edge hill university online mentor training · 2018-12-21 · edge hill university online mentor...
TRANSCRIPT
Edge Hill University Online
Mentor Training
(Primary and Early Years Initial
Teacher Training Programmes)
.
Edge Hill University Online Mentor Training (Primary and Early Years Initial Teacher Training Programmes)
in the Departments of Children, Education and Communities and Early Years Education
Mentor training; this module comprises five units
• Unit 1 Being a Mentor
• Unit 2 Making a Grading Judgement
• Unit 3 Providing Focused Feedback
• Unit 4 The Essential Paperwork
• Unit 5 Supporting a Struggling Trainee ‘At Risk’
.
Introduction
The Mentor Training Programme for those supporting students on Primary or Early Years QTS Programmes consists of a
series of short units which deal with key aspects of the role.
New mentors and those new to mentoring for EHU should work systematically through all of the presentation which
consists of five small, manageable, themed units.
More experienced EHU mentors may want to focus on individual units according to their own personal developmental
needs. All mentors will need to engage with Unit 1 and Unit 4, which are regarded as Core Units.
If you require additional support or information about any aspect of the role, please do not hesitate to contact any of
the following people:
• The Visiting Tutor assigned to your setting
• The Partnership Quality Officer assigned to your setting
• The Partnership Development Administration Team [email protected]
• Primary ITT Partnership Development Officer, Mark Rawsthorn [email protected]
• Early Years ITT Partnership Development Officer Amy Jackson [email protected]
• DCEC ITT Partnership Lead, David Boorman [email protected]
• Assistant Head of Early Years Education (with responsibility for Partnership), Dr. Tim Lucas [email protected]
.
By the end of the five units you will be
able to …
• Understand the role and responsibilities of all stakeholders involved with a trainee’s
Professional Practice
• Support and develop our Edge Hill University trainees to fulfil their potential
• Work together effectively in partnership with the DCEC* and/or Early Years teams
*The Department of Children, Education and Communities (DCEC) oversees Primary ITT
IMPORTANT:
WHEN YOU HAVE COMPLETED UNITS 1 AND 4, please email YOUR NAME and your CURRENT SCHOOL NAME AND
POSTCODE to [email protected] , quoting the code ‘MTPEYS’, to confirm that you have engaged with the Core
Units (Units 1 and 4).
Core Training Package
Unit 1
Being a Mentor
.
• Being a mentor
• Training Programme Overview
• Key Contacts
• The Professional Practice Handbook
• The Partnership Web Page
• Guidance for mentors
• Roles and responsibilities of key personnel
This mentor training module covers…
BA (Hons) Primary Education
with QTS
Full Time Programme
Part time Programme
PGCE
Full Time Programme (Including
Mathematics & PE Specialist)
School Direct
Professional Practice
• Phase 1a (Year 1)
• Phase 1b (Year 2)
• Phase 2 (Year 3)
• Phase1a (Year 1/Level 4)
• Phase1b (Year 3/Level 5)
• Phase 2 (Year 4/Level 6)
• Enhancement could be the following
settings: EYFS/SEND/KS3
• Phase 1
• Phase 2
See Professional Practice
handbook for setting
Edge Hill University currently offers both Undergraduate and Postgraduate Primary
Teacher Training Programmes
Primary Initial Teacher Training Programmes
Edge Hill University currently offers both Undergraduate and Postgraduate Early Years
Teacher Training Programmes
Early Years (3-7) Initial Teacher Training
Programmes
BA (Hons) Early Years
Education with QTS*
Full Time Programme
PGCE (Early Years)
Full Time Programme
Professional Practice
• Phase 1a (Year 1) (Nursery)
• Phase 1b (Year 2) (KS1)
• Phase 2 (Year 3) (Reception)
• Enhancement (SEN/D)
• Phase 1a (Nursery)
• Phase 1b (KS1/Reception)
• Phase 2 (Reception/KS1)
The Partnership Web PageAll of the professional practice documents referenced in this package are available from pages
accessed via this link:
https://www.edgehill.ac.uk/educationpartnership/
Professional Practice Handbooks
and Programme Handbooks
Download the Professional Practice Handbook and Programme
Handbook specific to your particular student.
