Mentor Conference

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Mentor Conference

• Tuesday 23rd September 2008
• Deb Barrett

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Outline of the Day

• 9.30 -10.45am Collaborative Teaching between
  Mentor and Trainee Deb Barrett
  
• 10.4511am Cause for Concern Procedure
  The Mentors Perspective Kevin Morton James
  Clarke
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• 11 11.15am COFFEE served outside the
  Lecture Theatre
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• 11.15 12.30pm The Assessment Role of the
  Mentor in ITT Joan
  Williams
• 12.30 1.30pm LUNCH
  Sprinters Restaurant
• 1.30 1.45pm Delegates change / move to
  practical spaces
• Dance JF Hall Fiona Smith
• Trampolining Gaudick Gym Jon Binney
• Games Sports Hall Sid Hayes, John Lambert
  Jim Wallis
• Climbing Wall SH Foyer Sam Carter, Andy Gore
  (3rd yr PE trainees) Gary Stidder Andy
  Theodoulides
  
  
  
  
  
  
  
  
  
  
  
  

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Satellite Link / Subject Tutors

• Essex Matt Atkins, Karen Pack, Lee Surtees
  Simon Reed
• Kent Mike Walsh and Mike Hall
• Hertfordshire Ian Breeze and Steve Moore
• Hampshire Katy King
• Hertfordshire / Oxford Anne Spindler

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Placement Websitehttp//www.brighton.ac.uk/educa
tion/placements/resources/secondary/

• E-copy of the Mentoring forms
  (also on pages 81 89)
• Only one Handbook PiE (Partnership in Education)
  2008/9
• Past Conference information also found here
• Only one set of TDA Standards (pages 64 73 in
  PiE Handbook)
• Grading Descriptors (also on pages 56 63)
• TDA Standards Guidelines Booklet 2007

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PiE Handbook

• Placement web address / Staff Contacts pg 3
• Placement dates/Form submission dates Pgs 4 5
• Outline of fees per Trainee pg 27
• Mentor Guidelines pgs 34 36
• Lesson Plan Evaluation Checklist pg 37
• Weekly Mentor Session pg 45 95 - 101
• Submission of forms / use of Grading Descriptors
  pgs 46 - 47

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Placement Based Tasks

• Trainees are required to complete various
  placement based tasks
• Tasks introduce trainees to organisation and
  workings of the school so they integrate and act
  more autonomously
• Content typically covered in Professional Tutor
  (or NQT) programme page 42 in PiE Handbook

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Sink or swim

• For most trainees this will be their first
  experience of teaching in schools
• Trainees may take over lessons when perhaps not
  quite ready to do so (no specific time for this!)
• Consequences trainees lose credibility and
  confidence in front of pupils
• Long term effects on trainees self-esteem and
  confidence if lesson goes badly (i.e. discipline
  issues, etc)

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Benefits of Planned Collaborative Teaching

• Trainees learn to think through the planned
  activities with guidance of an experienced
  teacher
• Trainees learn to appreciate the many decisions
  teachers must make when planning and presenting
  lessons

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Collaborative Teaching needs careful planning

• Mentor and the trainee roles and responsibilities
  need careful thought and consideration to realise
  full benefits of collaborative teaching
• Mentor needs to think carefully about who does
  what as the trainees abilities and needs change
  / progress from early on in placement to latter
  stages
• Mentors need to make it clear that collaborative
  teaching is not about the trainee cloning the
  mentor, so expectations need to be made clear
• Benefits are 3 fold

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1. Trainees Perspective

• Provides protective learning environment
• Gives trainee confidence in early stages by
  introducing trainee to gradually take on more
  responsibility
• Gives access to teachers craft knowledge through
  involving trainee in planning, observing and
  evaluating teaching strategies and learning
  outcomes
• Can enhance trainees confidence and credibility
  in front of pupils if its an area of specialism
• Helps trainee and mentor bond in sharing the
  responsibility to plan, deliver and evaluate the
  lesson
• Allows trainee to concentrate on certain phases
  or aspects of the lesson depending on the
  weekly targets set
• Makes explicit the need to plan carefully
• Demonstrates how sequence of lessons are fleshed
  out

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2. Mentors Perspective

• Empathise with trainees trials and tribulations
  through involving them in joint planning and
  presentation of lessons
• Quality of pupils learning is maintained whilst
  simultaneously helping trainee
• Capitalise on trainees strengths / subject
  knowledge expertise and assimilate new ideas
• Reflect on their own professional practices

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3. Pupils Perspective

• Offers variety in lesson presentation
• Pupils receive increased attention, particularly
  those needing support
• Better classroom behaviour / discipline
• Provides more opportunities to differentiate
  tasks
• Relationship with the teacher is maintained

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Collaborative teaching PBT No. 5

• For Ba QTS students this task is a requirement
  which is pass / failed by PT
• Mentors are encouraged to implement similar
  collaborative opportunities with PGCE PE / Dance
  trainees as part of their 50 teaching timetable
• Mentors consider carefully which lesson would
  most benefit trainee i.e. identified subject
  weakness, class with G T students, etc.

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Timetabled Collaborative Lesson Part a)

• Collaborative lesson with Mentor is identified on
  Trainees 50 Timetable
• Remains for duration of placement activity will
  change but group / time of lesson will not.
• Unit/s can be written by the PE Dept, Trainee or
  both
• Trainees may well teach more than one lesson
  collaboratively with other members of staff

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Responsibilities?

• Who will plan the lesson?
• Which parts of lesson will trainee/Mentor lead?
  For how long?
• Who is responsible for resources?
• How can trainee assist with a) Organisation (b)
  Pupil learning (c) Developing new ideas?
• Who will be responsible for co-ordinating overall
  class control and management?
• Who will 'hold it all together?
• How might the collaborative teaching experience
  be progressed?
• When can joint planning and evaluation be done?
• Can Mentor and the trainee exchange ideas during
  lesson?

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Options for Progression

• Trainee takes over whole class increasing
  responsibility, experience and confidence
• Class divided into two half with Trainee, half
  with Mentor
• Mentor in control with trainee as support teacher
  or vice versa
• Trainee prepares lesson for Mentor to teach
  evaluate together or vice versa
• Trainee teaches lesson then later observes Mentor
  deliver same lesson in a different way with
  parallel class observe and discuss differences
• Mentor Trainee prepare lesson together
  incorporating trainee's specialist subject
  knowledge

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Part b) Monitoring Assessment

• This involves systematic observation, assessment
  and recording of pupils progress within the
  Collaborative Lesson (see Assessment Sheet)
• Trainees produce assessment portfolio focusing
  on one high, one middle and one low achieving
  pupil (identified by Mentor)
• At least one of the pupils must be on an
  Individual Education Plan (IEP) or if this is
  not possible an SEN

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Pupil Assessment Sheet

• Each week Trainee will discuss their progress
  with Mentor in observing and recording the 3
  pupils attainment
• Mentors can help the Trainee use the information
  gained to evaluate the 3 pupils and the whole
  lesson
• Mentors will then help / guide / assist Trainee
  to plan next weeks lesson

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The aim of this task enables trainees to

• develop skills required to assess accurately in
  order to identify pupils progress and attainment
  (aol)
• gain a clear understanding of how assessment is
  used to inform future planning (afl)
• To assess and record the progress and attainment
  of 3 selected pupils
• Experience writing a mock report for the 3
  pupils

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Finally

• Any Questions, thoughts, Concerns?