IC1a-e Training for Mentors of Primary and Secondary Probationer / Student Teachers

The following sessions may be attended as standalone or as a series. IC1a/b/c/d are also open to staff supporting students. IC1e is the only one that focusses solely on Probationer Teachers.

a – What Should Mentors Look for in an Observed Lesson?
Jacki Dowie (Clackmannanshire Council), Camelon Education Centre 1600-1800, 03/09/19

The purpose of this course is to:
-identify the skills required by Mentors to support an Initial Teacher Education Student and/or a Probationer Teacher when making a high quality lesson observation
-support participants to use the GTCS Standard for Full Registration to consider what they feel to be the essential elements of a ‘weak’ or a ‘good’ lesson and what this might look like in different subjects and sectors
-consider how a mentor might use particular skills to manage the whole process of lesson observation and what kind of documentation would support such an observation

Participants will have:
-deeper understanding of the purpose of lesson observations in supporting the progress of new teachers
-increased knowledge of and confidence in the use of the GTCS Standard for Full Registration to recognise strengths and areas for development
-increased confidence and skill in delivering feedback from the observation

Session PPT –
What-Should-Mentors-Look-For-in-an-Observed-Lesson-Course-Code-IC1a

 

b – Providing High Quality Feedback
Rachael Comrie (Falkirk Council), Larbert High School 1600-1800, 01/10/19

The purpose of this course is to:
-explore the key features of quality feedback, specifically how this can be delivered to best support the development of ITE students and probationer teachers
-understand the role and responsibilities of the Mentor/Supporter in the feedback process
-explore the use of appropriate language to guide the feedback process

Participants will have:
-a developed awareness of the key features of effective feedback
-deeper understanding of the role of coaching and mentoring in supporting the development of the student/probationer and the differences/similarities between the two approaches
-awareness of the responsibility of the Mentor/Supporter in providing feedback which both supports and challenges classroom practice
-increased confidence and skill in using appropriate language of feedback

Session PPT – Providing-High-Quality-Feedback-2

 

c – Supporting a Struggling Student or Probationer Teacher
Julie Russell (Stirling Council) & Dr Lorele Mackie (Stirling University), Camelon Education Centre in Seminar Room, 1600-1800, 09/10/19

The purpose of this course is to:
-explore the expectations of Mentors/Supporters from student teachers and probationer teachers
-provide participants with the opportunity to share their experience of supporting a struggling colleague

provide guidance regarding:
– the development of support plans and action plans that will both support and challenge a struggling student teacher or probationer
– the importance of gathering relevant evidence and documentation

Participants will have:
increased knowledge and understanding of:
– action plans and support plans
– further steps to take if the situation does not improve

Session PPT and template – Mentoring-skills-workshop-4-LM-and-JR

Template-for-Action-Planning-002

 

d – Managing Difficult Conversations
Laura Baird (Falkirk Council), Dr Lorele Mackie (Stirling University), Wallace High School, 1600-1800, 07/11/19

The purpose of this course is to:
-examine the differing relationships which exist between Mentor and Mentee
-explore the role of the Mentor in holding difficult conversations with ITE Students and Probationer teachers
-develop an understanding of how to approach these situations and explore the skills needed to manage challenging conversations

Participants will have:
-deeper understanding of different mentoring relationships
-practical experience of comparing different types of mentoring conversations
-greater confidence and skill in applying mentoring approaches by discussing relevant Case Studies
-increased awareness of the responsibility of a Mentor to tackle difficult conversations
-greater confidence in identifying and implementing appropriate approaches/strategies to manage difficult conversations

e – Devising a Bespoke Action Plan
Laura Baird (Falkirk Council), Jacki Dowie (Clackmannanshire Council), Larbert High School, 1600-1800 05/12/19

The purpose of this course is to:
-explore the expectations of Mentors/Supporters from student teachers and Probationer teachers
-provide participants with the opportunity to share their experience of supporting a struggling colleague

provide guidance regarding:
-the development of support plans and action plans that will both support and challenge a struggling student teacher or Probationer
-the importance of gathering relevant evidence and documentation

Participants will have increased knowledge and understanding of:
-the development of action plans and support plans
-the importance of gathering relevant evidence and documentation
-further steps to take if the situation does not improve

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