These handbooks are your ‘user guides’ to the QTS
programmes.
Take some time to read through the different sections of each
handbook.
The handbook provides key information about all aspects of
professional practice, including timing of actions, expectations,
quality assurance and quality enhancement experiences.
There are a series of useful programme specific checklists
which indicate tasks to be completed by mentors during
specific weeks of a Professional Practice.
Roles and responsibilities:
The Mentor
The Visiting Tutor (VT)
The Partnership Quality Officer (PQO)
Click on any of the links below to navigate directly to a specific role, or simply move to the next slide.
The Role of the Mentor (1)
A mentor should understand the course structure and the requirement of trainees to
meet the Teachers’ Standards. They should prioritise meetings and discussions with
a trainee, monitor performance, and help develop their teaching practice and
effective classroom management strategies. A mentor should also keep their
subject knowledge up-to-date and have the awareness to signpost trainees to other
expertise and knowledge, for example subject associations.
Look at the National Standards for school-based initial teacher training (ITT)
https://www.edgehill.ac.uk/educationpartnership/files/2014/09/Mentor_standards
_report_Final.pdf
Click here to return to ‘Roles and
Responsibilities’
The Role of the Mentor (2)
As a mentor you will: Work in partnership with the university to support the student
whilst on Professional Practice in your setting. This will include:
• Inducting the student into the policies and procedures, for example those
concerning Behaviour, Safeguarding etc.
• Holding informal catch-up meetings
• Enabling a weekly review meeting (of around 1 hour) to facilitate professional
reflection, track progress and set targets
• Liaising with class teachers, Visiting Tutors and other personnel involved with the
ITT programme
Click here to return to ‘Roles and
Responsibilities’
The Mentor StandardsA key recommendation from Sir
Andrew Carter’s review of initial
teacher training (ITT) was for a set of
non-statutory standards to be
developed to help bring greater
coherence and consistency to the
school-based mentoring
arrangements for trainee teachers. ‘A
mentor is a suitably experienced
teacher who has formal responsibility
to work collaboratively within the ITT
partnership to help ensure the trainee
receives the highest quality training’
(2016:11). The Standards below set
out the minimum expectations for
those working as school based ITT
mentor.
Source: National Standards for School-Based Initial Teacher Training (ITT) mentors
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/536891/Me
ntor_standards_report_Final.pdf
Click here to return to ‘Roles and
Responsibilities’
The Role of the Visiting Tutor• The Visiting Tutor (VT) is the key link between the partnership setting and the
university
• For each Professional Practice the VT will make at least three visits
• The VT will provide bespoke mentor training updates to mentors during the initial visit
• The VT will undertake at least one joint Learning Evaluation with mentors as part of the quality assurance procedure
• The VT will support the setting with completion of paperwork
• The VT will support the mentor and setting as necessary, and particularly when there is deemed to be a trainee ‘at risk’.
Click here to return to ‘Roles and
Responsibilities’
Visiting Tutor
The form should help to structure the feedback sessions following a Learning Evaluation.
The Role of the Partnership Quality
Officer (PQO)The Partnership Quality Officer has a key quality assurance role in the Edge Hill
University ITT Partnership. A Partnership Quality Officer is identified for a group of
schools, colleges or settings and makes contact with them via a visit or a telephone
call to ensure that all trainees are receiving their entitlement to training, that the
training they are receiving is high quality and that all expectations are being met by
the school, college, setting. They ensure that there is consistency in training across
the ITT Partnership and identify any effective practice that can be shared across the
Partnership.
The Partnership Quality Officers work across both Primary and Early Years ITT
settings.
