MENTORING THE MAGNIFICENT AND THE MEDIOCRE ITT TRAINEE

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MENTORING THE MAGNIFICENT AND THE MEDIOCRE ITT
TRAINEE

• Michael Found

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What makes a weak trainee?

• Non-professional behaviour (eg poor punctuality,
  inappropriate appearance)
• Lack of planning and preparation
• Poor subject knowledge
• Unwillingness to act upon constructive criticism
  and advice
• Lack of understanding of pupil needs
• Weak interpersonal skills
• Inability to analyse own teaching
• Inexperienced mentoring

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So what can we do with weak trainees?

• Mentors
• Must
• Model
• Best practice

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Some guidance for dealing with the weak

• Identify weaknesses asap and be able to provide
  evidence
• Encourage trainee to verbalise problems and
  identify solutions
• Listen and then be honest and direct.
• Offer respect and encouragement (three positives
  for each negative)
• Adopt a target setting approach and make it
  workable

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• Follow up on targets systematically
• Be a resource. Offer to locate appropriate
  materials
• Vary the mentoring approach to help the trainee
  gain confidence
• Acknowledge progress no matter how slow or small
• Keep written logs of all mentoring sessions and
  let the trainee have copies
• Involve appropriate colleagues eg HT, SENCO,
  INDUCTION MENTOR ETC.

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WHAT ELSE CAN WE DO ?

• Inspect lesson plans in advance
• Check trainee documentation at least weekly
• Inspect samples of pupil work
• Ask for feedback from pupils
• Observe lessons frequently ( sometimes with
  notice, sometimes without) and provide detailed
  written feedback
• Video lessons and use tape for mentoring session
• Buddy trainee with a strong trainee or a RQT
• Review progress

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• Encourage trainee to observe own classes with
  other teachers and departments
• Team teach problem classes
• Make sure trainee has access to all appropriate
  equipment
• Provide training in the use of technology as
  appropriate
• Encourage trainee to access appropriate on line
  resources eg TDA and QCA websites
• Make sure trainee understands the Q standards
• Remember they are TRAINEES and benefit from
  frequent feedback following observations

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Some possible feedback questions

• What were you trying to achieve by doing?
• How did you feel about..?
• Could you have achieved that in another way?
• How did the pupils react?
• How could you have got more pupil interaction?
• At what stage did the pupils have to use thinking
  skills?
• How does this relate to the pupils prior
  knowledge?
• How can you check that objectives have been
  achieved?
• How will this inform your future planning?

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Making feedback work

• Feedback meetings ought to be timetabled in an
  area where the meeting will not be disturbed
• Good feedback must be well timed and given as
  soon as possible after the observation
• Feedback should begin with the positives
• Feedback should be directed towards the
  activities rather than the person
• It should provide opportunities for the trainee
  to consider things he/she can do
• It should be a two way process which allows the
  trainee to verbalise their thoughts

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Above all mentors must be prepared to

• But if that fails you may need to implement an
  action plan

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PA
PKU
PS
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At the end of the day some people do not have the
skills or abilities to become successful teachers
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but good mentors do their best
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And there are some magnificent trainees
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What makes a magnificent trainee?

• A magnificent mentor!
• Excellent communication skills
• Confidence and resilience
• Ability to team work
• Good relationships with pupils
• A commitment to CPD
• Being a learner as well as a teacher
• Analytical problem solving skills
• Creative skills

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How do we convert good into outstanding?

• We need to avoid plateauing
• and to
• ADD
• VALUE

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We need to set new and interesting challenges

• Introduce more complex groups into their
  timetable
• Encourage the trainee to extend the range of
  teaching and learning strategies they use
• Get them to develop and use enrichment materials
• Concentrate mentoring discussions on moving
  forward
• Involve the trainees in departmental decision
  making
• Encourage more structured lesson observations (
  eg questioning, off task behaviour, equal
  opportunities)

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• Give them some responsibility within the wider
  department ( writing SoW for revised NC?)
• Encourage them to provide up to date CPD for
  jaded colleagues
• Involve them in visits and fieldwork
• Team teach with non-specialists
• Buddy them with struggling trainees
• In summer term involve them in Y6 transition
  activities
• Involve in wider aspects of school life
• Thank them for whatever they do
• Share report writing

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• Encourage creativity calculated risk taking
• Encourage thinking skills
• Encourage thinking outside the box
• Involve the trainee in Peer Coaching
• Involve the trainee in Action Research
• Encourage membership of Subject Associations
• Give assistance with job applications
• Hold mock interviews
• Encourage them to work with SEN department
• Encourage them to work with GT coordinator
• Let them use shiny new equipment
• Encourage some teaching outside their own subject
  area
• Give them a job
• Celebrate success
• Let senior staff know about what has been
  accomplished
• Feel proud about a job well done!

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Remember that the mentor is the keystone to
success