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Mentor resources

Introduction

Mentors are the most important people in the SCITT partnership. They work closely with trainees on a daily basis. As stated in the National Standards for school-based initial teacher training mentors, “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.” This collaboration support trainees to become good and outstanding teachers.

These resources are designed to support mentors in their role and to share good practice.

Handbooks

EYTS handbook

Primary handbook

Secondary handbook

Sample lesson observations

Observation 01

Observation 02

Observation 03

Sample pupil progress document

Pupil progress document– this example demonstrate how the teacher has considered those element of the topic that will be taught through a medium term plan and includes evidence of reflecting over standard 6 as well considering specifc support from the mentor

Sample summative reports

These examples are the same but written on different forms. They demonstrate how trainees may enter their self reflection prior to mentor summative reports and demonstrate good and less good practice.

Secondary

Primary

The Carter review

The Carter review report sets out how the ITT system is performing and highlights examples of good practice as well as areas for improvement. Following this the DfE produced three response documents.

The mentor standards

The national standards for school-based initial teacher training mentors set out the mentor standards that all mentor should be able to measure themselves against.

Behaviour managment

Developing behaviour management content for initial teacher training makes suggestions as how to prepare new teachers in classroom behaviour management, with a particular focus on low level disruption.

ITT core content

A framework of core content for initial teacher training  defines what the working party believes are the essential elements of course content that are generally required to support trainees to meet the Teachers’ Standards at the level appropriate to the end of a period of initial teacher training. The SCITT asks all trainees to assess their training against these standards.

Workload reform agenda

This section gives links to the three workload review groups that produced reports in March 2016

Eliminating unnecessary workload around marking

Eliminating unnecessary workload around planning

Eliminating unnecessary workload around data managment