880m g ORR School of Education POSTGRADUATE CERTIFICATE 77 EDUCATION MENTORING IN Printary SCHOOLS AWHOLE-SCHOOL RESOURCE Prepared for the course team by Bob Moon and Ann Shelton Mayes Primary consultants: Pie Corbett and Diana Wright, lecturers at Cheltenham and Gloucester College of Higher Education‘The Open University, Walton Hall, Milton Keynes MK7 6AA First published 1994, Second edition 1995. Copyright © 1995 The Open University All rights reserved. No part of this publication may be reproduced, stored in a retrieval system of transmitted, in any form or by any means, without written permission from the publisher or a licence from the Copyright Licensing Agency Limited, Details of such licences (for reprographic reproduction) may be obtained from the Copyright Licensing ‘Agency Limited, 90 Tottenham Court Road, London WIP 9HE. Edited, designed and typeset by The Open University. Printed in the United Kingdom by Hobbs the Printers Limited, Brunel Road, Totton, Hampshire S040 3YS SUP 29886 3 2aMENTORING: PRINCIPLES AND PRACTICE Contents Foreword Planning a professional development programme for mentors Synopsis 1 Introduction 2 Understanding the mentor’s role Suggested follow-up programme Summary 3. The management of school-based education and training 3.1. Planning school experience programmes 3.2 Managing mentoring 3.3 Stages in teacher development Suggested follow-up programme Summary 4 Mentoring skills and strategies 4.1 Sharing your practice Suggested follow-up programme Summary 4.2 Collaborative teaching Suggested follow-up programme Summary 4.3. Coanalysis of practice Suggested follow-up programme Summary 164.4 Counselling and support Suggested follow-up programme Summary 4.5. School-based assessment Suggested follow-up programme Summary 4.6 The curriculum and subject focus to mentoring Suggested follow-up programme Summary References Acknowledgements Appendix Classroom observation schedules 39. 39 40Foreword ‘The growing interest in mentoring has been an important feature of school and teacher development programmes in the 1990s. The term is a relatively recent one, although — as we discuss in section 1 - it has important historical antecedents, New conceptions of mentoring are, however, being built around a range of traditions, each of which has something to offer to a fully developed programme. It is now widely accepted, for example, that mentor support is most effective when part of a school-wide framework of advice and guidance. The concept of mentoring, most commonly associated today with initial teacher education and training, is also now recognised as valuable to the organisation of induction programmes - from newly qualified teachers to headteachers. One experienced headteacher, Rowie Shaw, has argued that a school which thinks seriously about establishing systems of mentoring at all levels is likely to see significant improvements in classroom practice and, therefore, pupil achievement (Shaw, 1992). ‘The materials in this binder look at the principles and practice of mentoring, The examples given reflect the fact that until recently mentoring took place mainly in the context of initial training. However, the principles, approaches and strategies described are relevant to the practice of mentoring in the full range of educational contexts, ‘The advice and guidance given to teachers, particularly in the early stages of their career, will have a significant and lasting influence on their future development. The importance of preparing experienced teachers for the task of mentoring is now widely accepted. The ideas, examples and discussion that follow have been designed for this purpose. H ab Mae a “Planning a professional development programme for mentors ‘Teachers who take on the task of mentoring are able to draw on a wide range of relevant experiences, strategies and techniques from other aspects of their work. They may, for example, have been involved in other teacher development programmes, such as counselling or appraisal; or they may already have been involved in mentoring activities with student teachers or newly qualified teachers. The design of this binder will enable teachers to identify the specific aspects, strategies and techniques of mentoring that are of most relevance to them on the course they are working on. The material in this binder is designed to be used as a resource to help plan a professional development programme: specific sections, readings and activities can be selected to meet specific individual needs. Planners, section synopses and summaries are included for this, purpose. Mentoring: principles and practice This is divided into sections which explore particular issues in mentoring. Sections 2, 3 and all subsections of 4 begin with: © a planner outlining the theme of the section; and have at the end of the main text: © a suggested follow-up programme of activities including: Audio-visual (A-V) resources Avvideo and audio-cassette and an associated A-V Guide (which is at the end of the binder) have been prepared specifically for this Open University professional development programme, ‘They contain illustrative examples of mentors and students working together on initial teacher education activities. They also provide observational material for use in trying out particular mentoring skills. Readings The associated Readings provide a detailed exploration of the aspect of mentoring covered in that section. Readings 1, 2, 3, 5,7, 8 and 9b have been specifically written for this professional development programme. Readings 4, 6, 9a and 10 are extracts from other published material that have particular relevance to this programme. Other practical activities ‘These illustrate and further develop the ideas discussed. The sections all end with: © a summary of the main pointsSynopsis 1 Introduction 2 Understanding the mentor's role This section explores the concept of mentoring in intial teacher education. It outlines three models of mentoring the apprenticeship model; the competency model; and the reflective model ~ and shows how they might be integrated in an intial teacher education programme Itis most useful atthe beginning of the initial teacher education course 3 The management of school-based education and training This section explores the management role ofthe mentor. In particular it examines the factors involved in designing effective school experience programmes; and looks at how to integrate mentoring actvities within the organisation of the school [tis most useful atthe beginning of the initial teacher education course, before the fist school placement. 4° Mentoring skills and strategies This section covers the skills and shategies used at paricular stages of the intial teacher education course. It includes: sharing your practice; collaborative teaching; coanalysis of practice; counseling and suppor; schookbased assessment; the curriculum and subject focus to mentoring1 Introduction ‘The origins of the word ‘mentor’ provide an interesting starting point for exploring the nature of the role. Mentor was the friend in whose care Odysseus left his household when he went off to the Trojan wars, In Homer's Odyssey Athene often takes the form of Mentor in order to guide and advise Odysseus’ son, Telemachus. In Greek mythology Athene (Minerva in the Roman version) was a benevolent and civilising influence, the patroness of learning and the arts, and of many household crafts Above all, she was the goddess of wisdom. And in essence mentoring is the passing on of wiscom — of knowledge and experience — by example and by word, to those embarking on a task for the first time, The ideas associated with mentoring have a long tradition in schools. New teachers have usually been guided by a more senior colleague. The leader of a year team in a primary school, or the head of a department or faculty ina secondary school, has always played a key role in inducting new teachers into the profession, or giving assistance to student teachers in their periods of schoo! practice. The use of the term ‘mentor’, however, has a more recent history and has been particularly associated with the development of a more analytical and more comprehensive approach to school-based initial and in-service education and training. The period in which the term has been used explicitly has also seen a growing awareness of the importance to the student or new teacher of the style and form of the advice given. The majority of teachers have received such support in the early part of their career, but often on an ad hoc basis. The novice teacher usually had to take the initiative in seeking out help, and institutional structures rarely provided a framework within which this happened as a matter of course. This has changed markedly in recent years. The advent of school development planning, appraisal and self- evaluation, as well as the expectations of regular inspection, have contributed to a new framework for school-wide professional systems of support. These initiatives, associated particularly with developments in the United Kingdom, also reflected an international growth of interest in improving support for professional development. ‘Teaching