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Developing the role of the subject mentor
in enhancing trainees’ pedagogic subject
       knowledge (Science focus)
Project Aims

• Improve the quality of communication of Science subject
  specific information between HEI and School.

• Improve the quality of the Science subject specific
  training provided by the School Based Mentor.
Project Objectives
•   The creation of resources that develop the role of the subject
    mentor in enhancing trainees’ pedagogic subject knowledge.

     –   To create a Virtual Learning Environment (VLE) for use by Subject specific School Based
         Trainers.
     –   To standardise the Science subject specific School Based Trainers meetings with Trainees
         by use of standardised support documentation.
     –   Develop access through the VLE to resources available to support subject specific training
         by School Based Trainers.
•   Developing the practice of the subject mentor in enhancing
    trainees’ pedagogic subject knowledge.

     –   HEI to provide clear and specific contents based guidance.
     –   To improve the training element of Mentor meeting time through a buddy system and Virtual
         Learning Environment.
     –   To develop a collaborative approach to subject specific lesson observation across the
         Science cluster.
What did we have to do?
• Initial meetings of the PDS schools set out to agree the core
  aims and expected outcomes from the project.

• Twin focus
        – Practice
        – Resources


• Dissemination

• Sustainability
        – Virtual Learning Environment (VLE)
Review of current practice

• All school based mentors issued with current HEI documentation.

   –   Trialled
   –   Reviewed
   –   Modified
   –   Trialled
   –   Approved


• Creation of HEI hosted VLE

   – Documentation hosted
   – Access for science mentors
Creation of a science mentor buddy system

• Standardisation of practice

    –   Paired lesson observations of trainees by mentors.
    –   Paired observations of weekly review meetings by mentors.
    –   HEI staff conducted paired observations of lessons and meetings.
    –   HEI staff created visual and audio recordings of lesson feedback and mentor
        meetings.


• Distillation of best practice.

    – Creation of support materials
    – Review of VLE format – change to website.
Outcomes - anticipated

• All of the anticipated outcomes identified in the original plan have
  been achieved.

    – HEI to produce a support pack and disseminate to cluster schools.
    – VLE to be developed and made available to all Partnership Schools.
    – All Science School Based Trainers will be working with standardised
      documentation that will support the enhancement of subject specific pedagogy.
    – Identified and shared good practice, matching inexperienced and experienced
      School Based Trainers.
    – All School Based Trainers to take part in a paired observation with a HEI Tutor
    – All School Based Trainers to have HEI staff observe tutorials in school.
    – All School Based Trainers to observe HEI staff delivering elements of modules to
      Trainees.
Setbacks

• Change in role at lead school 6 months into the project.

    – Commitment at subject mentor level


• VLE failure

    – Web based learning environment
    – Wider access
Outcomes - resources

• All subject mentors accessing materials
   – Greater trainee voice
• The record of lesson observations and mentor meetings
  demonstrates an increase in the subject specific comments/targets

• Move from Newman hosted VLE to website
   –   Access issues
   –   Sharing via meetings and email
   –   Online template for mentors
   –   Independent evaluation of the website




   http://www.newmanteachers.org.uk/pds/
Session 3    Adrian  Warhurst    Newman  University  College
Session 3    Adrian  Warhurst    Newman  University  College
Session 3    Adrian  Warhurst    Newman  University  College
Outcomes - practice

• Responses positive as format is now used for inducting new
  teaching staff

• Standardised approach to mentoring science trainees in school.

• Focus on science subject specific teaching and learning targets as
  well as the Q standards

• Relationships between the partner schools have developed through
  sharing of resources, ideas and practice
Partnership schools

•   Sheldon Heath Community Arts College
•   Archbishop Ilsley Catholic Technology College
•   Bishop Challoner Catholic College
•   Shenley Court Specialist Arts College and Sixth Form Centre
•   Turves Green Boys’ Technology and Humanities College

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Session 3 Adrian Warhurst Newman University College

  • 1. Developing the role of the subject mentor in enhancing trainees’ pedagogic subject knowledge (Science focus)
  • 2. Project Aims • Improve the quality of communication of Science subject specific information between HEI and School. • Improve the quality of the Science subject specific training provided by the School Based Mentor.
  • 3. Project Objectives • The creation of resources that develop the role of the subject mentor in enhancing trainees’ pedagogic subject knowledge. – To create a Virtual Learning Environment (VLE) for use by Subject specific School Based Trainers. – To standardise the Science subject specific School Based Trainers meetings with Trainees by use of standardised support documentation. – Develop access through the VLE to resources available to support subject specific training by School Based Trainers. • Developing the practice of the subject mentor in enhancing trainees’ pedagogic subject knowledge. – HEI to provide clear and specific contents based guidance. – To improve the training element of Mentor meeting time through a buddy system and Virtual Learning Environment. – To develop a collaborative approach to subject specific lesson observation across the Science cluster.
  • 4. What did we have to do? • Initial meetings of the PDS schools set out to agree the core aims and expected outcomes from the project. • Twin focus – Practice – Resources • Dissemination • Sustainability – Virtual Learning Environment (VLE)
  • 5. Review of current practice • All school based mentors issued with current HEI documentation. – Trialled – Reviewed – Modified – Trialled – Approved • Creation of HEI hosted VLE – Documentation hosted – Access for science mentors
  • 6. Creation of a science mentor buddy system • Standardisation of practice – Paired lesson observations of trainees by mentors. – Paired observations of weekly review meetings by mentors. – HEI staff conducted paired observations of lessons and meetings. – HEI staff created visual and audio recordings of lesson feedback and mentor meetings. • Distillation of best practice. – Creation of support materials – Review of VLE format – change to website.
  • 7. Outcomes - anticipated • All of the anticipated outcomes identified in the original plan have been achieved. – HEI to produce a support pack and disseminate to cluster schools. – VLE to be developed and made available to all Partnership Schools. – All Science School Based Trainers will be working with standardised documentation that will support the enhancement of subject specific pedagogy. – Identified and shared good practice, matching inexperienced and experienced School Based Trainers. – All School Based Trainers to take part in a paired observation with a HEI Tutor – All School Based Trainers to have HEI staff observe tutorials in school. – All School Based Trainers to observe HEI staff delivering elements of modules to Trainees.
  • 8. Setbacks • Change in role at lead school 6 months into the project. – Commitment at subject mentor level • VLE failure – Web based learning environment – Wider access
  • 9. Outcomes - resources • All subject mentors accessing materials – Greater trainee voice • The record of lesson observations and mentor meetings demonstrates an increase in the subject specific comments/targets • Move from Newman hosted VLE to website – Access issues – Sharing via meetings and email – Online template for mentors – Independent evaluation of the website http://www.newmanteachers.org.uk/pds/
  • 13. Outcomes - practice • Responses positive as format is now used for inducting new teaching staff • Standardised approach to mentoring science trainees in school. • Focus on science subject specific teaching and learning targets as well as the Q standards • Relationships between the partner schools have developed through sharing of resources, ideas and practice
  • 14. Partnership schools • Sheldon Heath Community Arts College • Archbishop Ilsley Catholic Technology College • Bishop Challoner Catholic College • Shenley Court Specialist Arts College and Sixth Form Centre • Turves Green Boys’ Technology and Humanities College