Mentor Checklist

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					                                Mentor Milestones Notes BEd1A School based days: Autumn 2010

  Date                                                               Milestone
                       Foundation Stage focus
2 days
                       Mentors to:
                           Introduce trainees to staff;
                           Introduce trainees to pupils. It is important that the trainees are introduced as teachers ie.
                             surname is used;
                           Sign attendance sheet on second day.

                       Mentors to provide:
                           Opportunities for students to complete set tasks (please see page 2 of this document).

                       Trainees to:
                            Complete set tasks.

                       Placement class
School
                       Mentors to:
based
days:                      Introduce trainees to staff;
 th th
4 -5 ,                     Introduce trainees to pupils. It is important that the trainees are introduced as teachers ie.
                             surname is used;
      th        th
11 -12 ,                   Discuss and agree trainee’s schedule for each pair of visit days.
      th        th
18 -19 ,               Mentors to provide:
      th        th         Class timetable;
25 -26 ,
                           Class lists and class information including ability levels, IEPs etc;
November
                           School Information;
 nd
2 -3 ,
           rd
                           Opportunities for students to complete set tasks (please see page 2 of this document).
 th        th
9 -10 ,                Trainees to:
December                    Arrange to complete set tasks;
2010
                            Complete evidence list on the Q Standards Evidence grid.

                       Tutor visit (1)
During the             To liaise with the mentor to check how things are progressing; conduct a tutorial with the trainee and
 school
 based
                       check progress in completing tasks and meeting Standards including a file check.
  days
                       Notification of Cause for Concern only if there are serious concerns about professionalism:
                       To be submitted only electronically by the mentor and the tutor in agreement to
                       eduplacements@herts.ac.uk for the attention of Anne Mansey.

                 th    Trainees to:
 By 10
                            Ensure notes are filed in an accessible format;
December
  2010                      Cite evidence on the Q Standards portfolio evidence sheets.

                       Mentors to:
                           Sign the Q Standards Portfolio Evidence Grid demonstrating trainee has met each Standard
                             demonstrating awareness and understanding;
                           Sign attendance sheet and note number of absences. If these exceed 3 days, please email
                             b.bergonzi@herts.ac.uk with details.


                      Please note that all blank forms are available on the 2010 CD and on the Partnership
                      Website www.herts.ac.uk/partnershipschools



                                                                           1
              Foundation Stage School Based Tasks (SBTs)
Date          Task                                                                                 Q Standards
th   th
4 -5          English
November      Use your Early Years visit to understand more about the Early Years Foundation       Q1, Q2, Q4,
              Stage (EYFS) and Communication, Language and Literacy (CLL)                          Q10, Q14,
                                                                                                   Q15, Q18,
               Make notes about the range of children’s literature in your early years visit       Q25a, b, c &
               setting.                                                                            d, Q30, Q31,
                                                                                                   Q32
              Observe a story being read to children. Make notes on:
                           the choice of book
                           use of voice
                           picture clues
                           props
             the children’s engagement with the story.
              Observe and make notes on how a love of reading is fostered in the setting.
              Observe and make notes on the range of writing opportunities, both practitioner
              led (e.g. practitioners demonstrating writing) and child initiated (e.g. children
              writing in the role play area).
              Observe children talking throughout the day. Make notes on children’s use of
              speaking for learning (cognitive development) and social interaction. This task
              will support you in writing parts 1 and 2 of the assignment for this module.
               Store the notes from your Early Years visit and the 5 tasks in your English file.
              Mathematics: Child initiated & adult led learning.
              Observe mathematics in an early years setting. Consider the following:
                  What mathematics can you observe in general ‘everyday’ activities?
                  In what ways are children learning in adult-led mathematics activities?
                  What examples of child-initiated learning can you find of a child exploring
                    mathematical ideas?
              How has the practitioner planned for child-led activities?

              Placement class school based tasks
During visit days, there are specific tasks to complete which relate to the taught content of the English and
mathematics which run alongside the days in school.
Please also plan to complete the following activities which relate to the requirements of the Q Standards
Evidence Portfolio for a 1A placement:
    Become familiar with the school’s behaviour policy, observing and working with the strategies used
       by the teacher (Q3b, Q10, Q31)
    Observe and make notes on the informal and formal assessment strategies used.
    Observe the use of ICT to support subject teaching in a non-core subject Discuss with colleagues,
       strategies for the inclusion of ICT in planning (Q17, Q23)
    Access the school’s health and safety policy and make notes about learners in out of school contexts
       (Q30)




                                                               2
Date        Task                                                                                        Q Standards
 th    th
11 -12      English: Speaking and listening
November    1. Select 5 children to observe. Ensure that you include a balance of boys and              Q1, Q4, Q7a,
            girls, all abilities in the class, and some bilingual children, if possible. Your mentor    Q9, Q14,
                                                                                                        Q15, Q18,
            will advise you which children to choose. You will work these 5 children again in
                                                                                                        Q25c
            the SBT on 10th & 11th December.
            2. Observe these 5 children talking throughout the day. Aim to observe the
            children in a range of different situations:
                   For example:
                    in the classroom working independently in a small group
                    in the classroom working with an adult
                    in the playground
            3. Make yourself an observation schedule to record the children’s speaking and
            listening skills. An example is provided below.
            4. Make notes on children’s use of speaking for learning (cognitive development
            and thinking) and social interaction. This task is in preparation for the assignment
            for this module, so discuss this with your mentor and ask for guidance in
            completing this task.
             Children’s names   In the classroom working    In the classroom        In the playground
                  / initials     independently in a small   working with an adult
                                          group



             You can complete this task in EYFS, KS1 or KS2.
            Mathematics: Counting/calculation Part A
            Identify how a child can develop in counting or calculation:                                Q9, Q10,
                                                                                                        Q14, Q15,
                Identify a focus child of middle ability with your mentor                              Q18, Q22,
                Observe the child during a whole class session involving calculation or                Q23, Q27
                    counting. Make notes on what the child can/cannot do and his/her attitude.
                    (e.g. always has hand up, watches peers before joining in etc)
                   Devise a diagnostic assessment, recording the child’s responses and
                    strategies and summarising their stage of development. (See Partnership
                   website www.herts.ac.uk/partnershipschools )

            (NB: All maths tasks need to be submitted alongside the assignment for 1EDU0098)
 th    th
18 -19      English: Speaking and listening
November    Observe and make notes on a range of activities which develop speaking and                  Q1, Q2, Q4,
                                                                                                        Q6, Q9, Q10,
            listening, e.g. questioning, discussion, talk partners, hot seating., etc. You should
                                                                                                        Q12, Q14,
            be looking out for speaking and listening in all areas of learning and development          Q15, Q22,
            / subjects of the curriculum. This task is in preparation for the assignment for this       Q25c, Q26,
            module, so discuss this with your mentor and ask for guidance in completing this            Q27, Q32
            task.

            You can complete this task in EYFS, KS1 or KS2.

            Mathematics: Counting / Calculation Part B                                                  Q1, Q2, Q4,
            Identify how a child can develop in counting or calculation:                                Q6, Q9, Q10,
                Discuss the findings with your teacher and agree a strategy to be taught               Q12, Q14,
                                                                                                        Q15, Q22,
                    this week.
                                                                                                        Q25c, Q26,
            Plan an activity using the UH lesson plan format, to teach this strategy, and               Q27, Q32
            evaluate its effectiveness. (Details from www.herts.ac.uk/partnershipschools )

                                                                   3
     th        th
25 -26              English : Story reading
November            Choose a high quality children’s book. You will have some good ideas in your             Q14, Q15,
                                                                                                             Q17, Q25d,
                    literature log.
                                                                                                             Q31
                    Plan to read this to a small group or to the whole class.
                    Remember to use the feedback from your peers to develop your story reading
                    techniques.
                    Ask your mentor to help you decide how many children to read to. Discuss your
                    choice of book with your mentor.
                    Use a UH lesson plan to plan the story reading session so that you note:
                        The learning objective
                        The structure of the session
                        Follow up questions
                        The resources you plan to use
                        An evaluation of your teaching and the children’s learning
                    Bring a copy of the lesson plan to Unit 7. Store the lesson plan in your English file.

                    You can complete this task in EYFS, KS1 or KS2.

                    Mathematics
                    Speak to Maths co-ordinator about progression in multiplication and division.            Q2, Q6, Q14,
                    Consider questions such as:                                                              Q15, Q17,
                                                                                                             Q18, Q32
                         How does the school ensure progression from year to year?
                         What difficulties arise from this?
                         How does the school help the parents to keep up to speed with changing
                            teaching methods, in order for them to help their child at home?
                    Ask to have a look at the school policy on mathematics. It should cover all the
                    written methods.
nd        rd
2 -3                 English: The teaching of reading
December            Make a list of all the resources used for the teaching of reading in your class and      Q10, Q14,
                                                                                                             Q15, Q25a,
                    find out how these resources are used:
                                                                                                             Q25c, Q27
                     Resource                          How is this resource used?
                     For example: Magnetic letters     Manipulating words, making CVC words,
                                                       changing the onset and rime of CVC words
                    You can complete this task in EYFS, KS1 or KS2
                    Mathematics                                                                              Q1, Q2, Q3b,
                    Set up a maths trail for a group of children and get them to complete it. It should      Q4, Q6, Q7,
                                                                                                             Q9, Q10,
                    have a series of activities linked to a specific theme. (Use the one we did in the
                                                                                                             Q14, Q15,
                    seminar as a starting point.)                                                            Q22, Q26,
                    Consider how the activities will help to enhance the children’s learning.                Q30, Q31

th        th
9 -10               English: The teaching of writing
December            1. Look at some samples of writing from the 5 children you studied previously for        Q1, Q4, Q6,
                    speaking and listening (SBT week 7). What aspects of the writing process are             Q7a, Q9,
                    these children showing evidence of? What can these children do? Aim to focus             Q14, Q15,
                                                                                                             Q18, Q26b
                    on what the children can do. Make some notes about each child.
                    2. Observe these 5 children while they are writing. Make some notes while you
                    observe. Use these notes when you reflect on your findings (see 4 below).
                    3. Draw up a set of 3 questions to use in an informal interview to find out about
                    these children’s attitudes to writing.
                                                                     4
4. Record the children’s comments in writing (tape recording is not necessary).
Reflect on your findings.
 5. Reflect on your own attitude to writing. Has your own attitude to writing
changed as a result of the tasks you have completed in the Learning and
Teaching in English module?
6. Write up your notes as an A4 poster and store this in your English file.
You can complete this task in EYFS, KS1 or KS2




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