Thank you for being a mentor by han17176

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									Mentor Guidance                                                University of East London



Thank you for being a mentor. We hope this booklet is useful and we welcome any
suggestions for improvements.


MENTORS ARE REQUIRED TO
Support and guide Associate Teachers as learners in all aspects of their
professional development

1.1.1   The mentor's role
         He/she should:

     be selected and appointed by the head teacher with the agreement of the Course
      Leader according to the criteria below ;

     receive preparation for the role and attend mentor development sessions provided to
      facilitate this ;

     work in partnership with the professional tutor and moderating tutor;

     liaise with the course team, with other mentors and with the head teacher and class
      teacher (if different);

     provide the Associate Teacher with academic support, professional guidance and
      personal counselling as appropriate;

     ensure that the Associate Teacher’s school experience is coherent, progressive,
      relevant and makes suitable professional demands ;

     observe the Associate Teacher’s teaching and other school-based work for at least
      half and hour, 3 – 5 times a week, and provide feedback on progress including
      regular completion and discussion of the Assessment of Progression Towards the
      Standards Report, Associate Teacher Feedback and Action Reports, and more
      detailed written notes with the Associate Teacher and professional tutor;

     observe and assess Associate Teachers against the standards and engage with the
      partnership moderating process;

     facilitate and monitor set tasks and assignments;

     support the development of the Associate Teacher’s subject specialism;

     advise the Associate Teacher in understanding the cultural and linguistic diversity and
      the range of attainment in the class ;

     advise the Associate Teacher in planning schemes of work and lessons ;

     undertake formative and summative assessments against the standards, supported
      by clear and appropriate evidence;

     contribute to course monitoring and evaluation (attendance at meetings and other
      evaluative procedures) ;

     attend mentor training to report on Associate Teachers' progress and for further
      professional development of the mentor’s role. Attendance at these meetings is
      essential for adequate monitoring of Associate Teachers, progress and the quality of
      course delivery.




                                             1
Mentor Guidance                                                   University of East London


 All mentors are encouraged to attend the Course Committee meetings usually held once
  a term after mentor training for mentors, tutors, representatives of the Associate
  Teachers and LEAs to monitor the course as a whole and to debate further
  developments. These meetings are usually brief, but essential in the maintenance and
  development of the partnership and the quality of the course. If mentors are unable to
  attend then they are requested to inform their Liaison Tutor (Helen Mitchell) if there are
  any issues they wish to have raised or ideas for development.

 As joint assessors of Associate Teachers, mentors are also full members of the
  Assessment Board held in July. However, because of the large number of mentors, it has
  been agreed that attendance will only be required if an issue has emerged over the
  progress and performance of the mentor's Associate Teacher. Attendance may be
  required at a Pre-Assessment Board Meeting, usually held just prior to the main Board.
  Mentors would be notified as soon as possible about this.

 Mentors need to be clear about when they can help an Associate Teacher (time, length of
  time, place and content). Ideally a set time to meet every week should be arranged. This
  should be used to:
       agree which standards will be the focus for observation;
       Times and places of observations;
       Support, review and monitor the Associate Teacher's planning and targets;
       keep each other informed about teaching and learning details pertinent to the class.
  Associate teachers also need some indication of times outside the set time when they
  can seek help and advice.

   It is suggested that in order to support and guide ATs through their course you may need
    to direct them to carry out focused observations or specific activities in the following areas

             Curriculum and subject knowledge
             Planning
             Teaching
             Pupil learning
             Classroom management
             Behaviour management
             Use of resources
             Assessment
             Professional responsibilities, including:
                      Use of time (including arrival and departure times from school, non
                         contact time)
                      Collaboration and team work
                      Duties
                      Health and safety
                      Relationships with other adults
                      Involvement in whole school events and activities
                      Meetings
                      Parents evenings
                      Reports to parents


Support and guide Associate Teachers as learners in planning, teaching and
evaluation

   Mentors need to familiarise ATs with the school planning system and its rationale.

   Short, medium and long term plans need to be appropriate and agreed in advance
    between mentor and AT. Associate Teachers’ planning needs to be assessed against
    the standards on Fortnightly Review Sheets, formative assessment sheets, and on a
    planning review sheet in the summer term.




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Mentor Guidance                                                  University of East London


   It would be helpful to provide a class list of names, date of birth and languages spoken for
    Associate Teachers when they arrive.