practice is a familiar part of any initial or pre-service teacher education system. Most teachers can vividly remember their first encounters with schools, with the classes they taught and even the names and faces of some of the pupils. In the United Kingdom school experience has been built into undergraduate and postgraduate programmes in a variety of ways. Most often the majority of the time was spent in college or university with ‘TP’, as it was known, representing interludes of school- based practice, Over the last decade this pattern has changed. The majority of time in an initial teacher education course is now devoted to experience in schools. In this professional development programme we are focusing on the support structures that need to be established within schools, irrespective of particular patterns of course organisation. As part of this we explore the role of the key individual providing support ~ most, commonly given the designation of mentor. In the following material© section 2 examines the concept of mentoring and the way this relates to whole-school organisation; ‘@ section 3 considers the overall management of school-based mentoring; © section 4 looks at the skills and strategies mentors deploy in fulfilling this role. In reading and working through this programme, bear in mind the following points. First, we look at mentoring in two ways: the role played by an individual mentor (most commonly the person using these materials); and how the school as a whole supports students in training an idea that is sometimes expressed in the phrase ‘the mentoring school The two perspectives are, of course, closely related although the distribution of tasks, responsibilities, and so forth ~ at the level of the individual mentor or the school as a whole — will vary according to a range of local circumstances. Second, we have assumed that in most schools the individual mentor will be backed up by another teacher, usually a senior member of staff (a headteacher or deputy, for example), who will co-ordinate the whole- school support for a programme. The designation given — if something as formal exists — varies from course to course or even from school to school, but for the purposes of these materials we use the term ‘school co- ordinator’. Our hope is that this programme, and the resources developed to support it, will be shared between teachers in schools. Advising and helping potential and new entrants to the profession can be one of the most rewarding of tasks. The commitment of students is strong and the learning curve steep. It is particularly gratifying to see a progressive improvement in practice over a relatively short period of time. Many initial teacher education courses ask students to explore their own experience of being taught, Research has shown how significant early role models are in the later development of teaching strategies. Early encounters in training with experienced teachers can be equally significant and remembered throughout a career. A teacher's commitment and attitudes to pupils are set during their early years of teaching. The type of support given in the mentoring process is therefore crucial to the ongoing development of the teaching profession asa whole.1 MENTORING a 5 2 Understanding the mentor’s role Ths scion pores he concepscFmening = Reding TA Schoolhide in nil teacher education toutins three Concept of Mentoring models of mefcring ~the apprentosship —” ‘model; the competency model; and the Recting 2 (enti reflective mode! ~ and shows how they might o be integrated in on intial teacher education programme {tis mos useful athe beginning ofthe initial teacher education cous. Video sequences | and 5, ‘udiocassetie side | bond 1, side 2 band 3 jsse AV Guide section 1] Despite the long historical tradition surrounding the word ‘mentor’, the development of mentor roles in schools has been a relatively recent phenomenon. Many books and articles attempt to provide some form of definition, but as Donald McIntyre, Hazel Hagger (contributors to the Readings in this programme) and Margaret Wilkin have pointed out: precise ‘operational’ definitions of mentoring certainly cannot be taken for granted and discussion which does so is almost certain to lead to confusion. It is worth emphasising this point because the term ‘mentor’ has rapidly become widely used over the last two or three years in discussions of initial teacher education in the United Kingdom. It has been imported to education from other diverse occupational contexts, and generally from the United States, and has carried with it diverse connotations, varying widely in, for example, the formality of the relationships implied, and the extent to which these are seen as managerial, or teaching, or counselling relationships. (McIntyre et al, 1993, pp. 11-12) They go on to argue that diverse interpretations of the role are to be welcomed. Differences of context and course organisation influence the form that any definition would take, but equally the concept itself is new in many schools. Alternative approaches backed by research and evaluation, they suggest, will also help guide the direction of policy and practice in the future. There is also an increased acceptance, particularly in the context of initial teacher education, that the mentoring concept ‘goes beyond definitions of a particular role. Rowie Shaw, an experienced headteacher, in her book on teacher training in secondary schools (Shaw, 1992) sees the development of a school-wide concept of mentoring, including raising awareness about effective classtoom practice and providing a climate for discussion about teaching and learning, as leading to: the enhancement of a variety of school processes, all of which lead to an improved classroom experience for pupils with an ensuing rise in achievement. (Shaw, 1992, p. 76)‘There is, therefore, no one simple definition of the mentor’s role and the concept in general must inevitably embrace a range of school roles and activities. Trisha Maynard and John Furlong (1993) have, however, usefully suggested certain models of mentoring which can be drawn upon in establishing any particular programme. These are: © the apprenticeship model; © the competency model: @ the reflective model. The apprenticeship mode! ‘This approach — irreverently known as ‘sitting with Nellie’ —is the one with which most people are likely to be familiar. Advocates of the apprenticeship approach argue that there is a long tradition, going back at least to Aristotle, of learners acquiring complex skills by modelling themselves on experienced practitioners. The competency model This approach is reflected in the most recent Government regulations for teacher training courses and involves establishing certain pre-defined competences. Practical training can then be tailored to help student teachers achieve these. The mentor, therefore, takes on the role of systematic trainer, observing the student and providing feedback. The reflective model In this approach a more critical element is introduced into the training process. In particular the mentor encourages the student teacher to switch from focusing on their own teaching performance to focusing on the children’s learning and on exploring ways of making it more effective Maynard and Furlong's analysis is interesting in that it attempts to synthesise, rather than polarise, the different approaches. They suggest developing a programme that integrates the different perspectives in a sequential way. Each approach can be used at the most appropriate point. For example, there are some occasions when apprenticeship is the most, appropriate strategy: the work of a mentor does indeed contain elements of this apprenticeship ‘model. Trainees need first-hand experience of real students, teaching situations, classroom strategies and subject matter. In the early stages of their training the purpose of that practical experience is to allow them to start to form concepts, schemas or scripts of the process of teaching. But in order to begin to ‘see’, trainees need an interpreter. They need to work alongside a mentor who can explain the significance of what is happening in the classroom. As we have argued above, trainees also need to sense and fit into established routines. They therefore also need to be able to model themselves, ‘on someone, Such a model can also act as a guide, articulating and presenting, ‘recipes’ that will work (Maynard and Furlong, 1993, pp. 78-9)At another stage, the competency model may be most appropriate: ‘What is right about the competency approach is that after an initial period of collaborative teaching, trainees will benefit from an explicit programme of training following a routine of observation and feedback. In this second stage of leaming to teach, trainees must be given control of the teaching proces. Leaming at this stage necessitates trainees taking responsibility; they have to lear by actually doing the job of teaching. While still adopting some of the teachers’ ready-made routines, they need to be helped progressively to form and implement some of their own while continually developing and modifying their own personal