This document outlines the mentor training for a PGCE/Certificate in Education program. It discusses: 1. The course is based on a spiral curriculum that revisits material in greater detail over multiple terms. 2. Professional practice units involve a learning contract, minimum of 50 hours teaching, 4 observations (2 by tutors and 2 by mentors), 10 hours of reflective evaluation, and a reflective journal. 3. Observations are formative and use a standard form to provide feedback on 10 areas of teaching practice. Mentors observe trainees twice per year. The purpose of mentoring is to help trainees improve by discussing their work in a supportive way, focusing on their goals and experience in teaching

1. Welcome to the
PGCE/Certificate in Education
(Post-Compulsory Education)
Mentor Training
9 November 2013

2. The course mantra:
It’s in the (Mentors’) Handbook!

3. Year : Term
Course based on
spiral curriculum: a
synoptic foundation
re-visiting material
2:3
in greater detail…
2:2
2:1
1:3
1:2
1:1

4. Year : Term
2:3
2:2
2:1
1:3
1:2
1:1
Planning and Preparing for
Teaching and Learning

5. Year : Term
2:3
2:2
2:1
1:3
Professional
Practice 1
1:2
1:1
Planning and Preparing for
Teaching and Learning
PTLLS

6. Year : Term
2:3
2:2
2:1
1:3
1:2
1:1
Teaching &
Learning
Process
Assessment
and
Evaluation
Planning and Preparing for
Teaching and Learning
Professional
Practice 1

7. Year : Term
2:3
2:2
2:1
Curriculum
Design &
Development
Theories &
Principles of
Inclusive
Learning &
Teaching
Researching
Practice
1:3
1:2
1:1
Teaching &
Learning
Process
Assessment
and
Evaluation
Planning and Preparing for
Teaching and Learning
Professional
Practice 1

8. Year : Term
2:3
2:2
2:1
Curriculum
Design &
Development
Theories &
Principles of
Inclusive
Learning &
Teaching
Professional
Practice 2
Researching
Practice
1:3
1:2
1:1
Teaching &
Learning
Process
Assessment
and
Evaluation
Planning and Preparing for
Teaching and Learning
Professional
Practice 1

9. Competences and Outcomes
Unit assessment based on Learning
Outcomes
•… what students should know or be able to
do when they have done the unit
•not “objectives”: they are for the student,
not the tutor
•not “competences” (à la NVQ): they go
beyond simple performance
•
•
•
include underpinning knowledge
reflection and
critical discussion.

10. Wot? No assignments?
• Tutors do not set assignment
titles
• Students decide what to submit to
show that they have:
 met the outcomes
 at the appropriate level
• Using a “Submission Proposal” (or
learning contract) to confirm suitability

11. Differential Assessment
Cert Ed
PGCE
Year One
HE 1 (QCF 4)
HE 3 (QCF 6)
Year Two
HE 2 (QCF 5)
HE 3 (QCF 6)

12. Outcomes at different levels
Ref
Cert Ed Outcome
PGCE Outcome
Roles and Responsibilities
1.2
1.7
Understand the
relationships between
teachers and other
professionals in lifelong
learning
Evaluate different ways in
which teachers and other
professional may work
together in lifelong
learning
Be able to evaluate own
practice in planning
inclusive learning and
teaching
Be able to evaluate
practice in planning
inclusive learning and
teaching in your own
setting and at least one
other

13. Outcomes at different levels
Ref
Cert Ed Outcome
PGCE Outcome
Roles and Responsibilities
1.2
Understand the
relationships between
teachers and other
professionals in lifelong
learning
PGCE outcomes
Be able to evaluate own
call for greater
practice in
depth than planning
1.7
inclusive learning and
Cert Ed
teaching
Evaluate different ways in
which teachers and other
professional may work
together in lifelong
learning
Be able to evaluate
practice in planning
inclusive learning and
teaching in your own
setting and at least one
other

14. Outcomes at different levels
Ref
Cert Ed Outcome
PGCE Outcome
…and Responsibilities
Roles and greater
breadth, beyond
Understand the
the confines of
own practice
relationships between
1.2
1.7
teachers and other
professionals in lifelong
learning
Be able to evaluate own
practice in planning
inclusive learning and
teaching
Evaluate different ways in
which teachers and other
professional may work
together in lifelong
learning
Be able to evaluate
practice in planning
inclusive learning and
teaching in your own
setting and at least one
other

15. Professional Practice 1 and 2
•
•
•
•
•
Learning Contract (PDP)
50 hours of teaching
4 Observations
10 hours reflective evaluation
Reflective Journal
• Study days
Micro-teaching
(Year 1)
Project
(Year 2)

16. Professional Practice 1 and 2
•
•
•
•
•
Learning Contract (PDP)
50 hours of teaching
4 Observations
10 hours reflective evaluation
Reflective Journal
• Study days
Micro-teaching
(Year 1)
Project
(Year 2)
All based on a
Personal
Development
Plan.

