support the improvement of a trainee’s teaching by modelling exemplary practice in planning, teaching and • assessment. Standard 2 Teaching – Support trainees to develop their teaching practice in order to set high expectations of all pupils and to meet their needs The mentor should: support the trainee in forming good relationships with pupils, and in developing effective behaviour and • classroom management strategies; support the trainee in developing effective approaches to planning, teaching and assessment; • support the trainee with marking and assessment of pupil work through moderation or double marking; • give constructive, clear and timely feedback on lesson observations; • broker opportunities to observe best practice; • support the trainee in accessing expert subject and pedagogical knowledge; • resolve in-school issues on the trainee’s behalf where they lack the confidence or experience to do so • themselves; enable and encourage the trainee to evaluate and improve their teaching; and • enable the trainee to access, utilise and interpret robust educational research to inform their teaching. • Standard 3 Professionalism – Set high expectations and induct the trainee to understand their role and responsibilities as a teacher The mentor should: encourage the trainee to participate in the life of the school and understand its role within the wider • community; support the trainee in developing the highest standards of professional and personal conduct; • support the trainee in promoting equality and diversity; • ensure the trainee understands and complies with relevant legislation, including that related to the • safeguarding of children; and support the trainee to develop skills to manage time effectively. • Standard 4 Self-development and working in partnership – Continue to develop their own professional knowledge, skills and understanding and invest time in developing a good working relationship within relevant ITT partnerships. The mentor should: ensure consistency by working with other mentors and partners to moderate judgements; and • continue to develop their own mentoring practice and subject and pedagogical expertise by accessing • appropriate professional development and engaging with robust research.
• support the improvement of a trainee’s teaching by modelling exemplary practice in planning, teaching and assessment. Standard 2 – Teaching Support trainees to develop their teaching practice in order to set high expectations of all pupils and to meet their needs The mentor should: • support the trainee in forming good relationships with pupils, and in developing effective behaviour and classroom management strategies; • support the trainee in developing effective approaches to planning, teaching and assessment; • support the trainee with marking and assessment of pupil work through moderation or double marking; • give constructive, clear and timely feedback on lesson observations; • broker opportunities to observe best practice; • support the trainee in accessing expert subject and pedagogical knowledge; • resolve in-school issues on the trainee’s behalf where they lack the confidence or experience to do so themselves; • enable and encourage the trainee to evaluate and improve their teaching; and • enable the trainee to access, utilise and interpret robust educational research to inform their teaching. Standard 3 – Professionalism Set high expectations and induct the trainee to understand their role and responsibilities as a teacher The mentor should: • encourage the trainee to participate in the life of the school and understand its role within the wider community; • support the trainee in developing the highest standards of professional and personal conduct; • support the trainee in promoting equality and diversity; • ensure the trainee understands and complies with relevant legislation, including that related to the safeguarding of children; and • support the trainee to develop skills to manage time effectively. Standard 4 – Self-development and working in partnership Continue to develop their own professional knowledge, skills and understanding and invest time in developing a good working relationship within relevant ITT partnerships. The mentor should: • ensure consistency by working with other mentors and partners to moderate judgements; and • continue to develop their own mentoring practice and subject and pedagogical expertise by accessing appropriate professional development and engaging with robust research.
SBT-Mentor-Tutor-Handbook-2017-18.docx