Mentoring and Coaching at Birmingham City University 2016-2017 What are the benefits to having trainee teachers in your school?
What are the benefits to having trainee teachers in your school? Allen et al (2016) The long term costs and benefits of ITT routes Provides CPD opportunities for teachers/mentors Allows teachers/mentors to develop partnership working with HE institutions Provides fresh teaching ideas in schools Supports school recruitment Holden (2016) National Standards for School Based Mentors Builds capacity of the school Contributes to the school Learning and Teaching philosophy Trainee- mentor relationships supports the deconstruction of excellent practice
Objectives- Professional Mentors 1. To establish the role of the professional mentor when working in partnership with Birmingham City University for School Placement 2 2. To share key documentation and resources that will support professional and subject mentors to effectively coach and assess trainees against the Teachers Standards 3. To develop a philosophy for mentoring that will support professional mentors to assure quality of subject mentoring for enhanced trainee progress
Objectives- Subject Mentors 1. To establish the role of the subject mentor when working in partnership with Birmingham City University 2. To discuss subject-specific mentor practice that enables trainees to be coached and assessed effectively against the teachers standards 3. To support the development of subject and phase specific mentoring that develops trainee knowledge of high quality subject teaching and the latest subject developments from subject associations.
Key Changes for 2016/17 We have a brand new course that was validated before the summer part of BCU s Transforming the Curriculum. Mentors and trainees helped shape the design of the new course. New modules and assignments (more details later) Level 7 course (credits towards MTL/MEL) More rigorous tracking systems with more frequent updates of trainee progress. Support plan framework (prior to Cause for Concern ). Electronic submission of all key documents.
Course Priorities for 2016/17 Increasing the number of trainees who complete the PGCE Secondary course with a grade 1 ( outstanding ) Reducing the number of trainees who complete the PGCE Secondary course with a grade 3 ( requires improvement ) Continuing to respond to the Carter Review ensuring that our programme includes advanced subject knowledge (TS3), practical behaviour management (TS7) and how to adapt teaching to unlock the potential of pupils with a wide range of different needs (TS5).
Course Priorities for 2016/17 2013 2014 2015 Grade 1 s 66% 60% 66% Grade 1 and 2 94% 88% 95% Grade 3 2% 5% 3% Completers 96% 94% 98%
The role of the professional mentor in the BCU partnership The professional mentor plays an important role in the BCU partnership to support us in maximising trainee progress and when working towards our course priorities. What is the role of the professional mentor within our partnership? What is the role of the professional mentor within the context of your school?
Strengthening the quality of ITT through mentoring The role of the Professional Mentor Standard 1 Personal qualities Standard 2 Teaching Standard 3 Professionalism Standard 4 Self-development and working in partnership
Strengthening the quality of ITT through mentoring
Strengthening the quality of ITT through mentoring There is an inconsistency in the quality of mentoring for trainee teachers in school. Programmes are inconsistent in how they plan for structured school experiences High quality school based mentors have a critical role: Supporting trainee teachers to develop into effective teachers Building the capacity of the school workforce
Strengthening the quality of ITT through mentoring ITT providers are encouraged to adopt new mentor standards to ensure that the role of the mentor gets the status and recognition it deserves
Strengthening the quality of ITT through mentoring Schools have a role to play in supporting both mentors and trainees by creating and fostering a positive environment in which mentors and trainees are able to fulfil their professional expectations. The standards, although not statutory, could be used by schools to strengthen the quality of support that trainees receive whilst on school placements.
Working in our partnership Mentor handbook p.4-5
The role of the professional mentor on our programme Quality assurance role Leader of other mentors Development of trainee teachers to support progress of your learners Role in setting up the placement (page X of mentor book) Ensuring the placement meets the requirements for the trainee and the University Jointly observes with the subject mentor and moderates assessments Ensures that reporting to University is rigorous
Key documentation for school 2 placements Placement Set up Prior to trainees arriving for their placement they will send you three documents: - End of placement report (school 1 placement) - Pen portrait - Updated subject knowledge action plan This will come to Professional Mentor, please pass these documents to the subject mentor if they are not copied into the email.