17. Professional Practice 1 and 2
•
•
•
•
•
Learning Contract (PDP)
50 hours of teaching
4 Observations
10 hours reflective evaluation
Reflective Journal
• Study days
Micro-teaching
(Year 1)
Project
(Year 2)
This is where
the actual
practice sits.

18. Professional Practice 1 and 2
•
•
•
•
•
Learning Contract (PDP)
Minimum, per
year.
50 hours of teaching
4 Observations
10 hours reflective evaluation
Reflective Journal
• Study days
Micro-teaching
(Year 1)
Project
(Year 2)

19. Professional Practice 1 and 2
•
•
•
•
•
Learning Contract (PDP)
50 hours of teaching
4 Observations
10 hours reflective evaluation
Reflective Journal
• Study days
Micro-teaching
(Year 1)
Project
(Year 2)
2 tutor + 2
mentor
observations
each year

20. Professional Practice 1 and 2
•
•
•
•
•
Learning Contract (PDP)
50 hours of teaching
4 Observations
10 hours reflective evaluation
Reflective Journal
And 2 observations
fellow students
(so
• Study days
Micro-teaching
(Year 1)
2 tutor + 2
mentor
observations
each year
Project
(Year 2)
by peers too)
Formative only
of

21. Professional Practice 1 and 2
•
•
•
•
•
Learning Contract (PDP)
Critical review
of practice.
50 hours of teaching
4 Observations
10 hours reflective evaluation
Reflective Journal
• Study days
Micro-teaching
(Year 1)
Project
(Year 2)

22. Professional Practice 1 and 2
•
•
•
•
•
Learning Contract (PDP)
50 hours of teaching
4 Observations
Possibly based on issues
arising from observations
or class/tutorial/mentor
discussions
10 hours reflective evaluation
Reflective Journal
• Study days
Micro-teaching
(Year 1)
Project
(Year 2)

23. Professional Practice 1 and 2
•
•
•
•
•
Learning Contract (PDP)
50 hours of teaching
4 Observations
10 hours reflective evaluation
Reflective Journal
• Study days
Micro-teaching
(Year 1)
Project
(Year 2)
Excerpts from a
journal kept
throughout the year
based on experience
as teacher and
student.

24. Professional Practice 1 and 2
•
•
•
•
•
Learning Contract (PDP)
50 hours of teaching
4 Observations
10 hours reflective evaluation
Reflective Journal
• Study days
Micro-teaching
(Year 1)
Project
(Year 2)
2 in Y1 with
discipline-related
tasks between; 1 in
Y2.

25. Professional Practice 1 and 2
•
•
•
•
•
Learning Contract (PDP)
50 hours of teaching
4 Observations
10 hours reflective evaluation
Formatively
assessed in first
term
Reflective Journal
• Study days
Micro-teaching
(Year 1)
Project
(Year 2)

26. Professional Practice 1 and 2
•
•
•
•
•
Learning Contract (PDP)
On a negotiated
topic
50 hours of teaching
4 Observations
10 hours reflective evaluation
Reflective Journal
• Study days
Micro-teaching
(Year 1)
Project
(Year 2)

27. 1.
2.
3.
4.
5.
6.
7.
8.
Assessing
Observed
Practice
Planning and Preparing the Session
Opening the Session
Presenting material
Resources
Relating to students and supporting students individually
Activities, exercises and promoting active learning
Checks on learning
Managing the session, learner behaviour, timings and
response to events
9. Concluding the session
10.Equal Opportunities & Safeguarding issues
identified/addressed

28. 1.
2.
3.
4.
5.
6.
7.
8.
Assessing
Observed
Practice
Planning and Preparing the Session
Opening the Session
Presenting material
Resources
Relating to students and supporting students individually
Activities, exercises and promoting active learning
These are the
Checks on learning
headings for the
Managing the session, learner behaviour, timings and
response to events
summative
9. Concluding the session
assessment
10.Equal Opportunities & Safeguarding issues
identified/addressed

29. Developmental points





Subject-specific issues (for Mentor use)
Action points for future development
Student’s own plans before next
observation
Summary
(Notes on embedding functional skills).

30. And these for
formative
Developmental points
feedback





Subject-specific issues (for Mentor use)
Action points for future development
Student’s own plans before next
observation
Summary
(Notes on embedding functional skills).

31. Developmental points





Subject-specific issues (for Mentor use)
Action points for future development
Student’s own plans before next
observation
Summary
(Notes on embedding functional skills).
Of special
interest to you

32. Mentors Observe Teaching
 At least twice each year
 for a complete session
 early and late
 in a variety of teaching settings.

33. Scheduling
Year 1
1
2
Year 2
3
1
2
3
Mentor (4)
Tutor (4)
of Peers (2x2)
by peers
At least one
before Christmas
Submission
Professional
Practice 1
Submission
Professional
Practice 2

34. Before the Session
•
•
•
Your mentee should provide you with





a copy of the Observation schedule
a lesson plan,
scheme of work, and
copies of any exercises or other materials
(OHTs, etc.)
the report from her previous observation
Discuss the





planning
rationale,
features of class,
characteristics of the group
action points from previous observation and
Any points she wants you
to concentrate on.

