Name and Role: Telephone and Email Jenn Simmonds Mentor Development Lead 01244 513022 Sian Duffty Mentor Development Lead 01244 511590 Jane Weavers Alumni Officer 01244 511424 Pauline Hughes ITE Administration Supervisor 01244 511594 Zoe Garratt PGCE Administrator 01244 513444 Katherine Hesketh: Administrative Assistant PGCE Setting Direct (Primary and Secondary) 01244 511585 Matthew Roberts: Administrative Assistant PGCE Core (Primary and Secondary) 01244 511026 Laura Petley: Administrative Assistant Undergraduate Programmes 01244 511752 Ann Mills: Administrative Assistant Setting Based Learning Secondary Partnerships 01244 511006 Helen Roberts: Administrative Assistant Setting Based Learning Primary Partnerships 01244 511380 Mentor Development 01244 511594 Sense of Purpose The NCTL (National College of Teaching and Learning) currently identifies the three main aims of mentoring as: Fostering greater consistency in the practice of mentoring; Raising the profile of mentoring; Contributing to the building of a coaching and mentoring culture in settings. July 2016: National Standards for setting-based initial teacher training (ITT) mentors We are delighted that you are taking on the role of mentor for our Associate teacher(s) in this vital aspect of each Programme. The role of the mentor is a significant one and one from which you will
Part 4 – Weekly TARGET SETTING To include 3-4 targets each week. Some may be carried over from the previous week dependent on progress. The weekly target setting should inform and respond to the forthcoming Weekly Activity Plan (Part 5) Standard Target (Objective) Reference to EYTS Standards wherever applicable Action to be taken (realistic) Success Criteria/Outcome (specific, achievable) Date to be reviewed (time related) S2.1 Articulate accurately the progress made by the children I have worked with in number activities (counting to 5). Following activity sessions with groups and individuals discuss how the children responded to the activity. Complete reflection log, identifying those children who have made progress and those where additional support is required in counting / one to one correspondence My assessment of the children’s learning will be accurate. I can discuss learning gains that children have made and identified where additional experience and directed input is required. I will be able to plan accurately for the next stage of development Children will be making progress S3.4 Demonstrate accurate articulation of phonemes in teaching of Phase 2 Observe the teaching of phonics within the setting. Use setting and internet resources regarding Phase 2 to develop my understanding Enunciate phonemes with my mentor correctly before teaching I will have a deeper understanding of correct articulation of phonemes. Children will be able to articulate phonemes correctly. Observation of phonics teaching will identify the accuracy of my articulation S6.1 Develop effective planning that supports the more able children in expressive arts Discuss with the setting manager how observation is used to identify children’s achievements and progress. Undertake participant observation when working with groups when children are working with art materials and musical instruments. Use the observations to develop planning that extends those who are more able in these areas My observation skills will be enhanced. Accurate assessment of children’s ability is enabled The children who are exhibiting ability with art and musical instruments are able to make further progress Planning will show haw sessions and enhanced provision support these children. Signed Professional Mentor: Date: Associate Teacher: Date:
Appendix 6 Examples of Weekly Target Setting: EYTS Part 4 – Weekly TARGET SETTING To include 3-4 targets each week. Some may be carried over from the previous week dependent on progress. The weekly target setting should inform and respond to the forthcoming Weekly Activity Plan (Part 5) Standard Target (Objective) Reference to EYTS Standards wherever applicable Action to be taken (realistic) Success Criteria/Outcome (specific, attainable) Date to be reviewed (time ) S1 Establish a safe working environment that supports children’s learning in the out doors Check equipment outside before use to ensure safe and fit to use. Complete outdoor safety checklist The children engage safely in their activities. Any equipment not for use is withdrawn for repair or replacement. S2.1 Articulate accurately the progress made by the children I have worked with in number activities (counting to 5) Following activity sessions with groups and individuals discuss how the children responded to the activity. Complete reflection log, identifying those children who have made progress and those where additional support is required in counting / one to one correspondence My assessment of the children’s learning will be accurate. I can discuss learning gains that children have made and identified where additional experience and directed input is required. I will be able to plan accurately for the next stage of development Children will be making progress S2.4 Engage in sustained shared thinking in my interactions with children when engaged in free play. Read around sustained shared thinking (SST) (EPPE) Identify the main points that I need to be aware of and implement into my engagement with young children at play. I will have a greater and deeper understanding of the child’s interest and understanding of their focus. I can use the information to plan appropriate enhancing activities to promote continued SST S3.4 Demonstrate accurate articulation of phonemes in teaching of Phase 2 Observe the teaching of phonics within the setting. Use setting and internet resources regarding Phase 2 to develop my understanding Enunciate phonemes with my mentor correctly before teaching I will have a deeper understanding of correct articulation of phonemes. Children will be able to articulate phonemes correctly. Observation of phonics teaching will identify the accuracy of my articulation
Plan with the setting manager to use appropriate language and make use of pictures and symbols to help reduce any frustration 6.1 Develop effective planning that supports the more able children in expressive arts Discuss with the setting manager how observation is used to identify children’s achievements and progress. Undertake participant observation when working with groups when children are working with art materials and musical instruments. Use the observations to develop planning that extends those who are more able in these areas My observation skills will be enhanced. Accurate assessment of children’s ability is enabled The children who are exhibiting ability with art and musical instruments are able to make further progress Planning will show haw sessions and enhanced provision support these children. S7.2 Promote children’s health and safety through developing routines of toileting and hand washing Discuss with setting manager how routines are developed and become familiar with the setting routine for toileting and handwashing. Model with the children how to wash hands correctly Ensure that when I am teaching I follow the setting guidelines Children will have an understanding of how to effectively wash their hands and why this is important. I will be familiar with the routines of the setting and effectively allow time for this in my organisation of the sessions. S7.1 Articulate and evidence understanding of child protection policies and procedures and their role in safeguarding Read the school’s policies on safeguarding. Discuss safeguarding procedures regarding disclosure Access the Local Safeguarding Children Board website and highlight specific guidance for professionals in educational settings policy will be annotated with implications for my practice. I will have discussed procedures in my weekly meeting and the discussion documented. I will be aware of what support and guidance is available in the local area to support my role. I will be aware of the procedures I need to undertake should a child make a disclosure.