concepts and schemas. In order to help this process the mentor therefore needs, at this stage of the trainees’ development, to take an active role, acting as a mirror or working as a coach. (Maynard and Furlong, 1993, p. 80) The reflective model may be more useful when student teachers have achieved basic competence: To focus on children’s leaming demands that trainees move beyond routines and rituals; they need to develop a deeper understanding of the leaning process; thinking through different ways of teaching and developing their ‘own justifications and practical principles from their work While it is common for mentors to withdraw and let the trainee get on alone once they have achieved basic competence, it would seem to us that if mentors are to facilitate this shift of focus they must continue to take an active role, However, trainees are unlikely to be ready for this form of reflection on their own practice until they have gained some mastery of their teaching skills, they need to be ready to shift their focus from their own teaching to the pupils’ learning and that cannot come until they have gained some confidence in their own teaching, (Maynard and Furlong, 1993, pp. 81-2) Most initial teacher education courses evolve through stages that assume the sort of progression that Maynard and Furlong have suggested. The mentor's role, therefore, also evolves, especially for teachers new to the task, and you cannot expect to have this clearly articulated and predetermined before any course begins. However, in adopting this integrated concept of mentoring it is clear that you will be involved in certain key functions: teaching; assessing; supporting; and managing. It is useful to have these general ideas in mind as you look at the sorts of work that mentors do and the sort of profile in terms of attitudes, qualities and skills that we suggest leads to effective mentoring.13 Suggested follow-up programme These resources and activities extend the discussion in this section. We recommend that mentors carry out those activities that relate to their own professional development needs A-V resources A-V Guide section 1 In video sequences 1 and 5, and on the audio- cassette (side 1 band 1; and sides 1 and 2 band 3) mentors, school co-ordinators and students discuss the mentoring process. The linked activities in the A-V Guide explore a number of issues: © the mentoring school; © what makes a good mentor; © roles and respor @ benefits and concerns. ities; Readings Reading 1 A School-Wide Concept of Mentoring This Reading introduces the concept of ‘the mentoring school’ and discusses the contribution the school can make to a stuclent’s progress and the questions schools can usefully address in developing programmes for student support. Reading 2 Mentor Roles and Qualities This Reading provides an analysis of mentor roles and qualities, and can serve as an extension of the impressionistic accounts given in the A-V sequences. Planning ‘who does what’ 1 Itis useful to familiarise yourself with the way mentoring responsibilities are set out in various course handbooks and documents, and the advice and guidance that is given in them, The ‘Open University PGCE Coterse Handbook for Partner Schools provides ‘one example (The Open University, 1995). You may find it helpful to record the varying roles and responsibilities under the following, headings: the responsibility of the school as a whole; the responsibility of a particular individual 2. Itcan be helpful to draw up a list showing who does what for particular staff in your school, using the form shown in Figure 1. If you are working closely with another colleague (a school co- ordinator), they should be involved in this. ‘This activity is particularly useful in that it: © provides a framework for planning a school experience programme which involves the whole school; © highlights any aspects of mentoring you (or other members of staff) may wish to examine further using materials in this binder.Activity/role Mentor ‘School co-ordinator Other staff FIGURE 1 Planning who does whatModels of mentoring involving notions of ‘apprenticeship’, ‘competence’ and ‘tellection’ can be integrated within programme of initial teacher education “The mentoring school’ concept sugges that a whole-school approach is needed for effective schoolbased training. Olher teachers must be involved in the programme. Mentors ate involved in teaching, assessing, supporting student teachers and managing programmes of activites Effective mentors develop particular qualities, atitudes and skils. Identifying which teachers are involved in particular mentoxing roles or activities isthe firs step in [i] preparing « school experience programme; and |i) identifying particular staff development issues and hence focusing the use of these materials 1516 3 The management of school-based education and training Thissecton epi the monageneri cle = Reading 3 Managing Schoo! cf the mentor. In particular it examines the Based Frogrommes factors involved in designing effective school experience progrommes; and looks Ct how to integrate mentoring activites ‘Audiocassette side 1 band 2 within the oxganisaion ofthe school. PSP sce AV Guide section 2) Reading 4 Teacher Expertise Iris most useful ot he beginning ofthe inital teacher education course, before the fist school plocement In sections 1 and 2 we looked at the concept of mentoring and at the different approaches mentors can use to support teachers in training, In this section we go on to examine the managing role mentors play and the mentor’s key task (with the support of the school co-ordinator) of designing and organising a school experience programme. As Hazel Hagger and Donald McIntyre suggest in Reading 3, an aspect of mentoring which is the unique responsibility of the mentor is that of managing a stuclent teacher's school-based programme: Copyright material removed (Hagger and Melatyre, Reading 3, p. 3) 3.1 Planning school expe ence programmes A student's school experience needs to be organised to ensure that they are given the opportunity to develop the professional qualities and competences necessary to become a qualified teacher. A school experience programme is very like a timetable that plaas out the student's time in school. It needs to be adapted regularly, in consultation with the student, as school experience progresses, and the student's needs change. ‘We suggest that mentors keep a record of the programme. Keeping written records in this way provides reassuring evidence, both for the school and for the student, that a plan of action has been developed. In planning a school experience programme three factors need to be considered: © individual student needs; © course activities; © school staff.Individual student needs Planning a programme of teaching experiences that enables the student to make progress in all the teaching competences and professional qualities is an essential feature of the school experience programme. Individual students, however, will make progress in particular areas of competence at different rates, The school experience programme must be modified to meet individual training and development needs. The programme can be revised each week, for example, in consultation with the student, to take account of individual progress. Course activities Initial teacher education courses are designed to explore particular aspects of teaching and learning at certain points in the course. Effective school experience programmes build on what the student has recently been studying and prepare them for areas they are about to study. Students will also need to complete a number of activities set as part of their teacher education course. For example, the student may be asked to collect examples of children’s work in preparation for further study on assessment; or examine teaching and learning material to continue their recent work on ‘differentiation’; or they may be asked to produce and evaluate some teaching material as evidence of competence in this area When designing a school experience programme mentors need to build in opportunities and time to carry out these course activities, School staff We have already discussed how course activities and student needs must be accommodated in the school experience programme. It is also important to organise a programme that makes the best use of the mentor’s own available time and expertise, and that of any other staff involved. Planning the programme to take account of the strengths of the whole staff not only offers the student a rich school experience but also ensures that the time available for mentoring is used effectively. Co- ordinating the involvement of the other staff is another key aspect of your managing function. Most initial teacher education courses will offer guidance on the range of activities the student must carry out and a possible framework for each school placement; see, for example, Mentoring in the OU PGCE Primary Course (The Open University, 1995c). But it is the mentor, with the help of the school co-ordinator, who decides how this can be developed into a programme that works in their particular school context. Only