Placements still required in Science!
Placement Set up Mentor handbook p.8-9. 15 hours teaching in the first subject
Placement Set up Mentor handbook p.8-9. W/C 9 th & 16 th Jan Observations Pupil Trail Information gathering Planning and sharing schemes of work/session plans Starter/ Plenary W/C 23 rd Jan- Placement finish Full teaching 15 hours X1 subject mentor meeting per week Duties, meetings, form groups 15 hours teaching in the first subject
Placement Set up re-sit trainees Route 1 Full re-sit of placement 1 from January- March (midpoint review + end of placement report) Route 2 Short re-sit of placement 1 from January- February half term (end of placement report) Please ensure these trainees only have 7 hours of teaching
Key dates Mentor handbook p.10 W/C 23 rd January- trainees begin teaching 15 hours per week timetable (NB trainees are in university on a Friday) W/C 27 th February- trainees are in school Monday- Friday Friday 10 th March- hand in Mid Point Review + Internal Moderation Friday 7 th April- University day (for appointment time only) Friday 26 th May- End of placement reports
Mentor Documentation Mentor handbook p.12
Review and Analysis (R&A) forms
Review and Analysis (R&A) forms 1. Streamline document that supports us to provide timely feedback 2. Allows us to electronically record and share our feedback with stakeholders who support trainee progress 3. Supports the deconstruction of practice in relation to 3 Teachers Standards and helps the articulation of developmental targets 4. Structure ensures that all trainees in our partnership are provided with coherent feedback 5. Based on feedback from mentors on the strategic leadership committee
Review and Analysis (R&A) forms Expectations of working practices TS1. ** Provide a subject version of the same observation- music? On A3 paper they complete together Choose two other standards for the focus of the observation (make a judgment on what you observe as priorities from the clip). Provide written feedback on the three chosen standards, referencing the substrands e.g. 1b https://www.youtube.com/watch?v=fryh2aggzt0
Review and Analysis (R&A) forms Expectations of working practices List the strengths of the observation based on the three focus standards. Refer to the sub strands. Provide a maximum of three developmental targets based on the three focus standards. Use the language on the BCU tracker to support the movement to the next grading criteria e.g. establishing -> embedding https://www.youtube.com/watch?v=fryh2aggzt0
Mid point review and internal school moderation form Midpoint Review- Analyses the progress at the midpoint of the placement against the Teachers Standards. A Midpoint review is completed during both school placement 1 and 2 by the subject mentor and the trainee. The professional mentor and university tutor will moderate this process. Internal School Moderation Form (school 2 placements only) - A record of internal school moderation of trainee teachers. Moderation should be conducted by the professional mentor or a mentor from a different subject area in discussion with the subject mentor with responsibility for the trainee.
School Experience Progress Journal SEPJ brings together what used to be the weekly review meeting documents and the evidence collecting documents in the PDP. Trainees have responsibility for keeping their journal up-to-date. Evidence is gathered to support achievement of the Teachers Standards. Evidence is graded using our formative descriptors Emerging (EMG) Establishing (EST) Embedding (EMB) Enhancing (ENH)
SEPJ brings together what used to be the weekly review meeting documents and the evidence collecting documents in the PDP. Trainees have responsibility for keeping their journal up-to-date. Evidence is gathered to support achievement of the Teachers Standards. Evidence is graded using our formative descriptors Emerging (EMG) Establishing (EST) Embedding (EMB) Enhancing (ENH)
Range of evidence units of work lesson plans lesson evaluations lesson observation notes Review and Analysis Forms (observation feedback) SEPJ Tasks and other assignments notes taken during discussions, meetings, lectures, from web sites or from publications policy documents from placement schools letters, pro-forma, etc from placement schools samples of pupils work
But......documentary evidence, of itself, will not serve as the demonstration required by each of the Standards [...] Standards must be linked to practical demonstration in classroom teaching and wider involvement in schools. Evidence might, therefore, be that which is observed by mentors rather than documentary evidence.
