Welcome to the EMAC web link for the Partnership Development
Schools project. This partnership has involved schools
from various counties and their link HEI tutors. It has
been funded and supported by the TDA with the aim being
to support the integration of ITT/ITE more fully into school
life.
A Guide to Assessment for Trainee Teachers
Assessment of their children by trainees was identified
as an area needing further support on placements, so this
guide was developed for trainees to use. Please download
your selected version below by clicking on the following
links.
For a recording format which aids Assessment for Learning [Click
here].
Mentoring & Coaching
and school performance management
Mentoring and Coaching are different but linked. Skills
gained through mentoring ITT/ITE students are transferable
to mentoring and coaching colleagues, which is a requirement
at all levels of professional development. The relationships
between these, together with support links, have been explored
by the PDS Project and can be found in the section Mentoring & Coaching.
This shows where mentoring and coaching occurs at each
level on the professional development ladder and how the
mentor/coach role may shift from mentor to coach to specialist
coach over time.
Experience and training gained thorugh mentoring ITT/ITE
students can transfer into each teacher's continuing
professional development at all levels. Therefore ITT/ITE
should be
part of every school's Improvement Plan and a policy
for ITT/ITE should be developed as part of the school
CPD Plan.
A general model which has been found useful by schools
in the Region is attached for you to adapt and incorporate
in your school policies if you wish to do so.
One PDS cluster produced two examples of primary school
lessons with mentor feedback, as examples of practice,
which have been found useful for training other mentors.
They are real examples, complete with documentation. None
of the participants would claim they represent perfection
- but they have proved useful for discussion of issues
around the mentoring processes of Observation and Feedback
with ITT/ITE trainees. To view or download please select
a case example below:
Background information on each lesson - the school context;
a lesson plan; and mentor feedback report - can be seen
by clicking on the appropriate link below:
The examples shown here are of contrasting mentor approaches
- the first is more of a 'dialogic review' approach, whilst
the second is more of a conventional 'feedback' approach.
Before viewing these examples it might be useful to read
the following attachament which gives guidance on how to
record lesson observation notes, and then turn them into
feedback and target-setting.
Attached below are a set of materials produced to support
mentors in two areas identified as needs: lesson observation
feedback and target-setting for monitoring, assessment
and record-keeping (MARRA) work. These could constitute
about one hour's CPD in total, but are broken down
into separate activities which could be done at different
times. Handouts and Case Studies to accompany the activities
are included.
The following attachments present how these contrasting schools have valued ITT
mentoring as part of their overall mentoring and coaching strategy. Click on
the school name to see the report:
The following attachments might also be of use to you
if you are thinking of having trainee teachers in your
school for the first time. Click on its title
to access each.:
Teacher
Survey - a survey of the
views of teachers at Waddington All Saints Primary School
on the value of
having ITT/ITE trainees in school.
Governor
Report - a report made
to the Governors at Waddington All Saints Primary School
on the value of having ITT/ITE
trainees in school.