they are in a position to modify programmes to fit a particular student's needs 3.2 Managing mentoring Integrating your role as mentor with your role in the school ‘When mentors talk about possible tensions between their school role and the role of mentor, they usually mention, as they do on the audio-cassette (band 3), the difficulty of finding enough time to do both jobs as well asthey would like. Time is always at a premium in the busy life of a school, and the issue of how to manage time effectively is an important one. Mentoring, like teaching, involves a wide variety of activities. In practice, of course, many mentoring tasks can be fused with other activities. A conversation with a colleague about a forthcoming parents’ evening can also include a request for them to talk to the student about parent-school links. A school, team or departmental meeting can have an item added to the agenda concerning which classes the new student will join. An essential feature of the school experience programme is that, as far as possible, the management of the student's learning is integrated into the daily organisational life of the school. The way this is done will vary from school to schoo! and according to the role or roles played by the designated mentor, but the intention should be to integrate mentoring activities with your other work within the school wherever possible. For example, planning and evaluating lessons, assessing pupils’ work, and preparing teaching and learning materials are all important aspects of your teaching role which also need to be part of the school experience programme for students. You can introduce these through separate sessions with students, Alternatively, you can ask the student to j as you plan in the usual way. Being explicit about what is usually a solitary teaching activity may feel awkward at first, but it is an important strategy for helping the student to understand how teachers think, It also has the merit of integrating some aspects of your two roles of teaching and mentoring. In this way mentoring will become more manageable and Jess like a task that is separate from and additional to your usual responsibilities, you The mentor session During the week you will probably spend some time informally chatting with your student, for example at break in the staffroom, There will be other occasions when you talk to the student after an observation. But it is important that there is a time set aside each week specifically for you and your student more formally to discuss the week's activities and plan for those of the coming week. We call this the mentor session. At the beginning of any school placement you are likely to have drawn up an outline school experience programme to cover the time the student is in school at a particular stage of the course. You need to build into that programme a weekly mentor session, It is especially useful if this can be held at the same time each week, to reinforce its importance in reviewing and planning future activities. ‘We suggest that this discussion is held in a school-based location that allows confidentiality and is conducive to discussion. An office, library or empty classroom area would be ideal. Since this is a reviewing meeting it is important to have with you some notes on any observations carried out that week, and to have liaised with any other staff involved in mentoring the student to check whether they have any additional information. Some mentors have found it useful to keep an open agenda in a notebook, in which mentor or student can jot down ‘things to be discussed’ as they arise during the week. As with other mentoring activites, the studentshould play an active role in all aspects of the mentor session: considering the evidence; reviewing and summarising progress; identifying targets for the coming week; and action planning to achieve those targets. The mentor's role is to focus the discussion on these aspects during the meeting. At the end of the session it is useful to keep a record of points discussed. Planning for whole-school involvement You will need to plan out the best use of time over a number of weeks. Carrying out this activity with the school co-ordinator will help you to consider the programme in the context of the whole school. As we mentioned earlier, involving other staff has benefits for the student: they enter the life of the school more fully and experience a range of teaching approaches. It also has the advantage of reducing the time pressure on you. Of course, you will still need to find the time to liaise with other staff and ensure that they are ‘mentoring’ appropriately, so you will have to balance the time costs. But overall a whole-school approach to mentoring does have advantages for managing time. Student induction A thorough induction in the early days of the school placement will help the student to become established, and should reduce their dependence on you for access to routine information and advice. For example, knowing how and where to photocopy, where resources are kept and how to make use of equipment all helps the student to work independently. Integrating teacher education programmes ‘Where it is possible, some schools have brought together their programmes for supporting student teachers and teachers in their first year of teaching, This is most easily organised in the larger secondary school. Ina number of areas, however, groups of small schools, working in clusters, have joined together on induction programmes and student teachers can very appropriately be integrated into these From this discussion of management we can identify four key aspects: © programme planning — to ensure that everyone, including the student, knows what is expected of them; © co-ordination — of colleagues and others in the school community; © integration to ensure, wherever possible, that mentoring activities are integrated with the teaching or school role; © resource support to ensure that the student has the necessary information and materials, and has them at the appropriate time. 3.3. Stages in teacher development Anticipation and forethought provide the best framework for mentoring, both in terms of the formal part of the planning programme and on a day- to-day basis as you observe the student's development, 19Anticipation is also important in thinking through the stages of, development that a novice teacher will experience. A considerable amount of research has been done on this, and in the teaching resources given to the Open University PGCE students we have included some articles on how trainees evolve from novices to teachers with a degree of expertise appropriate to a newly qualified teacher status, One such researcher, David Berliner (Reading 4), does not expect a great deal in the early stages of a teacher's career. He contends that expertise comes only after a significant period of practice, One of the most challenging management roles the mentor has to play is mediating the expectations of students and others in the school about how much can be achieved by a student in training, Some sequences on the video associated with this professional development programme illustrate the concem, sometimes the perplexity, of students who see an experienced teacher juggling a whole host of issues, demands and activities in a way that seems effortless, and that even after a fair amount of practice may still elude the novice. Talking to the student about this experienc common one for most, if not all, new teachers ~ is helpful. You must, however, expect the student's expertise to develop throughout a course of training, and this should be reflected in the planning of a programme. The overall structure and plan of the course within which the student is working needs to be fully appreciated. In traditional forms of teacher education, students’ progress in a period of teaching practice was often recognised by an increasingly ‘hands off’ approach, which left them to teach independently and with little recourse to the advice and guidance of a supervising teacher. Where the course is substantially school-based tt perspective needs modification. Inevitably progression is associated wit an element of independence, but the mentor remains in a teaching role. As the student becomes more expert it may in fact be entirely appropriate to intervene more, to pose more demanding questions that allow them to review and evaluate their own practice even more critically than in the early stages of the course. Making judgements about the extent and timing of intervention represents a crucial managerial task for the mentor.Suggested follow-up programme These resources and activities extend the discussion in this section, We recommend that mentors carry out those activities that relate to their own professional development needs. A-V resources A-V Guide section 2 ‘The early experiences of student teachers in schools are crucial, and on the audio-cassette (side 1 band 2) mentors and students talk about the factors that contribute to making this period a positive experience for all concemed. You may find this and the related activity in the A-V Guide useful when planning