Collation of Evidence Electronic collation of evidence is recommended, however, all evidence must be organised and accessible at any time by mentors/tutors. Any electronic evidence must be annotated to show how the evidence addresses the identified Standard. Hard copies of evidence can also be used and must be filed and labelled at the back of the journal.
Documenting Formative Feedback Evidence item Evidence summary Formative grade Sign & date (mentor)
School Experience Progress Journal and SEPJ Tasks Complete 7-14 in School 2 (solo) by Easter Linked to Teachers Standards Induction to school placements (should be completed earlier rather than later) Submitted via Moodle Responses are coded A, B and C to indicate the level of detail required. Trainees will need support from mentors in locating some of the information required for the tasks.
The trainee support framework Period of EXTRA HELP For trainees who require additional/extra support with any aspects of their training/development. A wide range of situations may result in a period of extra help Period of CAUSE FOR CONCERN For trainees who are still not making expected progress following a period of extra help Specifically related to issues around the Teachers Standards Period of SUSTAINED CONCERN For trainees who have not made enough progress towards their targets from the cause for concern process. Specifically related to issues around the Teachers Standards
End of Placement Report Form and Placement Evaluation End of Placement Report Form- A summative report of the trainee s attainment at the end of the school placement. The end of placement report form is completed by the subject mentor and the trainee. The professional mentor and university tutor will moderate this process. GRADING! Placement Evaluation- This will be sent out to partner schools with further instructions via the BCU placements office.
Key Changes to Assignments We have reduced the number of assignment from four to three but have given a greater priority to the SEPJ Tasks. All assignments are level 7 study (with the exception of some School Direct pathways). Variety of assessment methods (blog, eportfolios, presentations, etc.)
Professional Studies The majority of the Professional Studies assignment will be focused around School 1. Learning Outcomes: 1. Provide a critical analysis of selected education topics in the context of relevant national and local policies and guidance frameworks, and wider academic reading 2. Critically assess implications for your own professional practice in the context of relevant national and local policies and guidance frameworks, and wider academic reading 3. Critically assess implications for the learning and well-being of the students that you teach
Subject Pedagogy The majority of the Subject Pedagogy module will be supported by Subject Pedagogy workshops and both school placements. Learning Outcomes: 1. Justify and evaluate the subject signature pedagogies used to underpin effective learning and teaching in your selected project. 2. Critically evaluate the attainment and progress of learners in your specialist subject, suggesting teaching strategies to improve outcomes for learners in your selected project. 3. Critically reflect on your professional practice in the context of the selected theme and the teaching of your specialist subject. 4. Critically engage with the work of leading educators, policy initiatives and related frameworks and guidance in your specialist subject.
Professional Enquiry The Professional Enquiry module is supported by a three-week research placement after the School 2 placement. Learning Outcomes: 1. Provide a rationale for practice-based enquiry, based on personal, professional and organisational needs taking into account appropriate research methodologies and ethical approval procedures. 2. Critically review a range of appropriate literature in relation to the chosen enquiry topic/focus, linking theory to practice. 3. Gather and analyse workplace evidence using suitable and well-justified data collection methods and discuss implications for future practice 4. Present your rationale, literature review and workplace evidence in a logically structured format appropriate for a professional audience, using the Harvard referencing system.
Supporting Subject Mentors Paperwork and deadlines (in the subject mentor handbook) Subject mentor meetings Teaching hours CPD Support with verbal and written feedback Accessing resources from the partnership website http://www.bcu.ac.uk/education/partnerships-andcollaborations/secondary-partnerships/overview
Our Twitter account - @BCUPGCESec We ve been using a course Twitter account for the last year. Useful way to share links, info and get trainees connected. #BCUSecChat takes place on the first Thursday of every month at 8pm. Topics chosen by trainees and we get education specialists on Twitter to contribute. Sue Cowley will be supporting our December Twitter chat on the topic of behaviour management. We hope that mentors and placement schools who have Twitter accounts can also follow our account and get involved.
Objectives- Questions? To share key documentation, resources and paperwork for the requirements of the PGCE programme To discuss working practices when providing written feedback on lesson observations To establish the role of the mentor in supporting ITT in partnership with BCU To network with colleagues