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University of SouthamptonSecondary PGCE New Mentor Training 2007: 

University of Southampton Secondary PGCE New Mentor Training 2007

PGCE New Mentor Training 2007: 

PGCE New Mentor Training 2007 Outline of the course and course requirements The role of the mentor Getting to know the Standards Sharing your expertise with others What do trainees need to learn about? How do trainees develop over the year? Providing feedback and target setting

Starter Activity: 

Starter Activity What have you come here to find out? Share your thoughts with the person sitting next to you and then be prepared to tell us all!

PGCE New Mentor Training 2007: 

PGCE New Mentor Training 2007 Trainee Curriculum tutor Subject mentor Professional themes Professional mentor

PGCE New Mentor Training 2007: 

PGCE New Mentor Training 2007 Overview of the course (see calendar) Before Christmas Phase 1 – 3 weeks Phase 2 – 6 weeks (3 days in uni, 2 in school) Phase 3 – 5 weeks (full time in school) After Christmas Phase 4 – 6 weeks (3 days in uni, 2 in school) Phase 5 – 13 weeks (full time in school) Phase 6 – 3 weeks

PGCE New Mentor Training 2007: 

PGCE New Mentor Training 2007 To complete the course trainees need to: Pass the QTS tests Pass the two major written assignments Pass the teaching placements Meet general requirements of the course (e.g. attendance, completion of work etc) Provide evidence to meet all the Standards

PGCE New Mentor Training 2007: 

PGCE New Mentor Training 2007 The Role of the Mentor What do you see your role as? What are you concerned about?

PGCE New Mentor Training 2007: 

PGCE New Mentor Training 2007 The Role of the Mentor What do trainees value in mentors?

What Trainees Value In A Mentor: 

What Trainees Value In A Mentor Support Encouragement Constructive criticism Regular observations & feedback Availability Clear expectations Gives plenty of notice Provides a timetable, class info, SoW Friendliness Understanding Honesty Humour Organised Being allowed to get involved Space Timetabled / regular meeting time Help with target setting/planning Flexibility Don’t assume we can do it in the beginning No unnecessary pressure A professional role model Hold my hand then give me my wings!

PGCE New Mentor Training 2007: 

PGCE New Mentor Training 2007 The Role of the Mentor Organising (e.g. constructing a timetable, planning ahead for training opportunities) Training (e.g. observing lessons and giving feedback, conducting weekly mentor meetings, reflecting on own practice and sharing expertise) Assessing (e.g. writing reports, making judgements against the Standards)

PGCE New Mentor Training 2007: 

PGCE New Mentor Training 2007 The Role of the Mentor – Organising Timetable – phase 3 = 35% timetable, phase 5 = 50% timetable (+20% of other organised activities), spread of classes in ability and age. Trainees need to experience KS4 and AS/A2 teaching Training plan – some experiences can be planned ahead, these need to be put into the training plan

PGCE New Mentor Training 2007: 

PGCE New Mentor Training 2007 The Role of the Mentor – Training Integrating school and university based work During phases 3 and 5, trainees need to be set targets that arise from their teaching. You need to devise strategies that will help them meet these. These go into the STAR document.

PGCE New Mentor Training 2007: 

PGCE New Mentor Training 2007 The Role of the Mentor – Training Everything the trainee does needs to be seen as a learning activity Observation of you, of them, others in the dept/school Feedback – vary this, you feedback first, trainees feedback first, offer written advice. The more feedback the better. Balance honesty with need to build confidence, focus on the positives Reading – ask trainees what they have read and be prepared for them to want to discuss it with you Discussion – discuss views on teaching, compare ideas at university with those at school Produce resources/lessons collaboratively, independently and review Planning – joint planning, mentor plans it and trainee teaches it (and vice versa) Teaching – whole groups, give trainees small groups from within the class, work with individuals as a support teacher, team teaching, tutor pupils outside of lessons, video lesson for discussion Use timetable flexibly – change classes round, get trainee to do more observation need the end of the placement Ensure that trainees keep thinking about pupil learning

PGCE New Mentor Training 2007: 

PGCE New Mentor Training 2007 The Role of the Mentor - Assessing Knowing the Standards – some are ‘they know/have/can/use’, others are ‘they understand/are aware of’, others are ‘with the help of an experienced teacher’ Helping with assignments

PGCE New Mentor Training 2007: 

PGCE New Mentor Training 2007 Getting to know the Standards Card sorting activity: How would you group the standards together? Can you identify some common themes?

PGCE New Mentor Training 2007: 

PGCE New Mentor Training 2007 Getting to know the Standards These are divided into: Professional attributes Professional knowledge & understanding Professional skills

Expectations of Trainees: 

Expectations of Trainees What do we expect by Christmas? What do we expect a trainee to be like by the end of the course? Use the pen portraits to assist you in your judgements about trainees

What Opportunities Can We Provide For Trainees To Meet The Standards?: 

What Opportunities Can We Provide For Trainees To Meet The Standards? Fill in the gaps The following headings might help: Professionalism Knowledge Planning Teaching Assessing Being part of a team

Lesson Observation: 

Lesson Observation Observe the art lesson on the video and complete a lesson observation form What feedback would you give? What went well? What could be improved?

Lesson Observation & Target Setting: 

Lesson Observation & Target Setting Providing feedback and target setting The focus of observations need to be agreed prior to the lesson. This can be very precise, or open ended The feedback needs to focus on this Feedback needs to build confidence, but also identify areas to improve Targets need to be developmental rather than a list of things to do. Strategies need to be something the trainee can do to achieve the target e.g. improve lesson starts by having a starter activity ready

PGCE New Mentor Training 2007: 

PGCE New Mentor Training 2007 Below are some weaknesses that might occur in their practice. Select the Standard(s) that you feel address these points: Not giving focused enough feedback when marking books that will help pupils to improve. Not identifying clear enough learning objectives in lesson plans. Not catering for the full range of abilities in the classroom. Several pupils not on task in the lessons. Common pupil misconceptions not addressed in the lessons. Subject knowledge not secure when pupils ask questions. Homework does not build on the lesson effectively. Too much teacher talk in the lessons. Boys allowed to dominate class discussions. Little effective use made of the presence of a Teaching Assistant.

The Star Document: 

The Star Document A record of training and progress Standards Target setting Lesson Observation Record Training plans Evidence

What Would You Do If?: 

What Would You Do If? Look at the scenarios What would you do? Discuss your ideas with a person sitting next to you

PGCE New Mentor Training 2007: 

PGCE New Mentor Training 2007 How do trainees develop over the year? Although beginners are undoubtedly concerned about their learners from the outset, they are often pre-occupied by themselves and their own performance in the early stages. Concerns about classroom management and control are often dominant. Fitting in and 'passing' are real pre-occupations and unless they are assured of their progress, taking risks in their teaching is very hard for trainees. There is likely to be a large gap between what trainees can think about to do with their teaching and what they can actually attend to in the classroom: just because their lesson does not go well, this does not mean that they didn't give it a great deal of very sophisticated thought. There are also likely to be large differences in the degrees of fluency in all they do in the classroom: they will progress at different rates in relation to different aspects of teaching. (taken from www.historyitt.org.uk)

Plenary: 

Plenary Did you find out what you came here for? Pub quiz!

Slide26: 

PGCE Pub Quiz! Have you been listening?

Thank You!: 

Thank You!