Click here to return to ‘Roles and
Responsibilities’
Full-Time BA (Hons) Primary Education with QTS Full-Time BA (Hons) Early Years Education with QTS
Year Leader/Professional Practice Leader
Year 1Elizabeth Dunn [email protected]
Year Leader/Professional Practice
Leader
Year 1
Jennie Swift [email protected]
Year Leader/Professional Practice Leader
Year 2Sue Harrop [email protected]
Year Leader/Professional Practice
Leader
Year 2
Rachael Sackville-
Year Leader/Professional Practice Leader
Year 3Wendy Dixon
[email protected] Leader/Professional Practice
Leader
Year 3
Heidi Winrow [email protected]
Full time BA (Hons) Primary Education with
QTS Programme LeaderSian Onions [email protected]
Full time BA (Hons) Primary
Education with QTS Programme
Leader
Hefin WIlliams [email protected]
Part-Time BA (Hons) Primary Education with QTS
Professional Practice Lead (Part Time
Programme)
Louise Hawxwell [email protected]
Level 4 Leader Tracy Robinson [email protected]
Level 5 Leader Cherryl Cooper [email protected]
Level 6 Leader Karen Morris [email protected]
Part Time BA (Hons) Primary Education
with QTS Programme LeaderSian Onions [email protected]
Postgraduate Certificate in Education (PGCE) Postgraduate Certificate in Education (PGCE)
Programme Leader and Phase 1
Professional Practice LeaderSusan Shaw [email protected]
Programme Leader and 1
Professional Practice LeaderJackie Sumner [email protected]
PGCE Year Leader/Phase 2 Professional
Practice LeaderTBC
Programme Leader and 1
Professional Practice Leader
Jackie [email protected]
School Direct Programme Leader Susan Shaw [email protected]
ITT Partnership Lead: Department of
Children, Education and Communities David Boorman [email protected] Assistant Head of Early Years Tim Lucas [email protected]
Up to date as of January 2019: all
updated contact details will be
amended within the on-line
Professional Practice Handbook
Contact
details
In the first instance for all
enquiries please contact
the Partnership
Development
Administration Team on
01695 650834
The team should be able
to deal with your enquiry;
if they are unable to do so,
they will refer your enquiry
to one of the following
people in the table(left)
Now click here to navigate to the Mentor Training
Unit entitled...
Unit 2: Making a Grading Judgements
Next Steps...
Congratulations!
You have now successfully completed Unit one: Being a Mentor. To be able to fully
ensure that you are able to train, support and develop an Edge Hill University trainee
throughout their training in your school please now complete Unit 4: Essential
Paperwork. You may wish to engage with the other units within the package
depending on your previous mentoring experience.
To further consolidate your training, you will undertake a joint Learning Evaluation with
the EHU Visiting Tutor to moderate the assessment and grading of your trainee.
We look forward to working with you in the future and helping you develop your role as
a mentor and trainer.
Alternatively, experienced mentors may click here to
proceed to the other Core Unit entitled...
Unit 4: The Essential Paperwork
.Mentor training
• Unit 1 Being a Mentor
• Unit 2 Making a Grading Judgement
• Unit 3 Providing Focused Feedback
• Unit 4 The Essential Paperwork
• Unit 5 Supporting a Struggling Trainee ‘At Risk’
Edge Hill University Online Mentor Training (Primary and Early Years Initial Teacher Training Programmes)
In the Departments of Children, Education and Communities and Early Years Education
Training Package:
Unit 2
Making grading Judgements
• The following slides indicate some of the ‘tools of the trade’ for making judgments about trainee progress.
• It is intended that a trainee will receive both informal and formal feedback at regular intervals throughout their time in a setting
• Class teachers can provide informal feedback at any time and in any format but the Mentor should provide more formal and regular feedback through the use of the specially designed Learning Evaluation Record (LER).
• The LER should indicate progress over time for a Teachers’ Standard or group of Standards
• Individual lessons themselves should not be graded.
• The Edge Hill University Assessment and Grading Criteria Booklet should be referred to in order to support judgements being made.
Making Judgements
Guide for Mentors and other observers
(Before an observation)
• Plan for observing a ‘breadth’ of the curriculum
• Plan to observe different parts of a session e.g. indoors/outdoors/continuous provision.