the first school experience programme, Readings Reading 3 Managing School-Based Programmes This Reading provides an overview of the management issues involved in mentoring. In particular it focuses on setting up programmes for school experience. It also includes ‘examples that can be adapted to the particular context in which you are working, Reading 4 Teacher Expertise David Berliner, one of the world’s leading authorities on teacher development, comments on the progress a student is likely to make in an initial programme of training, School experience programmes ‘The OU PGCE school experience programme for each stage in the course is available in Mentoring in the OU PGCE Primary Course (The Open University, 1995c) © Management is a key mentor function involving: managing a school experience progiamme; coordinating staf and resources; managing personal time © School experience programmes involve planning and manoging the students’ activities during a school placement @ Programmes need to take account of the needs of individual students, course requirements and a specific school context © Programmes need to be regularly reviewed and adapted to meet the changing needs of the student os school experience progresses. A record of these adopted programmes should be stored as part of the school’s troining record. © Staiegies for managing mentoring octiviies include: integrating mentoring and school activities; the induction of students; collaboration with other school staff; and generally ensuring that all aspects of course requirements are supported by the experience in school22 4 Mentoring skills and strategies In this section we examine the different strategies available to mentors to support the student teachers’ learning. All of the ideas and techniques suggested will be readily recognisable as the sorts of activities associated with the in-service development programmes of many schools. However, if a major component of an initial teacher education course is based on. the school and supported by the mentor, then explicit consideration of the methods used will be important. As we sugg plans and agreements about the major forms of support will provide reassurance within the school and for the student that a plan of action has ted in section 3, written been developed. Six mentoring strategies are considered in detail: sha ing your practice; collaborative teaching; co-analysis of practice; counselling and support; school-based assessment; the curriculum and subject focus to mentoring, 4.1 Sharing your practice Sharing your pracice is 0 hwostoge =] Reoding 5 Observing pours mvhtchmenes choses ter Ga Exporand acd ‘own dlossroom pracice ofr having been observed by the sudent. Ths section, ‘Velen-secbepar ee together wih is suggested follow-up ‘AV Guide secton 3) aciviies, explores woys of doing this, ond looks at how this sraiegy con support students’ and mentors” profesional development This srotegy is appropriate fo all stoges of school experience bu is pariculey used {9 part ofa first school placement ‘Observing experienced teachers is an important part of any initial teacher education programme. Discussing these observations afterwards, and explaining your practice, helps the student to understand teaching and learning from an experienced teacher's perspective. Early in the course a student will often undertake observation work that focuses on particular skills of teaching, for example: management issues such as organising the transition from one activity to another; presentation techniques; or why a particular resource was used. Later in the course, the discussions that follow observations are likely to provide opportunities to explore more sophisticated approaches to teaching and learning, and the views and values that underpin those approaches. For example, examining how a particularly difficult concept has been addressed over asequence of lessons, or how particular teaching strategies connect with views of how children learn, could each provide a specific focus for observation and discussion. Maynard and Furlong’s progression from apprenticeship to reflection can be thought about in this context (see section 2). As the competence framework for assessing student teachers becomes established, it will be important to build this into the shared language of analysing classroom practice, Mentor and student should become familiar with the terms. Mentors in particular, in advance of their work with students, may wish to look back over a few lessons and think about how everyday practice relates to the different categories of competence in a particular assessment model. ‘This strategy of sharing your practice also serves other, equally important, purposes. First, when mentors examine their own practice in with the student ~ analysing their strengths and their weaknesses ~ they provide both a model for the student of how teachers carry out critical self-evaluation and a language for analysing classroom experience. The student can adopt this model as they begin to analyse their own practice. Second, the mentor being able to talk openly about areas of weakness in a professionally focused discussion can contribute to the development of good interpersonal relationships and trust. Finally, mentors frequently report that there are personal advantages in carrying out this process, particularly in terms of developing greater insight into their own practice. uussion I think its also the ability to look at your own classroom practice — and having a student teacher has made me do that much more — to question myself as to why I'm actually doing it that way, or is there a better way that I could do it, and then being able to talk about it with the student teacher, and you're botb developing better approaches, (Mentor, speaking on the audio-cassette for mentoring in primary schools, side 2 band 3) 2324 Suggested follow-up programme ‘These resources and activities extend the discussion in this section. We recommend that mentors carry out those activities that relate to their own professional development needs. AV resource A-V Guide section 3 Video sequence 2 shows how an experienced mentor explains their practice and their approach to teaching to a student teacher. Together with the related activity in the A-V Guide it explores the key techniques in carrying out this strategy successfully. Reading Reading 5 Observing Experienced Teachers The strategy is considered in more detail here, and the Reading provides a useful summary of points to consider in planning your work, Sharing your practice with a student con © help the student to inlerpret what happens in the classroom from an experienced teacher's perspective; © allow the student fo think about how the classroom experience could be related to their own ideas about teaching and learning: © provide the student with a model for evaluating their own practice and a language for analysing it; © contribute to the development of twust and a good professional relationship; © have benefts for your own professional development4.2 Collaborative tec alas cc che pong, Reading 6 Colabraive feoding and evecnnglewers a he, Gaal) Taochngo mons suggested follows ocivties, explores how these sessions con be used efecvely throughout an intial eacher education course, to develop teaching sil Reading 7 Collaborative Teaching Video sequence 3 [see AV Guide section 4) This strategy is particularly useful at he beginning of the course as it allows the student teacher io begin their teaching in supposed classroom environment This is used from the begin experience onwards. of school An important strategy for the early part of training is when student and mentor jointly plan, teach and evaluate lessons. This is called collaborative teaching. Working in this way can be one of the most enjoyable parts of the mentor’s task. Students can contribute a great deal to preparation and resourcing, and the pupils themselves enjoy the variety and stimulus that comes from the extra adult input. When carefully planned this strategy can provide a real spur to learning, creating more opportunities for teachers to concentrate on particular groups, for example, and increasing the amount of individual contact between teacher and pupils, Collaborative teaching: © is ideal for supporting students through their first teaching experiences: it allows them to focus on particular skills and approaches in a real classroom context but frees them from having to take responsibility for all the other classroom management tasks, © actively involves the student in planning with a practising teacher in a situation where the plans will be realised; © provides a useful forum for extending the mentor-student relationship; © canbe used, later in the course, as an opportunity to explore more complex teaching strategies and learning activities with an experienced teacher. 