   Mentors need opportunities to be able to see lesson planning in advance of the lesson.
    This should be initialled and dated by the mentor to verify that it was seen at an
    appropriate and realistic point, before the lesson day.

   Associate Teachers need regular opportunities to evaluate outcomes after the lesson,
    with mentors. All evaluations should be signed and dated by the mentor.

   Mentors need to direct Associate Teachers to resources and planning ideas.

   Mentors need to challenge Associate Teachers’ thinking and stimulate self-reflection
    through

             Regularly reviewing Associate Teachers’ progress towards the standards
             Regularly reviewing Associate Teachers’ targets
             Providing specific foci for Associate Teacher observation of each
              other/mentor/colleague
             Asking Associate Teachers to show/discuss links between what was planned
              and what was taught
             Asking Associate Teachers to compare learning objectives and learning
              outcomes
             Linking evaluation of outcome to future planning whenever possible
             Challenging Associate Teachers to discuss their ideas of progression from the
              lessons they have observed/taught and asking:
                             what have the children learnt?
                             What is the evidence of their learning?
                             What do the children need to learn next?
                             Why do the children need to learn this next?
             Directing Associate Teachers to profile significant events and experiences
             Providing opportunities to observe other specialist teachers (and other
              Associate Teacher's possibly in Placement 2).

Observe and discuss AT developing practice in the context of the course assessment
criteria (DfEE standards)

 Observations of your Associate Teacher's practice needs to be recorded on the triplicate
  Assessment of Progression Towards the Standards Report sheets. Observations need to
  be made against the standards, and targets set accordingly where appropriate.

   Observations need to be carried out once a day during the Autumn term and three or four
    times a week for the rest of the year.

   Observations need to be discussed with the Associate Teacher at the earliest opportunity

 Feedback needs to be given as soon as possible after the observation. It is the Associate
  Teacher's responsibility to record the feedback given, strategies suggested and future
  action on an Associate Teacher Feedback and Action Report.

   A formative assessment sheet needs to be completed by mentor, AT and professional
    tutor, at the end of the Autumn and Spring terms and during the final placement 1
    summative assessment sheet needs to be completed which will inform the NQT profile.




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Mentor Guidance                                                  University of East London


Support Associate Teacher development in all core subjects and the specialist subject

   Mentors need to ensure that ATs have access to specialist subject knowledge, resources
    and teaching opportunities through

             Opportunities to carry out subject specialist activities outlined in the subject
              specialist handbook
             Observation of teaching in the specialist subject
             Access to planning and planning rationale/policy in the subject
             Access to assessment procedures and process in the subject
             Opportunities to plan and teach in the subject
             Opportunities to meet with the subject co-ordinators

Set and review targets with Associate Teachers

   Mentors can set targets for ATs on Assessment of Progression Towards the Standards
    Reports, through feedback, and on the Fortnightly Review Sheet.

 Associate Teachers should always have their Record of Professional Development in
  school so that mentors and professional tutors can provide opportunities for targets to be
  met.

 Targets must be set against the standards and must be reviewed regularly.


Moderate judgements and assessments

 Attend mentor training sessions at UEL where there will be opportunities to compare,
  discuss and moderate assessments against the standards

 Observe each other’s Associate Teachers in the same school

 Carry out joint observations with professional tutors

 Observe other Associate teachers in different schools during the summer term




ASSOCIATE TEACHERS ARE REQUIRED TO

   Notify their mentors of assignments and handbook tasks that fall in that practice at the
    beginning of the placement

   Present assignment tasks and planning for them at least two weeks in advance to allow
    mentors to feedback, and for plans to be revised before teaching

   Discuss the support and facilities from the school, which are needed in order to complete
    set tasks and assignments. It is essential that this be planned in advance

   Have considered specific questions when asking for help and advice

   Be responsible for co-ordinating tutor visits to ensure cover has been arranged
    appropriately and in advance. This includes arranging for mentors to meet tutors and for
    tutors’ time to be used effectively when visiting

   Be able to discuss their planning and give a rationale for each section



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Mentor Guidance                                                  University of East London



   Have their Record of Professional Development with them at all times, to keep them up to
    date and to make sure that targets are reviewed regularly

   Inform school and college immediately of any absence and keep them informed if
    absence continues

   Have files available in school at all times

   Arrive at school before school begins (normally between 8:00-8:15) and be prepared to
    stay for some time after school (normally 5.00 – 5.30)
   Undertake the full role of the class teacher (this includes playground duty, register, staff
    meetings, parents evenings, etc.)