• Agree times of observations well in advance where possible.
• Request a preview of the lesson/session plan and relevant medium term plan/resources as
necessary.
• Support trainee in using data and assessment to plan, teach and support learning progression
Your valuable role as a Mentor is to improve the practice of the trainee overall.
Learning Evaluation/Observation
The Rationale …
• A Learning Evaluation, as opposed to a Lesson Observation, offers an ‘holistic approach’
when assessing the impact of a trainee teacher within the classroom.
• The Learning Evaluation allows for the Mentor and Visiting Tutor to assess the trainee’s
ability to plan, differentiate and deliver a lesson/a series of lessons.
• The Learning Evaluation also allows for the trainee to reflect on their ability to mark, assess
and feed back on pupils’ work, if relevant, therefore allowing the trainee, Mentor and
Visiting Tutor to make a more effective judgement on the pupils’ progress.
• The grade awarded during the process reflects a cumulative approach and allows for the
trainee to demonstrate their ability to enhance pupil progress, which after all is at the
heart of teaching.
Learning Evaluation/Observation
The Rationale …The table below lists the core evaluation methods which must be used during the Learning
Evaluation. School may wish to use other methods of evaluation e.g. impact/quality of display
boards; this is perfectly acceptable when coupled with the core methods listed below.
All of the evaluation methods need to be undertaken as a part of the Learning Evaluation.
Learning Evaluation is not based purely on the Lesson Observation but on the holistic approach
to evaluation.
Evaluation Methods:
In order to make a
judgement about the
overall quality of
teaching, the following
additional activities
need to be undertaken.
Discussion with Mentor / Teacher
Discussion with Trainee
Discussion with Learners
Discussion with TA / Other Adult
Learners’ responses within in the lesson and in their books /
work
Quality and impact of Trainee’s marking and feedback
Trainees’ assessment and planning records in their files
Trainee’s own evaluation of their impact on Learners’ progress
and learning over time
Observation of teaching and learningBetween 20 and 30 minutes
The Learning Evaluation form has been
developed alongside colleagues within
the Primary Partnership.
Teachers’ Standards (2013) are
provided down the side of the
document.
When collating the Learning Evaluation
information, ‘the Key strengths’ and
‘Areas for Improvement’ should be
link to the standards: for example
TS7 Manage behaviour effectively to
ensure a good & safe learning
environment.
TS7: you use praise well to maintain
the interest of….
TS7: putting (initials) on the board as a
warning allowed (initials) to manage
their behaviour, this allowed others in
the room to continue with their work
undisturbed.
These are examples of
comments you could write
in the ‘Key Strengths’ box.
Such comments allow the
trainees to identify the
Teachers’ Standards they
are achieving as well as
which standards are areas
to improve.
Learning Evaluation
Example of a good Learning Evaluation Form
Please note the reference to
the Teachers’ Standards
You do not need to reference
every standard during every
Learning Evaluation.
Good Learning Evaluation Form page 2
Edge Hill University Assessment and
Grading Criteria BookletThis document will allow the Mentor to track the progress of their trainee.
This booklet should be used to inform:
• Each Learning Evaluation/Observation Form
• The Interim Report Form
• End of Professional Practice Report Form
Mentors should decide how best to use this document. Some for example, may use it as an
ongoing record for each trainee based on everything they have achieved throughout the
Professional Practice, making it easier to set targets.
All trainee graded judgements will be made using the four-point scale:
Grade 1 - Outstanding
Grade 2 - Good
Grade 3 – Meeting Expectation
Grade 4 – Inadequate
This four-point scale indicates the quality of teachers in training and is based
on what can be reasonably expected of a trainee teacher at that point in their
training.
A trainee identified as Good or Outstanding is demonstrating the potential to
become a good or outstanding teacher by the end of their NQT year.
Guide for Mentors and other observers
(During the Learning Evaluation Observation)
• Try to position yourself where you will not distract the trainee or the
children.
• Respect professionalism if it becomes necessary to challenge the teaching.
• Do not hesitate to intervene if there are health and safety issues.