2526 Suggested follow-up programme AV resource A-V Guide section 4 Video sequence 3 shows experienced mentors and their students involved in collaborative teaching activities. They discus the usefulness of this strategy and a checklist of important features is, developed. Readings Reading 6 Collaborative Teaching: a mentor’ perspective This Reading is, by Katharine Burn, an experienced mentor who appears in the mentoring video for secondary schools. Katharine is head of history in a secondary school. The issues she addresses, however, relate to all forms of school mentoring at both the primary and secondary phases. Reading 7 Collaborative Teaching This Reading systematically analyses the process of collaborative teaching and provides a summary of points to address. © Collaborative teaching involves working with the student through all siages of ieaching ~ that is, planning, teaching and evaluating together. @ A the beginning of the course, it allows the student to focus on particular ‘aspects of teaching in a supported environment. © Loier in the course, students are able to try out complex teaching and learning activities with an experienced colleague © The strategy ensures that pupils have appropriate teaching and learning support while student teachers are developing competence,4.3 Co-analysi CCocanalysis of practice involves mentors = ing 8 learning Through Shang suconrecthon ord roving al rokely Petes them wih feedback oppopron fo het stage of development. Techniques are Veleo sequence 4 ond ctamediccimgastcias” GRY ere to observations and effective debriefings. The. pees 2 bond 4 use of this approach in supporting students none dvlopmat of compeone and cel ah settevaluotion is explored. = This is used from solo teaching activities of practice Mentors have an important responsibility to provide feedback to the student on their teaching and on the pupil learning they observe. It is, important to develop a dialogue with the student in this type of classroom analysis. In this professional development programme we call this process co-analysis. At the initial stages of training mentors should try to ensure that the analysis is set within a framewor professional qualities. It is also important to consider how an appropriate language for analysis is introduced to the student. relating to competences and Co-analysis is a crucial part of the formative assessment process. The mentor: © collects important evidence from observing the student; © uses this evidence in subsequent discussions (student debriefing); © incorporates this information into guiding the student in planning for the next stages of training. Again, it is important to establish a dialogue with the student. As the course develops, this will allow them to practise the skills of critical self- evaluation that Maynard and Furlong saw as characterising the more advanced stages of a course (see section 2); and it would certainly need to feature in the processes of induction and ongoing professional development. This element of self-evaluation should be introduced into even the earliest co-analysis sessions. It affirms the student’s role as self- assessor and sets limits on their dependency on the mentor. The dialogue in the video sequence on ‘Co-analysis of practice’ shows how important it is to involve the student teacher in the planning of co-analysis, in particular by: © agreeing on an observation focus and a method of recording; ‘© emphasising that the student, as well as the mentor, is required to collect evidence; @ establishing the procedures by which the observation will take place. It is important, for example, that the pupils understand the respet roles of mentor and student when a planned observation is taking place 728 Itis also important that the debriefing takes place as soon as possible after the observation. Students will be eager to talk through the lesson or activity and it is useful to have the discussion while everything is fresh in the mind. It is usually best to agree on a time for the debriefing when. making arrangements for the observation. In the video sequence for this section you will notice how important itis that the mentor allows the student to analyse the lesson themselves before providing any feedback comments of their own. This reinforces the student's role as self-assessor and the mentor’s role as a professional colleague who is supporting them You may have also noticed that the debriefing is rigorous but not judgemental. It begins by paying attention to the strengths of the lesson before addressing any weaknesses. This helps keep the analysis balanced and positive. The students’ comments on their own teaching on the audio- cassette show that they are usually well aware of any problems that occurred in a lesson. But they may need help in analysing the reasons for these problems, and in finding ways to take their practice forward. If the student does fail to recognise any difficulties, the mentor must tactfully bring these to their attention in the discussion, Directly referring to the recorded evidence to confirm what is being discussed is a useful device to focus the student's attention on a particular incident. Analysing successful lessons is as important as focusing on difficulties. Understanding why things went well ensures that the student makes progress based on understanding their practice rather than on intuitive action that may or may not be repeated. In the later stages of the course, the student needs to be challenged to go beyond the competence demanded for qualified teacher status. ‘The mentor's role is therefore to ensure a rigorous analysis through: keeping the session focused; guiding the student's own evaluation through prompting and questioning; and helping the student identify earning outcomes and future targets.29 Suggested follow-up programme AV resources A-V Guide section 5 Video sequence 4 shows how an experienced teacher approaches the task of observing a student teacher, and illustrates the process of debriefing, which provides the foundation for future planning. A-V Guide section 6 ‘The observational sequences in Part 2 of the video show extracts from some student teachers’ lessons, The students then discuss their own views on the lesson on the audio-cassette (side 2 band 4. You can use these materials to try out the skills of observing and debriefing Reading Reading 8 Learning Through Analysing Practice This Reading covers all aspects of the co-analysis of student teacher classroom practice and includes observation schedules to support co-analysis at different stages of the student’s professional development. Coranalysis of practice involves: © formative assessment and student selfassessment; supporting the student in analysing their own practice; providing constructive feedback on strenghhs and weaknesses; helping the student to carry out action planning; changing the focus for coanalysis as the students practice develops throughout the course; challenging the student to go beyond minimum ‘competence levels.30 In this section the role ofthe me supporting the student through the course is explored. Some key skills in providing ng? Counseling effective support are identified This is used throughout the in ‘education couse. Mentors, and other teachers working alongside students in schools, frequently build up supportive and strong relationships. These are important, particularly where a specific need — perhaps help with job application: affecting their t expected to have, or to acquire, the sort of experience and training, associated with full-time counselling roles. You do need, however, to think through the types of situations that arise and the range of responses arises, or when a student has personal difficulties that are ching or their commitment. As a mentor, you are not and support that can be given. In initial teacher training a mentor will have the usual support structure of the school to fall back on, And where courses are jointly run by institutions of higher education there will always be a well-trained professional counselling staff that can be involved if the situation is difficult and demanding, Most often, simply being friendly and approachable, and available to listen to the student, will be sufficient to allay any anxieties or provide pointers as to the best direction for them to follow. Above all, it is important to be sensitive to the needs and status of adult leamers in schoolSuggested follow-up programme Reading Reading 9 Counselling The first part of this Reading is an extract from a book by Rowie Shaw. The second part is by Hazel Hagger and Donald Mcintyre. Both explore the situation of the adult leamer in school and ‘examine the elements involved in effective counselling, The Open University PGCE support model An example of the support structures provided by school and university in an initial teacher education partnership is explored in Mentoring in the (OU PGCE Primary Course (The Open University, 1995c). © Supporting students in schools involves establishing a school system for support, with mentors and school co-ordinators having the key cols. @ Mentors should be sensitive to the adult learner's position in school. @ They should be available to discuss any issues that arise. © I's important to establish @ trusting, open professional relationship with the student © Developing skils associated with listening is crucial @ Both mentor and student should be clear about the limits of the mentoring role.32 4.5 