35. After the session
some of the most effective
learning in the entire Course
Material is live,
you have both shared it from your
Can yield
different standpoints,
and noticed different things —and it is
the optimum time for feedback.

36. Using the Observation Schedule
• Familiarise yourself with the forms
first
Tutors use these forms
scores of times a year
—mentors much more
rarely. So get to know
them.

37. Using the Observation Schedule
• Familiarise yourself with the forms
•
first
Remember to note the evidence

38. Using the Observation Schedule
• Familiarise yourself with the forms
•
•
first
Remember to note the evidence
The forms are the Student’s
responsibility
We do not keep copies. This is the
only way to ensure they are not
hi-jacked for management
purposes to the detriment of
students’ confidence and learning.

39. Using the Observation Schedule
• Familiarise yourself with the forms
•
•
•
first
Remember to note the evidence
The forms are the Student’s
responsibility
Supplement them with your own
comments and ideas.

40. Detailed questions
Year 1
8.11
Opening the Session
·
Do you make the objectives of the
session clear to the students?
Year 2
·
·
·
Do you outline the plan of the session?
·
Do you make links with other sessions,
etc. as appropriate?
·
Do you check the present level of
students’ knowledge, skills and/or
preparation?
·
Do you deal appropriately with latecomers?
·
Do you deal appropriately with
unprepared students?
Do you re-negotiate the session if
necessary?
Do you make particular efforts to link
the session with students’ other
experiences or interests?

41. Detailed questions
Year 1
8.11
Opening the Session
·
Do you make the objectives of the
session clear to the students?
Year 2
·
·
·
Do you outline the plan of the session?
·
Do you make links with other sessions,
etc. as appropriate?
·
Do you check the present level of
students’ knowledge, skills and/or
preparation?
·
Do you deal appropriately with latecomers?
·
Do you deal appropriately with
unprepared students?
Do you re-negotiate the session if
necessary?
Do you make particular efforts to link
the session with students’ other
experiences or interests?
These questions are
for guidance only:
students are actually
assessed against the
headings

42. Using the Form
Heading
8.13
Met?
Presenting material
Evidence, strengths and areas for development
♦
Your presentation was clear and followed a logical step-by-step
progression
♦
But you could have linked it more to the students’ experience and
interests — some of the things they were saying when they were
chatting at the start of the class could have given you a cue
♦ Your slides are good — but there doesn’t have to be a new one for
every thing you say!

43. Initial or “n/a”
or “see below”
for reasons not
to pass.
8.13
Using the Form
Heading
Presenting material
Met?
PCH
Evidence, strengths and areas for development
♦
Your presentation was clear and followed a logical step-by-step
progression
♦
But you could have linked it more to the students’ experience and
interests — some of the things they were saying when they were
chatting at the start of the class could have given you a cue
♦ Your slides are good — but there doesn’t have to be a new one for
every thing you say!

44. We do
not
grade
observations.

45. Year : Term
2:3
2:2
2:1
Curriculum
Design &
Development
Theories &
Principles of
Inclusive
Learning &
Teaching
Professional
Practice 2
Researching
Practice
1:3
1:2
1:1
Teaching &
Learning
Process
Assessment
and
Evaluation
Planning and Preparing for
Teaching and Learning
Professional
Practice 1

46. How was it for you?
Who has been mentored?
This exercise was
not actually used
because of time.

47. How was it for you?
On a scale of 1 to 10, how
would you rate your
experience of having been
mentored?
This exercise was
not actually used
because of time.

48. How was it for you?
What features made it a
positive and what a negative
experience?
This exercise was
not actually used
because of time.

49. Mentoring
is ...

50. Mentoring is ...
Talking
to someone
about their
work
so as to
help them do it
better.

51. Talking...
Listening
as much as talking.
 … helps them feel valued
 … to pick up subtle differences
from your own experience
 … encourages them to talk.

52. Time…
Ideally:
 allow half-an-hour, or more if you
can
 about once a fortnight
 somewhere without interruptions!
 And allow about fifteen minutes
before and about half an hour
after each teaching observation.

53. ... about their work
 The agenda is usually and mainly up to
the mentee
 it helps them to
own
Action Plan
but they may need encouragement
(and to be kept to the point).
 may be based on their


the process

54. The Learning Contract and Mentoring
 Each Unit has a Learning Contract (or
“Submission Proposal”) prepared by the
student with the help of her tutor
 including mentoring requests: please
 help her to draw up the Proposal;
 only sign your bit if you can meet the demands
it may make on you. If they are not practicable,
re-negotiate them
 The Proposal is a
document
realistic working
rather than merely a set of
pious aspirations.

55. Recording Mentoring
 All records are kept by the student
 for confidentiality reasons
 as part of their professional journal
for the Professional Practice units

and because writing it up also helps
the learning process.

56. Web-site
http://www.bedspce.org.uk/mentor_material.htm
for handbook and documentation on-line