• Identify key points during the session; log what you see and hear
• Look at how ‘other adults’ are used, the indoor and outdoor provision;
enhancements; continuous provision; routines that are set up.
• Refer to the Assessment and Grading Criteria. The trainee has ownership of
this document at all times
Now click here to navigate to the Mentor Training Package entitled...
Unit 3: Providing focused Feedback.
Next Steps...
Congratulations!
You have now successfully completed Unit two: Making a Judgement. To be able to
fully ensure that you are able to train, support and develop an Edge Hill University
trainee throughout their training in your school you should now complete Unit 3:
Providing Focused feedback.
To further consolidate your training, you will undertake a joint Learning Evaluation with
the EHU Visiting Tutor to moderate the assessment and grading of your trainee.
We look forward to working with you in the future and helping you develop your role as
a mentor and trainer.
.Mentor training; this module comprises five units
• Unit 1 Being a Mentor
• Unit 2 Making a Grading Judgement
• Unit 3 Providing Focused Feedback
• Unit 4 The Essential Paperwork
• Unit 5 Supporting a Struggling Trainee ‘At Risk’
Edge Hill University Online Mentor Training (Primary and Early Years Initial Teacher Training Programmes)
In the Departments of Children, Education and Communities and Early Years Education
Training Package
Unit 3
Providing Focused
Feedback
Feedback is key in the mentoring relationship
Feedback should be focused so that it is both supportive and developmental.
Targets should be negotiated with trainees and be specific to individual
needs.
Please provide feedback to trainees at every earliest opportunity
Providing feedback to trainees
• Agree an adequate amount of time and a private place for debriefing
• Give brief informal feedback at the end of the observation, keeping comments
as positive as possible.
• Debrief formally as soon as possible after the observation basing feedback on
the written script, linked to the Teachers’ Standards
• Use the Assessment and Grading Criteria consistently and celebrate trainee
achievement.
• In consultation with the trainee set SMART targets for future development,
linking these to the Teachers’ Standards
• Plan the focus together for the next observation.
• Your valuable role as a mentor is to improve the practice of the trainee overall.
Feedback• Ask the trainee how they felt the observation went.
-What went well?
-Is there anything that they would change or do differently next time?
• When giving feedback ensure that the feedback is analytical and developmental
ensuring that the trainee has specific targets for progression.
• Feedback should be focused on pupil/learner progress: what impact did the
trainee’s teaching have on the progress of individuals, groups, and the class as
the whole? Talk to the children, did they understand?
• Focus on behaviour that can be changed.
• Base your feedback on the observations you have made and ensure the feedback
is objective.
• Focus on what the trainee did well, and what they could do better.
• Identify opportunities to develop/meet targets, possibly by observing others.
• Refer the trainee to the Assessment and Grading Criteria Booklet for next steps.
The structure adopted for best practice is...
• Quality time
• Empathy
• Positive opening
• Opportunity for self-reflection
• Lesson analysis
• Honest feedback (leading into target-setting)
• Positive conclusion
Encourage trainees to reflect upon their teaching both verbally and in written form.
Ensure they discuss their teaching strategies and how these impact on the children’s
learning and progress.
Key points to consider when feeding back....
It is important that targets are linked to the
Teachers’ Standards using the Assessment and
Grading Criteria grid to support you. Targets
should be shared with all concerned in the
trainee's progress.
Targets should always follow the SMART
principle, being:
o Specifico Measurableo Achievableo Relevanto Timely
Target setting
Assessment: Remember that EHU takes a more holistic approach and therefore this
grading would be for progress over time - summative evidence for
bundles/aspects of standards rather than grades for individual
lessons...
Grade 1 - Outstanding
Grade 2 - Good
Grade 3 – Meeting Expectation
Grade 4 – Inadequate
This four-point scale indicates the quality of teachers in training and is
based on what can be reasonably expected of a trainee at that point in
their training.
Now click here to navigate to the Mentor Training Package entitled...
Unit 4: Essential Paperwork
Next Steps...
Congratulations!
You have now successfully completed Unit three: Providing focused Feedback. To
be able to fully ensure that you are able to train, support and develop an Edge Hill
University trainee throughout their training in your school please now complete Unit 4:
Essential Paperwork. You may wish to engage with the other units within the package
depending on your previous mentoring experience.
To further consolidate your training, you will undertake a joint Learning Evaluation with
the EHU Visiting Tutor to moderate the assessment and grading of your trainee.
We look forward to working with you in the future and helping you develop your role as
a mentor and trainer.
Edge Hill University Online Mentor Training (Primary and Early Years Initial Teacher Training Programmes)
In the Departments of Children, Education and Communities and Early Years Education
Mentor training; this module comprises five units
• Unit 1 Being a Mentor
• Unit 2 Making a Grading Judgement
• Unit 3 Providing Focused Feedback
• Unit 4 The Essential Paperwork
• Unit 5 Supporting a Struggling Trainee ‘At Risk’
Core Training Package
Unit 4
The Essential Paperwork
Forms to be completed by mentors and
returned to Edge Hill University
For Mentors in schools, there are three forms
which must be completed whilst monitoring
trainees. These are:
• The Learning Evaluation Record
• The Interim Report Form
• The End of Professional Practice Report Form
The Visiting Tutor will collect the completed forms when they
make a visit, including previous Learning Evaluation grades.
Learning
Evaluation
End of Professional
Practice report
Form
Interim Report Form
The Learning Evaluation/Lesson
Observation Form has been developed
alongside colleagues within the Early
Years and Primary Partnership.
Teachers’ Standards are provided down
the side of the document.
When observing the lesson, ‘the Key
Strengths’ and ‘Areas for
Improvement’ should be linked to the
standards for example:
• TS7- manage behaviour effectively
to ensure a good & safe learning
environment.
• TS7- you use praise well to maintain
the interest of the children ….
• TS7- reminding children of clear
expectations enabled you to manage
their behavior which allowed others
in the room to continue with their
work undisturbed.
These are examples of
comments you could write
in the ‘Key Strengths’
box. Such comments allow
the trainees to identify
the Teachers’ Standards
they are achieving as well
as which standards are
areas for improvement.
Learning
Evaluation
Record
This report reflects where the trainee is at mid-Professional Practice.
Interim Report
End of Professional Practice Report Form
Please use the Assessment and Grading Criteria booklets when completing this form.
End of Professional Practice Report FormEach section is linked to
the Teachers’ Standards.
Encourage your trainee
to complete their
section, one week
before the
triangulation meeting.
This way the dialogue
can be more focused.
Targets should be
directly linked to the
Teachers’ Standards
using the Assessment
and Grading Criteria
Booklet to aid the
process.
Note: to ensure the form is completed in a timely manner, we suggest that the trainee hands
the form to the Mentor 1 week before the triangulation meeting. This will allow the Mentor
time to complete their section.
If both sections are completed prior to the triangulation meeting, the meeting will be more
focused.
Examples-Outstanding
Standard Grade Given
Example A
Overall Grade Given
TS1 1
This trainee would be Outstanding (Grade 1) - five standards are Graded
Outstanding (Grade 1). No standards are below Good (Grade 2).
For a trainee teacher to be graded Outstanding (Grade 1) they need to
consistently be Good (Grade 2) or better.
TS2 1
TS3 2
TS4 1
TS5 1
TS6 2
TS7 1
TS8 2
Outstanding (Grade 1)
To be graded Outstanding (Grade 1) overall the trainee must be graded Outstanding (Grade
1) in five of the Teachers’ Standards. The remaining Standards must be Good (Grade two)
or higher to be Outstanding (Grade 1) overall.
Example:
Examples- Good
Standard Grade Given
Example B
Overall Grade Given
TS1 2
This trainee would be awarded a Good (Grade 2).TS2 1
TS3 2
TS4 1
TS5 1
TS6 2
TS7 2
TS8 2
Standard Grade Given
Example C
Overall Grade Given
TS1 2
This trainee could be awarded a Good (Grade 2). I would expect the
trainee to be able to demonstrate they have achieved elements of Good
(Grade 2) within the standard graded Meeting Expectation (Grade 3).
TS2 2
TS3 2
TS4 1
TS5 1
TS6 ME (3)
TS7 ME (3)
TS8 ME (3)
Good (Grade 2)
For a trainee to be graded Good, (Grade 2) they must achieve a Good (Grade 2) in 5 of the
Teachers’ standards. For any TS graded as Meeting Expectation (Grade 3) the trainees
must show they have achieved elements of Good (Grade 2) within the Assessment and
Grading criteria. To be graded ‘Good’ no grades can be Inadequate
Examples-Meeting Expectation Meeting Expectation (Grade 3) This grade is below the departmental target for Phase 2
(final Professional Practice); therefore the trainee will require Meeting Expectation (Grade
3) intervention.
For a trainee to be graded Meeting Expectation (Grade 3), they will not have 5 or more
higher grades; they are likely to have a combination of grades. They cannot be Meeting
Expectation (Grade 3) if they are graded Inadequate (Grade 4) in any standard; this is a
fail.
Standard Grade Given
Example D
Overall Grade Given
TS1 ME (3)
This trainee would be Meeting Expectation (Grade 3); they do not have
5 or more higher grades, therefore they can not be graded Good.
TS2 2
TS3 2
TS4 ME (3)
TS5 ME (3)
TS6 ME (3)
TS7 ME (3)
TS8 2
Examples- Inadequate (Fail)
Standard Grade Given
Example E
Overall Grade Given
TS1 2
This trainee would not be awarded a Pass grade in this Professional
Practice as one standard has not been demonstrated at an adequate
level.
TS2 2
TS3 2
TS4 2
TS5 2
TS6 2
TS7 Inadequate
TS8 2
Now click here to navigate to the Mentor Training
Package entitled...
Unit 5: Supporting Struggling Trainees ‘At Risk’
Next Steps...
Congratulations!
You have now successfully completed Unit four: Essential Paperwork, along with
Unit 1 (Being a Mentor) this completes the essential basic training for Edge Hill
University mentors.
To further consolidate your training, you will undertake a joint Learning Evaluation with
the EHU Visiting Tutor to moderate the assessment and grading of your trainee.
We look forward to working with you in the future and helping you develop your role as
a mentor and trainer.
REMINDER:
WHEN YOU HAVE COMPLETED UNITS 1 AND 4, please email YOUR NAME and your
CURRENT SCHOOL NAME AND POSTCODE to [email protected] , quoting the code
‘MTPEYS’, to confirm that you have engaged with the Core Units (Units 1 and 4).
.Mentor training; this module comprises five units
• Unit 1 Being a Mentor
• Unit 2 Making a Grading Judgement
• Unit 3 Providing Focused Feedback
• Unit 4 The Essential Paperwork
• Unit 5 Supporting a Struggling Trainee ‘At Risk’
Edge Hill University Online Mentor Training (Primary and Early Years Initial Teacher Training Programmes)
In the Departments of Children, Education and Communities and Early Years Education
Training Package
Unit 5
Supporting a struggling
trainee deemed to be
‘At Risk’:
Trainees can face difficulties and challenges within a Professional Practice for many
reasons. If you are aware that a trainee is facing particular challenges or difficulties
please discuss these with your Visiting Tutor (VT) so that appropriate support can be put
in place.
A trainee is deemed “at risk” if they are not achieving the minimum standard required
for the Professional Practice.
Phase 1a: (Year 1 Undergraduates only): requires a ‘Pass’ to progress onto Phase 1b.This
means the trainee is Meeting Expectation (Grade 3) or better.
Phase 1b: (Year 2* Undergraduates/PGCE phase 1)- the trainee must achieve a Meeting
Expectation (Grade 3) or better to progress onto Phase 2.
Phase 2: (Year 3* Undergraduates/PGCE phase 2)- the trainee will usually achieve a
‘Good’ or better to complete the Professional Practice. All trainees graded Meeting
Expectation must have a period of ‘at risk’ Intervention.
