Module One

Welcome to the PLC Mentor Training

In Module One we:

Revisit: the Liverpool Hope principles of mentoring and consider current research and theory on effective mentoring.

Consider: the role and responsibilities of the Professional Learning Co-ordinator 

Consider: effective trainee induction  and developing a school based training curriculum 

Reflection 

Revisit the Liverpool Hope University principles for mentoring.  Reflecting on your reading, consider the principles of mentoring and coaching and the different roles for supporting trainee development across your setting. 

Reflect on the challenges of each role and share how you organise this in your setting. 

2. Trainee Induction 

Trainee placement induction is essential and has a significant impact on trainees' success on placement for for all those involved.

"Effective and ongoing induction is widely held as one of the most worthwhile practices to ease the transition between university and  into the profession and counteract difficulties faced by beginning teachers" (Gujarati, 2012) 

Discussion 

Using the exemplar induction handbooks below consider what makes an effective trainee induction process. How might you develop the induction process in your setting? 

Adapting Mentoring for trainee development phases 

Using one of the following scenarios and the supporting documentation below. Consider how you could use the Core Content Framework Mentoring Expectations to develop the trainees practice.

Scenario 1 

PGCE 3-7 trainee - Developing Phase 

• Trainee X is struggling to understand how to plan across the early years environment. They need support with adapting teaching to scaffold the needs of different learners in an adult directed activity using concrete resources.

• Trainee X needs further understanding in planning the input of lessons currently they are expecting children to remain seated for the input for too long. 

Scenario 2

PGCE 5-11 trainee - Developing Phase 

• Trainee is new to KS2.

• Pace of lessons is too slow and trainee is not giving pupil’s enough independence or opportunities to apply their learning.

• Trainee is not marking in line with school policy and is taking too long to mark, asking to take the books home.

Scenario 3

Year 3 3b trainee - Mastering phase

• Trainee Y is using formative assessment with confidence.  They needs to develop knowledge of tracking pupil progress. 

• Trainee Y needs to plan learning opportunities for children to develop progressive fluency in their reading and writing.