
who needs to
complete each section.
In some sections this
involves putting a date
when something is
completed such as
induction tasks.
MMU PM training 2020-2021 21In other sections the student teacher, the mentor and the personal tutor are required to write in more detail.
Mentors are also required to decide whether the student teacher is making sufficient progress against the MMU curriculum at interim and final review points for each placement.
Lesson Observation Proforma
This has been changed to
reflect the new language
• Intent
• Implementation
• Impact
MMU PM training 2020-2021 24MMU PM training 2020-2021 25
MMU PM training 2020-2021 26
New lesson plan proforma
Class: Date, time, room: Topic:
Objectives for this lesson:
This requires you to establish clearly and specifically what you want pupils to learn in this lesson. Most lessons
will have 2-3. This is the intent of your lesson.
Outcomes from this lesson:
This requires you to establish precisely what students will produce or gained by the end of the lesson.
Subject knowledge required:
This is where you record all of the specialist subject knowledge you have acquired and may need in order to
teach this lesson with expertise and confidence.
Knowledge revisited:
Record here, what knowledge from prior learning you intend to revisit, review or refer to throughout your lesson.
Duration (+time) Teacher activity / pedagogy / Pupil activity / learning Learning checks (inc. questions) / Support, challenge, intervention
implementation Assessment
How are you
Give yourself cues checking What form
Record something
Keeping for what you are understanding? of
here for every stage
you on doing at each stage of the lesson. How i.e. Cold-calling interventio
track and of the lesson and are you ensuring questions, live n might
keeping consider carefully marking,
that pupils are you use
how you are doing circulating to
pace always engaged in and for
this. learning?
identify 28
progress. whom?Weekly Subject
Mentor Meeting
All mentor meetings
should be recorded on
the weekly mentor
proforma
MMU SM training 2020-2021 29• As SM, you may have situations arise where you have some
concerns or are unsure about how to approach an issue. .
• On the next slide is a scenario, read and consider, as SM, what
reasons could there be for this and what actions would you take
and your response…….
Please write your responses in the group chat.
30Scenario
• Your student teacher is often late to school in the mornings and rather
defensive when you have mentioned this. This continues and the student is
increasingly unplanned for lessons and this is having a negative impact
upon the lessons they are teaching. You ask for lesson plans in advance but
when you receive them, they are being emailed at 3am that morning!
31What are typical student teacher problems?
• Motivation
• Understanding expectations
• Subject knowledge can sometimes be an issue
• Personal baggage
• Planning
• Professionalism
• Real world
32You are starting to have a number of concerns regarding one of
your student teachers who is struggling to make sufficient
progress.
What will you do and who will you involve?
33• Involve MMU as soon as you have concerns
• Early identification
• Clear definition of issues
• Clear targets
• Follow ISP process carefully
• Keep student teacher fully informed
• Ensure entitlement & keep all written evidence
34Next steps….
What can be organised for the student teachers before they start in
November?
Write a list of top tips on how you may work with student teachers who
may be struggling....
Write a list of some top tips which might stretch and challenge the more
able student teacher
35A few final bits …
Placements: English, Biology, Social Science and psychology in
particular
How do I know who is my partnership tutor ?
Flexibility and a flexible approach to teach training
What do I do if there are any issues - contact the personal tutor
MMU SM training 2020-2021 36Reflection and questions…
MMU SM training 2020-2021 37Key contacts
In the first instance, contact the university personal tutor if there are any issues arising.
Karen Fuller- Head of ITE Partnerships karen.fuller@mmu.ac.uk
Jo Baynham Placement A Lead TEA@mmu.ac.uk
Majella Dalton-Bartley Placement B Lead TEB@mmu.ac.uk
Beverley Ingham Core b.ingham@mmu.ac.uk
secondary.placements@mmu.ac.uk 0161 247 6422
Salma Qurashi School Direct Schooldirect@mmu.ac.uk
0161 247 2383
MMU SM training 2020-2021 38Thank you
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