Download - Mentors 2012
Welcome to the PGCE/Certificate in Education (Post-Compulsory Education)
Mentor Training10 November 2012
The course mantra:
It’s in the (Mentors’) Handbook!
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Planning and Preparing forTeaching and Learning
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ProfessionalPractice 1
Planning and Preparing forTeaching and Learning PTLLS
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ProfessionalPractice 1
Planning and Preparing forTeaching and Learning
Assessmentand
Evaluation
Teaching &LearningProcess
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ProfessionalPractice 1
Planning and Preparing forTeaching and Learning
ResearchingPractice
Theories &Principles of
InclusiveLearning &Teaching
Assessmentand
Evaluation
Teaching &LearningProcess
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CurriculumDesign &
Development
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ProfessionalPractice 1
Planning and Preparing forTeaching and Learning
ResearchingPractice
Theories &Principles of
InclusiveLearning &Teaching
Assessmentand
Evaluation
Teaching &LearningProcess
ProfessionalPractice 2
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CurriculumDesign &
Development
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ProfessionalPractice 1
Planning and Preparing forTeaching and Learning
ResearchingPractice
Theories &Principles of
InclusiveLearning &Teaching
Assessmentand
Evaluation
Teaching &LearningProcess
ProfessionalPractice 2
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CurriculumDesign &
Development
These Y2 unit labels apply from next year: the current ones are: •Curriculum and context•Professional Development and Action Research•Policy Settings and Practice•Professional Practice 2
Qualified Teacher: Learning and Skills (QTLS)
• The PGCE/Cert Ed is a qualification of the University of Bedfordshire (UK) but
Qualified Teacher: Learning and Skills (QTLS)
• The PGCE/Cert Ed is a qualification of the University of Bedfordshire (UK) but
• endorsed by the Learning and Skills Improvement Service (LSIS) and
Qualified Teacher: Learning and Skills (QTLS)
• The PGCE/Cert Ed is a qualification of the University of Bedfordshire (UK) but
• endorsed by the Learning and Skills Improvement Service (LSIS) and
• the Institute for Learning (IfL) as a • Diploma in Teaching in the Lifelong Learning Sector
(DTLLS).
Qualified Teacher: Learning and Skills (QTLS)
• The PGCE/Cert Ed is a qualification of the University of Bedfordshire (UK) but
• endorsed by the Learning and Skills Improvement Service (LSIS) and
• the Institute for Learning (IfL) as a • Diploma in Teaching in the Lifelong Learning Sector
(DTLLS).to achieve QTLS you must gain the PGCE/Cert Ed and • Be registered with IfL and • complete a period of professional formation
Qualified Teacher: Learning and Skills (QTLS)
• The PGCE/Cert Ed is a qualification of the University of Bedfordshire (UK) but
• endorsed by the Learning and Skills Improvement Service (LSIS) and
• the Institute for Learning (IfL) as a • Diploma in Teaching in the Lifelong Learning Sector
(DTLLS).to achieve QTLS you must gain the PGCE/Cert Ed and • Be registered with IfL and • complete a period of professional formation
... all this... all thisis up in the airis up in the air
at the moment.at the moment.
Unit assessment based on Learning Outcomes
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
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
• and include underpinning knowledge• reflection• and critical discussion.
Competences and Outcomes
Wot? No assignments?
Wot? No assignments?• Tutors do not set assignment titles
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
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
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)
Ref Cert Ed Outcome PGCE OutcomeRoles and Responsibilities
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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
1.7Be 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
Outcomes at different levels
Ref Cert Ed Outcome PGCE OutcomeRoles and Responsibilities
1.2
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
1.7Be 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
Outcomes at different levels
Ref Cert Ed Outcome PGCE OutcomeRoles and Responsibilities
1.2
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
1.7Be 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
Outcomes at different levels
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)
Professional Practice 1 and 2 • Learning Contract (PDP)• 50 hours of teaching• 4 Observations• 10 hours reflective evaluation • Reflective Journal• Study days
All based on a Personal Development Plan.
Micro-teaching(Year 1)
Project(Year 2)
Professional Practice 1 and 2 • Learning Contract (PDP)• 50 hours of teaching• 4 Observations• 10 hours reflective evaluation • Reflective Journal• Study days
This is where the actual practice sits.
Micro-teaching(Year 1)
Project(Year 2)
Professional Practice 1 and 2 • Learning Contract (PDP)• 50 hours of teaching• 4 Observations• 10 hours reflective evaluation • Reflective Journal• Study days
Minimum, per year. (75 hrs for current Y2 students
Micro-teaching(Year 1)
Project(Year 2)
Professional Practice 1 and 2 • Learning Contract (PDP)• 50 hours of teaching• 4 Observations• 10 hours reflective evaluation • Reflective Journal• Study days
2 tutor +2 mentor observations each year
Micro-teaching(Year 1)
Project(Year 2)
Professional Practice 1 and 2 • Learning Contract (PDP)• 50 hours of teaching• 4 Observations• 10 hours reflective evaluation • Reflective Journal• Study days
2 tutor +2 mentor observations each year
Micro-teaching(Year 1)
Project(Year 2)
And two observations of fellow students (so by peers too)
Formative only
Professional Practice 1 and 2 • Learning Contract (PDP)• 50 hours of teaching• 4 Observations• 10 hours reflective evaluation • Reflective Journal• Study days
Critical review of practice.