School-based assessment This section explores the role ofthe school informative and summative assessment of student teachers; ond looks at how a competence model of assessment can be used as 0 framework to support both It outines the role of menor, school coordinator and student in this process This is used from frst teaching activites onwards. One consequence of the move to a school-based emphasis in teacher education and training has been a greater involvement of mentors in the formal assessment process. In one sense this is nothing new, School reports on student teachers have almost always made an important contribution to the final judgement about a student's suitability to teach, Today, however, in addition to students spending more time in schools, assessment has become a more integral part of courses as a whole. It has increasingly come to focus on the development of a range of professional competences and qualities that must be achieved before the final deci is made to award the student qualified teacher status. In this respect, changes in assessment policy and practice in teacher education have come increasingly to mirror changes in how pupils are taught and assessed in schools, Examples of this include: © regarding learning and assessment as being inextricably linked as part of the everyday work of the teacher/mentor; ‘© trying to make more explicit to the learner, in the formative stages of assessment, the criteria they are expected to meet; © avoiding an over-reliance on end-of-course assessment that is not linked to the earlier formative processes. ‘The day-to-day dialogue between mentor and student is infused with assessment language in one form or another, and the tact, skill and also rigour with which the co-analysis of practice is approached is an important part of the mentor's task. A number of these issues were covered in section 4.3, The introduction of appraisal schemes in schools has also contributed to a greater awareness of and a rather increased formality in teacher assessment. Many of the strategies and skills being developed through appraisal are directly relevant to the assessment process. Mentors who are not already involved in appraisal may find it helpful to consult the available literature on local schemes, and to discuss the approaches used with colleagues who have received appraisal training, (Just as colleagues may find some of the materials in this programme relevant to their work.) Some people find the prospect of assessing students rather daunting. As we have indicated above, however, assessment is part of the daily dialogue you have with students, The main concern, almost invariably, is, the final assessment and judgement about whether a student should be granted qualified teacher status. We would like to make a number of points about this33 For the vast majority of students, assessment is a straightforward process. They benefit from and enjoy the advice given at the formative stages; they are committed both to the course and to producing the work and evidence that shows they have met the necessary criteria. In these instances our aim is to stretch the student to achieve the highest possible standards of professional development, and it is important to set demanding goals, even if itis clearly apparent that the student will easily achieve an overall pass grade. With all students it is important to establish a dialogue about assessment early in the course. You will do this informally and in a formative way, but make sure that the formal requirements ~ those elements likely to be reported on later — are clear at the outset. The principle that assessment is integral to the course will almost certainly have been made clear to the student at some stage (see, for example, the OU PGCE Assessment Guide: The Open University, 1995a), but itis useful to go over it again. If this is not done, introducing the question of final assessment can become difficult, even embarrassing, It needs building into the mentor-student relationship. Many courses involve an element of co-assessment, where someone less familiar with the student confirms or validates the judgements made by a mentor. How and when this will happen needs to be clear to everyone involved, and it might be helpful to have a three-way discussion about this early in the course. As we have stressed before, this does not have to be over-formalised, If the course guidelines are clear and regular contact exists, a brief communication over a cup of coffee may be all that is necessary to confirm the arrangements. Ina small number of instances — and our experience of many courses indicates that the percentage is small - difficulties may arise, and this will have important implications for the assessment process. Problems ‘conceming a student's progress can take many forms, Personal difficulties may inhibit their progress and, in some cases, a student may take rather longer than normal to adjust to the teaching role. In a few instances it may become apparent that a student is completely unsuited to teaching, We have discussed the implications of these situations for the counselling role in section 4.4. In terms of assessment, however, the following points should be made. If significant doubt arises, register your concern as soon as the problem is noticed. Any worries about a student's progress need recording, and should be communicated to the student and to others involved in the course. This may be done tentatively, and certainly tactfully, but it cannot be avoided. If the problem continues or worsens, these early notes and communications will provide an invaluable support in counselling and guiding the student. ‘Significant doubt is difficult to define. When does someone who is having difficulties with one class, say — or who appears to be rather disorganised, or who is perhaps failing to prepare adequately - move from the category of ‘needing continued advice or guidance in the normal way’ to that of ‘significant doubt? Most courses will provide guidance on this, and most experienced teachers can spot the tell-tale signs indicating that a person is having serious difficulties, The34 important thing, however, is to discuss the situation with others, and bring in people who can help determine the extent of the difficulties. If it becomes evident that a student is completely unsuited to teaching, it is essential to take action, The admissions procedure for an initial teacher education course involving interviews can go some way to determining those unsuitable for teaching, but the system is not infallible. Courses build in many allowances for students — allowing them, for example, to retake parts of a course — but at the school level judgements in relation to poor teachers must be unequivocal Although this task is fortunately one that occurs infrequently, a rough calculation of the number of pupils that a teacher will teach in their how important it is, career should emphasi The student teacher's contribution to the assessment process is also essential. Self-assessment opportunities, both formal and informal, need to be built into the procedure. For example, self-assessment is a key feature of the dialogue that takes place between mentors and students during co- analysis (see section 4.3). Developing a profile to show progress in areas of competence, and compiling a portfolio of evidence to demonstrate competence, are aspects of assessment in which the student can take the dominant role: see the Open University model of assessment, in the OU PGCE Assessment Guide (The Open University, 1995). Involving students in self-assessment activity is important if they are to become self-evaluating practitioners. It helps them learn techniques that, can be drawn on in the induction and later phases of their career. Similarly, a student profile or portfolio which demonstrates progress to date across a range of competences can become the framework for further training and development in the first year of teaching,35 Suggested follow-up programme Assessment documentation It is useful to examine the documentation about assessment prepared for the course within which you are working. The existence of national regulations laying down assessment criteria (particularly in the area of professional competences) ensures a degree of similarity across initial training courses in England, Wales and Northern Ireland, (In Scotland the arrangements are different, although inevitably courses focus on very similar aspects of teacher development.) The regulations do, however, allow local development of assessment schemes, provided the requirements of the national regulations are met. Itis important to: @ focus on the assessment roles of those supporting the student; © understand when formal presentations of judgements should be made; © appreciate the nature of student involvement at all stages Most courses provide a summary of the mentor’s role, such as that produced for the OU PGCE, in the Course Handbook for Partner Schools (The Open University, 1995b). Where one does not exist, it would be of value to develop a list of key points and share this with the student or students with whom you work. The