Associate Teachers are not normally authorised to take the class in lieu of a supply teacher.

Associate Teachers are not insured to take unsupervised PE lessons or playground duties.




                                                  5
Mentor Guidance                                                     University of East London


                                   CAUSES FOR CONCERN
Associate teachers are in training and therefore as part of their learning will adapt their
practice in the light of reflection and supervision. However, persistent accumulative minor
weaknesses may result in a cause for concern, alongside similar incidents of serious
weakness.


Causes for concern and strategies for dealing with them

An issue that has been addressed consistently or unsuccessfully in the light of observation,
discussion and support could be a cause for concern.


A concern may be/may include

               Curriculum and subject knowledge

               Planning

               Teaching

               Pupil learning

               Classroom management

               Behaviour management

               Use of resources

               Assessment

                Not responding to assessment advice or feedback

                Health and safety

               Professional responsibilities, including:

                          Professional relationships with staff
                          Professional relationships with children
                          Use of time (including arrival and departure times from school, non
                           contact time)
                          Collaboration and team work
                          Duties
                          Health and safety
                          Relationships with other adults

               Failure to make progress such that the AT is unable to satisfy the end of course
                assessment criteria

At every stage of the 'concerns process', it is our intention that all concerns will be dealt with
in a just, equitable and open manner.




                                                  6
Mentor Guidance                                                   University of East London


                              THE CONCERNS PROCESS
The school can terminate the placement of any AT who is putting in jeopardy the learning,
well being, safety or other interests of the children. However, this must be done with the
involvement of the Course Leader.




   Discuss the concern with the professional tutor
   Tell the AT about your concern and which standards they are not meeting, together with
    the tutor or separately
   Put everything in writing with a copy to the AT and tutor, even informal meetings
   Set clear agreed targets with dates by which these must be consistently achieved
   Agree a review date
   Explain to the AT that you will expect to see clear evidence that the targets are being
    consistently met, throughout their file and through observed practice




   Discuss concerns with the head-teacher and agree a strategy for support
   Observe the AT and record statements relating to targets
   Ask the head teacher to observe and record the achievement of targets
   Ask other mentors in school to observe and support where appropriate+record
   Inform the course leader of concerns and agreed action plan




   Carry out joint observations - mentor/tutor/other mentor/head-teacher
   Review targets, record evidence of achievement or non-achievement
   Visit by course leader to observe AT, talk to AT, mentor and head-teacher




   If targets have not been met consistently then the course leader, professional tutor or
    moderating tutor, may give a notice of "likely to fail" with the DfEE standards that are not
    being met, and further clear targets which must be met consistently
   The notice of likely to fail also asks the AT to put in writing to the course leader any
    mitigating circumstances, i.e. anything that has been affecting the Associate Teacher's
    progress




   A standards assessment takes place @ four teaching days after the notice of "likely to
    fail". This should normally involve an external examiner and is on a pass/fail basis.




SEE APPENDIX ONE for further detail from the course handbook.




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Mentor Guidance                                                  University of East London


  PATTERN AND REQUIREMENTS OF SCHOOL PLACEMENTS
Placement 1 (27 days) - Autumn term
Placement 1 provides a sustained introduction to the experience of practical teaching.
Associate Teachers will be able to link the dimensions of the curriculum and aspects of
children's learning and development introduced in professional sessions with structured
observation and teaching experience in school. The mentor will help Associate Teachers to
understand how the curriculum is taught in the school and to appreciate the dynamics of the
range of teaching and learning situations that Associate Teachers experience. Set teaching
tasks encourage Associate Teachers to perceive the integration of children's learning
experiences and to understand how children learn. Gradually, under the guidance of the
class teacher, Associate Teachers will take responsibility for the whole class and for groups of
children as outlined below.

Their first placement is in three main parts
THE INDUCTION WEEK.

This provides the introductory experience for structured observation in school and enables
Associate Teachers to begin to engage with children in their new role as a teacher. The
Professional Studies session will have enabled Associate Teachers to structure their
understanding of the situation. These observations form the starting point for the taught
elements of the course, and for Associate Teachers’ own reflection in the paper "Myself as a
teacher". Associate Teachers should be analysing the teacher’s role in relation to their own
skills and expectations for this paper (see Assessment).

At this stage Associate Teachers are likely to be teaching small groups of children either on
their own or with a colleague, as directed by the class teacher. Associate Teachers will not be
expected to plan any lessons until after the Professional Studies session on planning, though
Associate Teachers may be asked to prepare resources such as work sheets under precise
instructions from the class-teacher.

TEACHING TIME: Associate Teachers will teach for around 50% of the school day, with
the rest spent in observation and set tasks.

First block in School 1.
During weeks 6 and 7 Associate Teachers will gradually increase their teaching time from
50% to 75%. It is not expected that all Associate Teachers will proceed at the same rate, but
Associate Teachers should realise that they have little time to develop the whole teaching role
and it is important that they achieve this as quickly as possible, and by the middle of week 7
at the latest. Under the guidance of their mentor Associate Teachers will progress from
teaching one group, to being in charge of two or three, to taking the whole class for short
periods. Associate Teachers will begin to write their own lesson plans. They will need to
complete a plan for every lesson / session they teach, using the PGCE planning format. In
their non-teaching time, half an hour a day, Associate Teachers will need opportunities to
observe other teachers in the school, focussing on classroom management and organisation.
Please note that non-teaching time is not to be used for planning lessons or gathering
resources.

Mentors will need to complete a Fortnightly Review Sheet which is discussed and agreed
with the Associate Teacher. This indicates targets and action plans and is signed by you,
the Mentor. It is the Associate Teacher's responsibility to photocopy this and post it to the
Professional Tutor or hand it to him/her in school.


TEACHING TIME: Associate Teachers will progress from teaching 50% to
teaching 75% of the school day by the middle of week 7 at the latest.




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Mentor Guidance                                                  University of East London


Second block in Placement 1.
During this second block Associate Teachers will take responsibility for the whole class for at
least one major lesson or activity each day and for a number of groups for the remainder of
the contact time (subject to the mentor's own class management procedures). Associate
Teachers will be expected to produce their own lesson plans under the guidance of their
mentor (one PAFS / APOE per day and learning objectives and formative assessment for all
other teaching, whether group or whole class). The process of lesson preparation is fully
explained in the MARRA folder.

Mentors will need to complete the second Fortnightly Review Sheet which is discussed and
agreed with the Associate Teacher. This indicates targets and action plans and is signed by
you, the Mentor. It is the Associate Teacher's responsibility to photocopy this and post it to
the Professional Tutor or hand it to her/him in school .


The Mentor and Professional Tutor in consultation with the Associate Teacher complete the
Formative Assessment, which includes gradings from 1 - 4 for planning and teaching under
subject headings as well as under the headings:
Knowledge and Understanding,
Planning for Teaching.
Teaching and Classroom Management.
Monitoring, Assessment, Recording, Reporting and Accountability.
Other Professional Requirements.


The Associate Teacher completes the Review of Evidence of Professional Development
in consultation with the Mentor. The Mentor / Professional Tutor needs to sign against
relevant standards to verify that the evidence of achievement has been seen.

The last week of term.
The four days just before the end of the school term will enable Associate Teachers to
experience the range of activities that are common in schools at this time of year. Associate
Teachers will be expected to teach 75% of the time where this is appropriate. Their time in
class will include supporting their mentor in the organisation and running of such events as
school plays, children's parties, etc., where these are held. Associate Teachers will gain
valuable (and enjoyable, if exhausting!) experience of the less formal side of school life.

         The table below illustrates the pattern of teaching practice in Placement 1.
                    th
Week1       From 5 September                                          UEL
Week2       From10th September                                        UEL
                     th
Week3       From 17 September                                         Placement School 1 (5 days)
Week4       From 24th September                                       UEL
                  st
Week5       From 1 October                                            UEL
Week6       From 8th October                                          Placement School 1 (5 days)
                     th
Week7       From 15 October                                           Placement School 1 (4 days)
                     nd
Week8       From 22 October                                           READING WEEK
Week9       From 29th October                                         UEL
                  th
Week10      From 5 November                                           UEL
                     th
Week11      From 12 November                                          UEL
                     th
Week12      From 19 November                                          Placement School 1 (4 days)
                     th
Week13      From 26 November                                          Placement School 1 (4 days)
                  rd
Week14      From 3 December                                           UEL
                     th
Week15      From 10 December                                          UEL
                     th
Week16      From 17 December                                          Placement School 1 (4 days)

          Placement 1: Associate teachers are in school on the above dates




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Mentor Guidance                                                 University of East London


By the end of Placement 1, Associate Teachers will have experienced/undertaken the
following:

          teaching individual children, small and large groups, several groups at a time and
           the whole class;

          planning of daily lessons using the PGCE planning format;

          developed strategies for effective classroom management through use of the
           classroom management file;

          development of the subject specialism (Associate Teachers will find detailed
           guidance for this in the Specialist booklet);

          development of the assessment skills (the requirements and guidance for this
           are to be found in the MARRA file);

          development of the knowledge and skills in the area of Special Educational
           Needs (guidance for this is in the MARRA file);

          organising of space in consultation with the class-teacher;

          administration, such as assisting with registers, dinner money, play-time
           supervision, putting up displays;

          staff meetings (except when the school feel that confidentiality issues arise) and
           INSET when taking place on days when Associate Teachers have a placement;

          meetings with parents, parents’ evenings ( but ask for and take the
           class-teacher's advice about these );

          working in partnership with other adults in the classroom (such as specialist
           teachers, nursery nurses, teaching assistants, classroom assistants, language
           support or special needs staff) when available;

          set tasks and assignments;



Placement 2 - Spring Term (18 days)
An Associate Teacher’s placement in placement 2 (a different school from placement 1) forms
the main part of the school experience. During the first block practice Associate Teachers will
continue to develop their planning skills, using assessment to inform their planning,
differentiating their lessons more effectively as they become more experienced at assessing
children's learning.

First block in placement 2.
In the first week back after the Christmas break Associate Teachers will spend an induction
period of four days to help them adjust to a new school and a different age group. During
this week Associate Teachers will be expected to undertake observation and analysis of the
school, its management and organisational structure, its curriculum policies, resources and
teaching methods as well as its assessment procedures. Associate Teachers will also begin
to inform themselves about the pupils with a view to preparing their own assessment of all
children in the class.

Teaching time: Associate Teachers will teach around 50% of the school day with the
rest spent in observation and set tasks.




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Mentor Guidance                                                   University of East London



Second, Third and Fourth week blocks in placement 2. During these three weeks
Associate Teachers will build up their teaching from 50% to 75% of the day, increasing the
amount of whole class teaching. As soon as possible Associate Teachers will need to set up
assessment and recording procedures (as set out in their MARRA file) and identify the five
children that Associate Teachers will be assessing in depth throughout placement 2. During
this time Associate Teachers will also need to plan ahead for the Science and English
assignments by consulting with their mentor about the choice of children and by preparing an
action plan for the sessions.

Teaching time: 75% of the school day. The greater part of this time will be whole class
teaching, but allowing for the individual and group teaching which is required for the
assignments and some of the assessment tasks.

Second block in placement 2. During this practice Associate Teachers will need to develop
further those aspects of the teacher's role, to develop their ability to plan and teach within the
guidelines offered by the class teacher, including record keeping and assessment and to
assess the five chosen children in depth in English, Science, Mathematics, ICT and their
specialism as well as the rest of the class in slightly less depth.

Teaching time: 75% of the school day as above.

Mentors will need to complete a Fortnightly Review Sheet which is discussed and agreed
with the Associate Teacher at the end of placement 2 block one (week 15) and at the end of
placement 2 block 2 (week 22) This indicates targets and action plans and is signed by you
the Mentor. It is the Associate Teacher's responsibility to photocopy this and post it to the
Professional Tutor or hand it to her/him in school.

The Mentor and Professional Tutor in consultation with the Associate Teacher complete the
Formative Assessment, which includes gradings from 1 - 4 for planning and teaching under
subject headings as well as under the headings:
Knowledge and Understanding,
Planning for Teaching.
Teaching and Classroom Management.
Monitoring, Assessment, Recording, Reporting and Accountability.
Other Professional Requirements.

The Associate Teacher completes the Review of Evidence of Professional Development
in consultation with the Mentor. The Mentor / Professional Tutor needs to sign against
relevant standards to verify that the evidence of achievement has been seen.


Out of Phase - the Spring Term
During the course Associate Teachers are required to spend time planning, teaching and
assessing out of their training focus phase. For full information on the tasks to be completed,
please refer to the MARRA file. Please note that Associate Teachers will need to arrange this
placement themselves and that it is strongly recommended that part of it be spent in a
secondary school in years 7 and 8.

The teaching pattern for the Spring term in Placement 2 and in Out of Phase is
illustrated in the following table:

Week17      From 7th January                         Placement school 2 (4 days)
Week18      From 14th January                        Placement school 2 (5 days)
Week19      From 21st January                        UEL
Week20      From 28th January                        UEL
Week21      From 4th February                        UEL
Week22      From 11th February                       UEL



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Mentor Guidance                                                     University of East London


Week23       From18th February                         READING WEEK
Week24       From 25th February                        Placement school 2 (5 days)
Week25       From 4th March                            Placement school 2 (4 days)
Week26       From 11th March                           OUT OF PHASE (4 days)
Week27       From 18th March                           OUT OF PHASE (4 days)

    Placement 2 and Out of Phase: Associate Teachers are in school on the above
                                     dates


By the end of the spring term, Associate Teachers should be:

    producing teaching plans that demonstrate evidence of being based on the assessed
     needs of children, taking account of children with SEN and differentiated for individual
     children with Individual Education Plans (IEPs) as necessary;

    planning and teaching schemes of work within the curriculum organisation of the school;

    demonstrating their capacity as an individual teacher (including all appropriate
     administrative and supervisory duties) and as a member of school staff, in collaborative
     initiatives, including links with parents, other professionals and the wider community ;

    working effectively with other adults in the classroom and managing their time where
     appropriate (e.g. support teachers funded under the Ethnic Minority and Travellers
     Achievement Grant, nursery nurses, SEN support staff, teaching and classroom and
     assistants etc.) planning with and for colleagues, directing or team teaching as
     appropriate;

    demonstrating their ability to integrate all aspects of the curriculum and to relate a holistic
     approach to children's learning to the taught programme on the course ;

    managing pupil behaviour effectively in all situations;

    completing the tasks required in their Specialist booklet and MARRA file; setting,
     reviewing and achieving targets.




Placement 2 - Summer term ( 25 days)

In the third week of the Summer term Associate Teachers will spend four days focusing on
the specialism under the direction of the appropriate curriculum tutor. In the week that follows,
Associate Teachers should begin planning for the final block practice in consultation with their
mentor and other school staff. In particular, Associate Teachers will need to focus on a
scheme of work for detailed analysis and planning for the Final Project that will include all
National Curriculum subjects and R.E or be integrated to meet all the requirements of the
Early Learning Goals. A separate scheme of work for each curriculum subject for the period
of the block will need to be prepared by the Associate teacher which includes assessment
and record keeping. However if Associate Teachers are in a year 6 class, Associate Teachers
will need to negotiate with their mentor which subjects Associate Teachers are able to teach
in the period prior to the tests. This may be substantially reduced by the demands of the
testing time-table, and for the duration of the block for core subjects. By the end of the
planning week we expect Associate Teachers to have lesson plans written for each day of the
first two weeks of the practice. The overall planning must be agreed with their mentor and
professional tutor before Associate Teachers may begin the block. It is important for
Associate Teachers to spend the specified time planning in school, so that Associate
Teachers have access to children's work and records as well as resources and so that
Associate Teachers can seek advice from Their mentor and other members of staff. Please


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Mentor Guidance                                                 University of East London


note that Associate Teachers may spend up to two half days researching and collecting
resources as necessary elsewhere.

Mentors will need to complete a Planning Review Sheet which is discussed and agreed with
the Associate Teacher, at the end of the planning week. This indicates targets and action
plans and is signed by you, the Mentor. It is the Associate Teacher's responsibility to
photocopy this and post it to the Professional Tutor or hand it to him/her in school.




Week 28     From 8th April                            UEL
Week 29     From 15th April                           UEL
Week 30     From 22nd April                           Specialist visits
Week 31     From 29th April                           Placement 2 (5 days)
Week 32     From 6th may                              Placement 2 (5 days)
Week 33     From 13th May                             Placement 2 (5 days)
Week 34     From 20th May                             Placement 2 (5 days)
Week 35     From 27th May                             Reading Week (or Placement 2 in
                                                      Newham, Barking and Dagenham and
                                                      Jewish schools)
Week 36     From 3rd June                             Placement 2 (or Reading Week in
                                                      Newham, Barking and Dagenham and
                                                      Jewish schools)
Week 37     From 10th June                            Placement 2 (5 days)
Week 38     From 17th June                            Placement school II (5 days)
Week 39     From 24th June                            Study

 Placement 2 and specialist school visits: Associate Teachers are in school on the above dates

The Final Block. During the final block Associate Teachers should be:

          taking complete responsibility for the whole class (and therefore, the full range of
           attainment within it) leading to 80% of a complete time-table;

          taking on the full teacher's role, including administration, meeting with and
           reporting to parents (or shadowing the mentor, as appropriate), curriculum
           planning, assessing and recording children's progress. Associate Teachers need
           to be involved in observing teachers implement the SATs;

          planning and teaching a broad, balanced differentiated, appropriate curriculum
           based on National Curriculum guidelines or areas of learning in the Foundation
           Stage and the LEA and school policies. However this may be very restricted in
           Year 6 and Associate Teachers will need to remain flexible;

          continuing to observe other teachers in the school, including specialist curriculum
           co-ordinators for 20% of each day. Associate Teachers will also find it helpful to
           be involved in peer observation, if other Associate Teachers are placed in the
           same school.

TEACHING TIME: 80% of a full teaching day, taking full responsibility for the class
during that time.




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Mentor Guidance                                                  University of East London


Mentors will need to complete a Fortnightly Review Sheet which is discussed and agreed
with the Associate Teacher at the end of week 30 and at the end of week 32 or 33. This
indicates targets and action plans and is signed by you the Mentor. It is the Associate
Teacher's responsibility to photocopy this and post it to the Professional Tutor or hand it to
her/him in school.


At the end of the practice, the Mentor and Professional Tutor in consultation with the
Associate Teacher complete the Summative Assessment, which includes gradings from 1 -
4 for planning and teaching under subject headings as well as under the headings:
Knowledge and Understanding,
Planning for Teaching.
Teaching and Classroom Management.
Monitoring, Assessment, Recording, Reporting and Accountability.
Other Professional Requirements.


The Associate Teacher completes the Review of Evidence of Professional Development
in consultation with the Mentor. The Mentor / Professional Tutor need to sign against relevant
standards to verify that the evidence of achievement has been seen.




Summary of the Assessment of teaching performance ( see following pages)




                                              14
Mentor Guidance                                       University of East London


          Summary of the Assessment of teaching performance


AUTUMN TERM

Week 3 PLACEMENT 1
Go through the ROPD document with the Mentor and tutor on introductory
visit. Make sure that the process is understood by everyone.



Week 6- 7 PLACEMENT 1
Complete the first Fortnightly Review Sheet which is discussed and agreed
with the Mentor. This indicates targets and action plans and is signed by the
Mentor. It should also be photocopied and posted to the Professional Tutor or
handed to him/her in school. At the latest, it should be brought to the Tutorial
at the end of week 7.



Weeks 12 - 13 PLACEMENT 1
Complete the second Fortnightly Review Sheet which is discussed and
agreed with the Mentor. This indicates targets and action plans and is
signed by the Mentor. It should also be photocopied and posted to the
Professional Tutor or handed to her/him in school.



Week 13 PLACEMENT 1
The Mentor and Professional Tutor in consultation with the trainee complete
the Formative Assessment, which includes gradings from 1 - 4 for planning
and teaching under subject headings as well as under the headings:
Knowledge and Understanding,
Planning for Teaching.
Teaching and Classroom Management.
Monitoring, Assessment, Recording, Reporting and Accountability.
Other Professional Requirements.


The trainee completes the Review of Evidence of Professional
Development in consultation with the Mentor. The Mentor / Professional
Tutor will sign against relevant standards to verify that the evidence of
achievement has been seen.

This completes the evidence collection and target setting in PLACEMENT 1.




                                      15
Mentor Guidance                                      University of East London




SPRING TERM

Weeks 17 - 18 PLACEMENT 2
Complete the first Fortnightly Review Sheet for this placement which is
discussed and agreed with the Mentor. This indicates targets and action
plans and is signed by the Mentor. It should also be photocopied and posted
to the Professional Tutor or handed to her/him in school.