Micro-teaching(Year 1)
Project(Year 2)
Professional Practice 1 and 2 • Learning Contract (PDP)• 50 hours of teaching• 4 Observations• 10 hours reflective evaluation • Reflective Journal• Study days
Possibly based on issues arising from observations or class/tutorial/mentor discussions
Micro-teaching(Year 1)
Project(Year 2)
Professional Practice 1 and 2 • Learning Contract (PDP)• 50 hours of teaching• 4 Observations• 10 hours reflective evaluation • Reflective Journal• Study days
Excerpts from a journal kept throughout the year based on experience as teacher and student.Micro-teaching
(Year 1)Project(Year 2)
Professional Practice 1 and 2 • Learning Contract (PDP)• 50 hours of teaching• 4 Observations• 10 hours reflective evaluation • Reflective Journal• Study days
2 each year with discipline-related tasks between
Micro-teaching(Year 1)
Project(Year 2)
Professional Practice 1 and 2 • Learning Contract (PDP)• 50 hours of teaching• 4 Observations• 10 hours reflective evaluation • Reflective Journal• Study days
Formatively assessed in first term
Micro-teaching(Year 1)
Project(Year 2)
Professional Practice 1 and 2 • Learning Contract (PDP)• 50 hours of teaching• 4 Observations• 10 hours reflective evaluation • Reflective Journal• Study days
On a negotiated topic
Micro-teaching(Year 1)
Project(Year 2)
Assessing Observed
PracticePlanning and Preparing the SessionOpening the SessionPresenting materialResourcesRelating to students and supporting students individuallyActivities, exercises and promoting active learningChecks on learningManaging the session, learner behaviour, timings and response to eventsConcluding the sessionEqual Opportunities & Safeguarding issues identified/addressed
Assessing Observed
PracticePlanning and Preparing the SessionOpening the SessionPresenting materialResourcesRelating to students and supporting students individuallyActivities, exercises and promoting active learningChecks on learningManaging the session, learner behaviour, timings and response to eventsConcluding the sessionEqual Opportunities & Safeguarding issues identified/addressed
These are the headings for the
summative assessment
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).
And these for formative feedback
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
Mentors Observe Teaching
• At least twice during each year of the Course
• for a complete session• early and late• in a variety of teaching settings.
Scheduling
Mentor (4)
of Peers (2x2)
by peers
SubmissionProfessional
Practice 1
SubmissionProfessional
Practice 2
Tutor (4)
At least one before Christmas
Year 2Year 1332 21 1
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
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.
After the sessionCan yield some of the most effective learning in the entire Course
After the sessionCan yield some of the most effective learning in the entire Course •Material is live, •you have both shared it from your different standpoints, •and noticed different things —and it is•the optimum time for feedback.
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.
Detailed questionsYear 1 Year 2
Opening the Session8.11
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Do you make the objectives of thesession clear to the students?Do you outline the plan of the session?Do you make links with other sessions,etc. as appropriate?Do you check the present level ofstudents’ knowledge, skills and/orpreparation?Do you deal appropriately with late-comers?Do you deal appropriately withunprepared students?
· Do you re-negotiate the session ifnecessary?
· Do you make particular efforts to linkthe session with students’ otherexperiences or interests?
Detailed questionsYear 1 Year 2
Opening the Session8.11
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Do you make the objectives of thesession clear to the students?Do you outline the plan of the session?Do you make links with other sessions,etc. as appropriate?Do you check the present level ofstudents’ knowledge, skills and/orpreparation?Do you deal appropriately with late-comers?Do you deal appropriately withunprepared students?
· Do you re-negotiate the session ifnecessary?
· Do you make particular efforts to linkthe session with students’ otherexperiences or interests?
These questions are for guidance only: students are actually assessed against the headings
Using the FormHeading Met?
8.13 Presenting materialEvidence, strengths and areas for development
Your presentation was clear and followed a logical step-by-stepprogression
But you could have linked it more to the students’ experience andinterests — some of the things they were saying when they werechatting at the start of the class could have given you a cue
Your OHTs are good — but there doesn’t have to be a new one forevery thing you say!
Using the Form
PCH
Heading Met?8.13 Presenting material
Evidence, strengths and areas for development
Your presentation was clear and followed a logical step-by-stepprogression
But you could have linked it more to the students’ experience andinterests — some of the things they were saying when they werechatting at the start of the class could have given you a cue
Your OHTs are good — but there doesn’t have to be a new one forevery thing you say!
Initial or “n/a” or “see below” for reasons not to pass.
We do not grade observations.
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ProfessionalPractice 1
Planning and Preparing forTeaching and Learning
ResearchingPractice
Theories &Principles of
InclusiveLearning &Teaching
Assessmentand
Evaluation
Teaching &LearningProcess
ProfessionalPractice 2
Year
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CurriculumDesign &
Development
Mentoring is ...
Talking to someoneabout their work
so as to help them do it better.
Talking...Listening as much as talking. … helps them feel valued … to pick up subtle differences
from your own experience … encourages them to talk.
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.
... about their work The agenda is usually and mainly up to the
mentee it helps them to own the process may be based on their Action Plan
but they may need encouragement (and to be kept to the point).
The Learning Contract and Mentoring
For each Unit the student will draw up a Learning Contract (or “Submission Proposal”) 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
It is important that the Proposal is a realistic working document rather than merely a set of pious aspirations.
Recording Mentoring We suggest that any 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.
Web-site
http://www.bedspce.org.uk/mentor_material.htm
for handbook and documentation on-line