Open University PGCE Assessment Strategy ‘The Assessment Guide for the OU PGCE (The Open University, 1995a) sets out the assessment strategy. It involves students producing a portfolio of evidence to demonstrate teaching competences and pmfessional qualities. Observing for assessment purposes ‘The use of focused observations as part of formative assessment was discussed in section 4.3. You may find it useful to review this section. Examples of observation schedules that are useful for formative and summative assessment purposes are included in the Appendix to this part of the binder. Assessing students os part of an initial teacher education programme involves using the competence model as a framework for formative assessment throughout he course, as well as for end-ofcourse summative assessment; © crowing on a range of evidence for assessing competence, for example: observing the student teacher in the classroom; coanalysis and other teaching discussion; materials produced by the student {including resources, plans and evaluations); @ ossessment by the mentor, verification by the school co~rdinator; ond selt assessment by the student.36 4.6 The curriculum and subject focus to mentoring In this section we explore how mentors can Reading 10 Those Who Kepasowesecopanckmed” Gal Undatind lndee subject krowledge expertise. We focus on growth in teaching how to assis the students in carying out curiculum and subject audits; exploring ways of eaching content knowledge; and developing a commitment to subject leoming, This is used throughout the inal teacher education course. Anyone involved in mentoring will have the important responsibilities of developing the student’s curriculum and subject knowledge and expertise In initial teacher education courses the mentor will have to make some assumptions about a student's subject knowledge. In a PGCE, for example, students will be graduates, and consequently we expect a certain understanding of content, a level of intellectual curiosity and some awareness of how to set about further study in the subject. That said, there are certain aspects of curriculum and subject knowledge that relate to teaching and that can be significantly developed by a supportive mentor. In this section three dimensions of this work are addressed. Curriculum and subject review ‘Most student teachers will find that some important areas of their knowledge need developing, The history graduate, for example, who has followed a course that focuses on contemporary history will need to delve back into earlier periods. Physicists may need to develop knowledge and understanding in all aspects of science. The intending primary teacher, even one who is following or has followed a combined degree, will need to acquire certain levels of expertise in other subjects. As a part of any initial teacher education course, advice should be given about how to set about this. Within the Open University PGCE, for example, students are required to carry out a personal subject review at each stage of the course. ‘They are given advice ranging from short-term means of coping with subject areas that are unfamiliar (for example, being told that the following week they will be teaching a lesson oin the Earth's crust), to the longer-term ways in which subject knowledge is built up. Mentors can assist students to develop their curriculum and subject knowledge in a number of ways. First, it is important for students to now, as far in advance as possible, what they will be expected to teach. This applies at all stages of the course. Students should familiarise themselves with subject content when they are observing, or working with small groups, as well as when they take responsibility for teaching a whole lesson. Second, mentors can draw students’ attention to books and other resources from which they can quickly gain an awareness of the, subject areas they are less familiar with. Mentors can also discuss the ways in which they developed their own knowledge of the subject and how37 this is maintained as new syllabuses and new forms of national legislation are introduced. Third, mentors can guide the student in preparing a programme of subject knowledge development. This should be bome in mind when the student's teaching time is planned. Allowing students to teach parallel classes, or groups where the student repeats a teaching sequence in a subject area outside their immediate expertise, can help in this, Teaching content knowledge A further important area where mentors have a vital role is in teaching, content knowledge, sometimes (for example in the USA) called pedagogic content knowledge. There has been a significant increase in interest in this aspect of teaching in recent years. At one level it represents a ‘commonsense approach. What are the means by which teachers make their subject interesting and understandable to students? What are the anecdotes they tell to illustrate a certain point? Which activities do they find are particularly appropriate for teaching specific aspects of a subject? ‘The geography teacher, for example (and this could apply in primary or secondary schools), who reads a vivid eye-witness account of the explosion of Krakatoa, which destroyed an island and produced deep red sunsets around the world for many years, is applying a form of pedagogic content knowledge. Usually these ideas are passed on by word of mouth; sometimes they appear in subject books under the perhaps much maligned heading of ‘tips for teachers’, Provided these ideas are embedded in an overall understanding of the subject, and the way children can learn, such advice is extremely important, In guiding a student, do not take it for granted that they will have this expertise to hand. A commitment to subject learning The old phrase ‘love of subject’ perhaps best sums up the spirit of the advice mentors can give. This may be differently expressed according to the phase of schooling and the context in which the teaching experience takes place. It is, however, a universal ambition. Children respond to the teacher who has a sense of excitement about the subject they are studying, They respond to teachers’ accounts of unresolved issues, even. disagreements among leading specialists in the field, This can be conveyed from the earliest years, although it may deepen and become more focused at the secondary and post-compulsory phases, where detailed and specialist study may make up the major part of an individual pupil’ study time. Mentors can assist in this through example, not only in terms of their own teaching but in the sort of dialogue they develop with students. Creating an expectation of intellectual interest, talking about new ideas and books, contributes to this. Students can also be encouraged to join subject associations. Many cater for primary teachers with particular subject interests, as well as secondary specialists. The aim should be to generate enthusiasm about the subject and indicate how important this is not only to the way any teacher teaches, but also to their personal ‘ongoing professional development.38 Suggested follow-up programme Reading Reading 10 Those Who Understand: knowledge growth in teaching Lee Shulman addresses the issue of pedagogic content knowledge. Shulman, an American, has an international reputation for advocating the importance of linking subject knowledge to teacher education. ‘Mentors have « key role in helping students to develop curriculum and subject expertise. It involves: © supporting the student in identifying and making good gaps in their curriculum and subject knowledge; sharing with the student information and ideas on how to make the subject interesting and accessible fo pupils of diferent ages and attainment; promoting @ commitment to futher professional development in their subject,39 References McINTYRE, D., HAGGER, H. and WILKIN, M. (1993) Mentoring — Perspectives on School-Based Teacher Education, London, Kogan Page. MAYNARD, T. and FURLONG, J. (1993) ‘Learning to teach and models of ‘mentoring’, in McINTYRE, D. et al, (1993), Mentoring ~ Perspectives on School-Based Teacher Education, London, Kogan Page, SHAW, R. (1992) Teacher Training in Secondary Schools, London, Kogan Page. ‘THE OPEN UNIVERSITY (1995a) The OU PGCE: Assessment Guide, Milton, Keynes, The Open University. ‘THE OPEN UNIVERSITY (1995b) The OU PGCE: Course Handbook for Partner Schools, Milton Keynes, The Open University ‘THE OPEN UNIVERSITY (1995c) Mentoring in the OU PGCE Primary Course, Milton Keynes, The Open University. Acknowledgements Grateful acknowledgement is made to the following sources for permission to reproduce material in this binder: Readings 1-5: Hager, H., Burn, K, and McIntyre, D. (1993) The School Mentor Handbook, London, Kogan Page Ltd.40 Appendix Formal observation schedule (formative) Student Plo. Date loss Observer School Agreed focus Time ‘Observation notes Points arising fom debriefing41 Comments on observations: teaching competences (summative) Comments arising from observation Planning and evaluation Classroom methods ‘Classroom management Assessment recording ond reporting Wider professional cle Overall comment Observer: Dot: