SCHOOL BASED SUBJECT MENTOR REPORTS 2012-13
ROLE OF THE MENTOR
London Providers Mentor Training Framework
Is the mentor a trainer, tutor or educator? Clearly there are many over lapping roles and some of these may at times not sit well together for the relationship between Mentor and NQT. For example whist on occasion you will act as a professional; councillor with regard to emerging issues this should not be confused in either mind that ultimately you are also the assessor with regard to the teaching standards. Some of the roles can be summarised as follows;
Adviser (e.g. suggesting how to handle difficult children, identifying different strategies)
Assessor (e.g. deciding if the the ITT student or NQT has met, or partly met the standards, deciding if the student has failed or passed and knowing why)
Counsellor (e.g. helping to alleviate stress and strain, suggesting strategies for meeting standards and showing evidence)
Guide (e.g. emphasising the consequences of particular strategies)
Intermediary (e.g. sorting out mistakes which have been made, limiting unnecessary stress and strain)
Observer of lessons (e.g. observing lessons and offering advice against the standards and more generally)
Motivator (e.g.when the ITT student or NQT feels they can not continue or deal with a particular class or issue )
Communicator (e.g. written comments for the ITT student or NQT, communication with ITT/NQT co-ordinator or University PGCE Department, writing the final report with the student)
Role Model (e.g. as a teacher and as a profesional)
Subject based mentors will often be the first port of call for ITT students or NQT's, they will make arrangements for a weekly meeting, a half termly progress tracker meetings and associated action plans and carry out two lesson observations per term. They should be able to report to the ITT/NQT co-ordinator progress and concerns relating to the trainee. They should expect the the ITT student or NQT is completing the weekly meeting log and accumulating a body of evidence for the Mentor to make their judgements against the standards. Finally and ultimately they will be responsible for deciding with the ITT/NQT co-ordinator whether the trainee has passed the Teaching standards and writing the final report.
Adviser (e.g. suggesting how to handle difficult children, identifying different strategies)
Assessor (e.g. deciding if the the ITT student or NQT has met, or partly met the standards, deciding if the student has failed or passed and knowing why)
Counsellor (e.g. helping to alleviate stress and strain, suggesting strategies for meeting standards and showing evidence)
Guide (e.g. emphasising the consequences of particular strategies)
Intermediary (e.g. sorting out mistakes which have been made, limiting unnecessary stress and strain)
Observer of lessons (e.g. observing lessons and offering advice against the standards and more generally)
Motivator (e.g.when the ITT student or NQT feels they can not continue or deal with a particular class or issue )
Communicator (e.g. written comments for the ITT student or NQT, communication with ITT/NQT co-ordinator or University PGCE Department, writing the final report with the student)
Role Model (e.g. as a teacher and as a profesional)
Subject based mentors will often be the first port of call for ITT students or NQT's, they will make arrangements for a weekly meeting, a half termly progress tracker meetings and associated action plans and carry out two lesson observations per term. They should be able to report to the ITT/NQT co-ordinator progress and concerns relating to the trainee. They should expect the the ITT student or NQT is completing the weekly meeting log and accumulating a body of evidence for the Mentor to make their judgements against the standards. Finally and ultimately they will be responsible for deciding with the ITT/NQT co-ordinator whether the trainee has passed the Teaching standards and writing the final report.
TEACHERS STANDARDS 2012
AUTUMN 2012
The Autumn Term is the longest and will represent probably the most challenging in terms of establishing and making progress on the teaching standards for your ITT student or NQT. The learning curve in establishing professional competence is both steep and challenging and will present a variety of issues. It maybe unrealistic to expect that all lessons and professional roles and responsibilities will be consistently good or outstanding in this phase, and the Christmas break will be welcome by both of you to gather your breath and galvanise your energy levels.
Regular chats and one arranged weekly meeting will be important for your trainee to deal both with the day to day issues and to begin the dialogue in accumulating evidence to exemplify the standards. The ITT student or NQT will be responsible for documenting these meetings on their log and for accumulating and gathering evidence to exemplify the standards, which will often be at the heart of the weekly discussion. However the Mentor will document Half Termly Tracker Reports and Action Planning in collaboration with the ITT student or NQT, along with the half termly lesson observation and feedback.
Regular chats and one arranged weekly meeting will be important for your trainee to deal both with the day to day issues and to begin the dialogue in accumulating evidence to exemplify the standards. The ITT student or NQT will be responsible for documenting these meetings on their log and for accumulating and gathering evidence to exemplify the standards, which will often be at the heart of the weekly discussion. However the Mentor will document Half Termly Tracker Reports and Action Planning in collaboration with the ITT student or NQT, along with the half termly lesson observation and feedback.
LPHDG guidance on discussion and evidence for Mentors
PART 1: TEACHING
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PART 2: PERSONAL AND PROFESSIONAL CONDUCT
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AUTUMN TERM 2012
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SPRING 2013
The Spring Term is usually the shortest and will most probably represent the phase in which the making progress on the teaching standards for your ITT student or NQT will begin to become more secure if they have not done so already. The learning curve in establishing professional competence is less arduous now as the ITT student or NQT builds on an extends their experiences from the Autumn Term. It should be possible to expect that all lessons and professional roles and responsibilities will be consistently good in this phase, and the Easter break will be welcome by both of you as having completed most of the journey now and embarking on the final phase in the summer term.
Regular chats and one arranged weekly meeting will continue to be important for your trainee in accumulating evidence to exemplify the standards. The ITT student or NQT will be responsible for documenting these meetings on their log and for accumulating and gathering evidence to exemplify the standards, which will often be at the heart of the weekly discussion. However the Mentor will continue to document Half Termly Tracker Reports and Action Planning in collaboration with the ITT student or NQT, along with the half termly lesson observation and feedback.
Regular chats and one arranged weekly meeting will continue to be important for your trainee in accumulating evidence to exemplify the standards. The ITT student or NQT will be responsible for documenting these meetings on their log and for accumulating and gathering evidence to exemplify the standards, which will often be at the heart of the weekly discussion. However the Mentor will continue to document Half Termly Tracker Reports and Action Planning in collaboration with the ITT student or NQT, along with the half termly lesson observation and feedback.
LPHDG guidance on discussion and evidence for Mentors
PART 1: TEACHING
|
PART 2: PERSONAL AND PROFESSIONAL CONDUCT
|
SPRING TERM 2013
|
SUMMER 2013
The Summer Term will most probably represent the phase in which the making progress on the teaching standards for your ITT student or NQT will begin to become further secure and consistently good. The learning curve in establishing professional competence is less arduous now as the ITT student or NQT builds on an extends their experiences from the Spring Term and the knowledge, attributes and skills of the Professional Teacher as exemplifies in the Standards are more consistently demonstrated. It should be possible to expect that all lessons and professional roles and responsibilities will be consistently good in this phase.
Regular chats and one arranged weekly meeting will continue to be important for your trainee in accumulating evidence to exemplify the standards. The ITT student or NQT will be responsible for documenting these meetings on their log and for accumulating and gathering evidence to exemplify the standards, which will often be at the heart of the weekly discussion. However the Mentor will continue to document Half Termly Tracker Reports and Action Planning in collaboration with the ITT student or NQT, along with the half termly lesson observation and feedback. Finally the Mentor will complete the QTS Report which will comment on the extent to which the ITT student or the NQT as met the standards and therefore whether they have passed or failed to reach the QTS Standards. The Report will be discussed and confirmed along with other stakeholders in the process including the ITT/NQT Induction Tutor.
Regular chats and one arranged weekly meeting will continue to be important for your trainee in accumulating evidence to exemplify the standards. The ITT student or NQT will be responsible for documenting these meetings on their log and for accumulating and gathering evidence to exemplify the standards, which will often be at the heart of the weekly discussion. However the Mentor will continue to document Half Termly Tracker Reports and Action Planning in collaboration with the ITT student or NQT, along with the half termly lesson observation and feedback. Finally the Mentor will complete the QTS Report which will comment on the extent to which the ITT student or the NQT as met the standards and therefore whether they have passed or failed to reach the QTS Standards. The Report will be discussed and confirmed along with other stakeholders in the process including the ITT/NQT Induction Tutor.
LPHDG guidance on discussion and evidence for Mentors
PART 1: TEACHING
|
PART 2: PERSONAL AND PROFESSIONAL CONDUCT
|
SUMMER TERM 2013
|