If during a Professional Practice a trainee is deemed to be ‘at risk’ of not meeting the
minimum requirements the relevant Professional Practice and Programme Leader should
be informed and will make a decision about the most appropriate strategies to
implement.
Trainee ‘At Risk’
*Please note:
For Primary Part Time
undergraduates, the Professional
Practice requirements are the same
but occur at different times within
the programme, over the four year
route.
Year 1 level 4-5 (P1P) Phase 1a
Year 2 level 5 no Professional Practice
Year 3 level 5-6 (P3P) Phase 1b
Year 4 level 6 (P4P) Phase 2
Trainee ‘At Risk’
• Monitoring the situation and the progress of the trainee.
• Arranging a meeting or phone tutorial with the trainee.
• Gaining further information from the school, previous Visiting Tutor, Personal
Tutor etc.
• Arranging for additional visits from the Visiting Tutor.
• Arranging for additional input from a Placement Support Tutor.
• Arranging for a reduction in teaching timetable.
• Extend the Professional Practice beyond the scheduled end date (organised
through discussion and agreement with the school).
• Implementing specific strategies according to the nature of the issues for
example extra support sessions back on campus.
Examples of ‘at risk’ interventions:
Please refer to your Professional Practice handbook for more detail regarding ‘at risk’ trainees.
Trainee ‘At Risk’ explained
As soon as any intervention is put into place an ‘at risk’ form will be
completed and signed to inform the trainee that they are at risk of failing the
Professional Practice and that additional support has been put in place.
Throughout the process time limited targets will be set to support the trainee
in making progress. These will be reviewed regularly. If, at any point in the
Professional Practice the Mentor and or Visiting Tutor consider the trainee is
still not making sufficient progress towards the targets that have been set, or
that it is not likely the trainee will achieve the minimum requirement for the
Professional Practice the trainee will be informed the Professional Practice
has been unsuccessful and the practice will be terminated.
All trainees are then invited to attend a Departmental Progress Meeting,
usually led by an Assistant Head of Department, to discuss the next steps.
If a trainee considers their ability to complete the Professional Practice
successfully has been impacted upon by Exceptional Mitigating Circumstances
then they may consider submitting an EMC application. The Professional
Practice/Year Leader can advise if such a case arises.
Trainee ‘At Risk’ form
(Record of Additional Support)This form should be completed for any trainee
identified as being ‘at risk’
The minimum recommended time for the ‘at
risk’ procedure is two week; however, in
extreme cases, we understand that schools
may not be able to accommodate this due to
the impact upon pupil progress.
‘At Risk’ contact
First point of contact
•Visiting Tutor
Visiting Tutor contacts
•Professional Practice Leader
ProfessionalPractice Leader
contacts
•DCEC ITT Partnership Lead Programme Leader
If you find it necessary to put a trainee
‘At Risk’, your first point of contact
will be your Visiting Tutor.
Should the VT be unable to resolve the
matter successfully, they will escalate
the concern to the Professional
Practice Leader, who will consider
suitable next steps.
Should these measures still fail to
secure improvement, it will become
necessary for the matter to be
escalated to the ITT Partnership Lead
(for Primary trainees) or the Assistant
Head of Early Years (for Early Years
trainees).
Congratulations!
You have now successfully completed Unit Five: Supporting a Struggling Trainee
‘At Risk’. To be able to fully ensure that you are able to train, support and develop an
Edge Hill University trainee throughout their training in your school if you have not
already done so please now complete Unit 4: Essential Paperwork. You may wish to
engage with the other units within the package depending on your previous mentoring
experience.
To further consolidate your training, you will undertake a joint Learning Evaluation with
the EHU Visiting Tutor to moderate the assessment and grading of your trainee.
We look forward to working with you in the future and helping you develop your role as
a mentor and trainer.
Thank you for engaging with
Edge Hill University Online
Mentor Training
(Primary and Early Years Initial
Teacher Training Programmes)