Weeks 24 - 25 PLACEMENT 2
Complete the second Fortnightly Review Sheet for this placement which is
discussed and agreed with the Mentor. This indicates targets and action
plans and is signed by the Mentor. It should also be photocopied and posted
to the Professional Tutor or handed to him/her in school.




Week 25 PLACEMENT 2
The Mentor and Professional Tutor in consultation with the trainee complete
the Formative Assessment, which includes gradings from 1 - 4 for planning
and teaching under subject headings as well as under the headings:
Knowledge and Understanding,
Planning for Teaching.
Teaching and Classroom Management.
Monitoring, Assessment, Recording, Reporting and Accountability.
Other Professional Requirements.

The trainee completes the Review of Evidence of Professional
Development in consultation with the Mentor. The Mentor / Professional
Tutor will sign against relevant standards to verify that the evidence of
achievement has been seen.




(In weeks 26 and 27 Out of Phase placements and tasks take place. See the
PLANNING/MARRA file)




                                      16
Mentor Guidance                                        University of East London


SUMMER TERM



Week 31 PLACEMENT 2
During the planning week for the block, the trainee meets with the
Professional Tutor for discussion and target setting for the Final Block
Practice part of Placement 2.




Weeks 32-33 PLACEMENT 2
Complete the third Fortnightly Review Sheet for this placement which is
discussed and agreed with the Mentor. This indicates targets and action
plans and is signed by the Mentor. It should also be photocopied and posted
to the Professional Tutor or handed to her/him in school.



Weeks 34 - 36 PLACEMENT 2
Depending on where your half term/Reading week falls, complete the fourth
Fortnightly Review Sheet for this placement which is discussed and agreed
with the Mentor. This indicates targets and action plans and is signed by the
Mentor. It should also be photocopied and posted to the Professional Tutor or
handed to him/her in school.



Week 38 PLACEMENT 2
The Mentor and Professional Tutor in consultation with the trainee complete
the Summative Assessment, which includes gradings from 1 - 4 for planning
and teaching under subject headings as well as under the headings:
Knowledge and Understanding,
Planning for Teaching.
Teaching and Classroom Management.
Monitoring, Assessment, Recording, Reporting and Accountability.
Other Professional Requirements.

The trainee completes the Review of Evidence of Professional
Development . The Mentor / Professional Tutor will sign against relevant
standards to verify that the evidence of achievement has been seen.

This completes the evidence collection and target setting in PLACEMENT 2.
The information is used to complete the final assessments of the trainee
against the standards for Qualified Teacher Status and also to complete the
Career Entry Profile so that the targets for continuing professional
development are carried over into the induction year.




                                       17
Mentor Guidance                                      University of East London


To summarise, in each block of the Placement:


                     Trainees meet Mentor once every
                             two weeks during
                               Placements


                           Every two weeks:

              The trainee completes a Fortnightly Review
             Sheet which is discussed and agreed with the
               Mentor. This indicates targets and action
                   plans and is signed by the Mentor.




               The trainee photocopies the Fortnightly
             Review Sheet and posts or hands the copy to
                       the Professional Tutor.




At specified review points in each block placement evidence of progress is
gathered from:
lesson observations;             assignments;
lesson planning;                 audits;
MARRA tasks;                     curriculum and professional studies sessions;
examination of the trainee’s     discussions with colleagues and the
teaching file;                   trainee

The Mentor and Professional Tutor complete the ROPD after discussion with
the trainee.




                  At the end of each block placement:
                  The trainee and the Mentor meet to discuss
                  and agree progress in all areas of the
                  Standards and to discuss targets for the
                  final placement or completion of the
                  trainee's Career Entry Profile.



                  The trainee, Mentor and Professional Tutor
                  then sign the ROPD.


                                      18
Mentor Guidance                                                  University of East London




All assessments will be undertaken in accordance with the standards (4/98). They are
moderated internally by the course team and externally by External Examiners as well as, in
most years, by Ofsted Inspectors.

School Experience file (portfolio)

         "Portfolio" is the term used in the assessment regulations to indicate
         the sum of all written work on the course except for the Final Project
         and Myself as a NQT.

The portfolio will consist of several files, and Associate Teachers will find detailed advice on
how to set up and organise these in Section 7 of the course Handbook.

The portfolio is a working, reflective and diagnostic tool which provides evidence of the
developing knowledge and skills as a teacher and of how Associate Teachers have met the
DfES standards.




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