PCT Induction and Mentoring

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PCT - Beth Dungey - Induction and Mentoring - new terminology 
April 2019
Teaching Council - Induction and Mentoring - Guidelines for Induction and Mentoring and Mentor teachers.
  • Increasing independence of our PCT’s providing support, scaffolding.
  • Recognise their novice status
  • Collect evidence
  • encourage the PCT to take increasing responsibility for identifying next steps for their professional learning.
Release time is Professional learning time. Weane them off using it as planning time. 
Recording systems and processes. 
  •  Logging how .2 time is being used.- tabling observations. Regular reviews.
  • The programme will provide the support and processes needed so the PCT can move towards gaining full certification
  • Platform people use to collect evidence - needs to be transferable - evidence in its natural place - links-available for anyone with this link.
  • CUrrent reading into a slideshow for PCT’s to add their reflections into PTC’s 
Teaching for Positive Behaviour - PB4L 
  • PCT’s helpful for behaviour management-Mentor teacher look at it and make sense of it before sharing with them - synthesis 
must have a purpose of what and why they are observing. Valuable and essential the follow up conversation. Evidence-based - taking from here to one step further.
Induction and Mentoring Programme  
Record of release time
  • Keeping a record of what they are doing with their release time
  • Plan going forward
Observations
  • Informal - short
  • Formal - 2 a term. Report and Feedback
  • Evidence portfolio
Professional conversations/formal meeting
Readings
Need a doc that says this is what our Induction and mentoring Appraisal system looks like. Need a sign off Appraisal report of some kind at the end of the year.
Evidence Portfolio should be simple/bullet points - have a look at a table for Reflection 
Mentor attributes
Difficult conversations - Code of Conduct, Teaching Standards, School policy and expectations.  - takes the personal out of the conversation.
Day 2, 1/5/2019
So what, now what?
Fits into evidence for collecting own evidence standards.  
Setting a specific time for Jenny to observe and follow up observations with Ivy.
Working with BT to set small specific goals to target within their teaching. Follow those, then set next. Chunk to small achievable goals, that lead on to the next.
Reflections - look at her reflections and feedback on those. Commenting on the doc to lead to further discussions from reflections. 
Collate evidence to match goals - photos, observations, planning examples, student evidence.
Observations are a growth action to develop practice. Not punitive.
Role as a mentor is to take apart a lesson to find out the things that are working well, and maybe not so well. What are the component parts of the lessons?
As a mentor - 
Filters influence YOUR assumptions. - age, gender, ethnicity, country of origin, socio-economic, no children, appearance. Importance of our role is to recognise the filters that we bring to a relationship. These filters shape our reality.
The Ladder of Inference 


Are we looking at all the data around us AND only confirming with our beliefs. 
Get in the habit of questioning your assumptions. - always question - there might be something else.
“When our assumptions go unquestioned, we assume that what we assume is the truth” - Jim Knight 2010
BT’s will also be making assumptions daily. Do NOT let those assumptions go unchecked.








Practical scaffolds for uncovering and testing assumptions.
The Tone of voice and how you ask the question - setting up an invitational reply. Not negative response. 
Listening, Questioning, Empathy, Building trust, Being present.
Giving Feedback:
  • Planning
  • Meetings
  • Observations
  • Reflections
  • Daily interactions - giving positive feedback on a daily basis
“Feedback is one of the most powerful influences on learning and achievement, but this impact can either be positive or negative” Hattie & Timperley 2007
Feedback responses - Say nothing, Thank you or Thankyou I’ll think about it.
Negative feedback
  • To ‘teach someone a lesson’
  • To control or dominate someone else
  • Where it could damage their self-esteem or self-confidence
  • Given on behalf of someone else to avoid them having to give it.
Whole purpose about feedback is ‘What is your purpose?’ - why am I giving this feedback?
Positive Feedback
  • Specific
  • Feedforward
  • deserved/realistic
  • Based on evidence
  • Not personal
  • Should be factual and based on something a person can do something about
  • Is objective rather than subjective
  • Support a person to reach a goal
  • Help overcome a problem that is bothering them
  • Acknowledge and value the person
Feedback for PCT
  • Information that you give after noting how the PCT is doing something that then helps them improve their performance.
  • Closes the gap between where the PCT is currently and where you want them to be.
Effective Feedback
Needs three things:
  • What’s my purpose in giving this feedback?
  • Is it the right purpose from my point of view?
  • Is it the right purpose from the other person’s point of view?
Three Types of Feedback
  • Feedback to appreciate
  • Feedback to improve effectiveness
  • Feedback to address an issue of concern
When your purpose is to appreciate with positive feedback, let the receiver know what they are being acknowledged for. - what it is you appreciate.
Feedback to improve effectiveness
  • Identify what was done well
  • Identify what needs improving or changing
  • Identify how to improve
  • Identify next steps and provide time for the person to act on them
  • Follow up on the feedback and actions taken
No buts, otherwise you erode the trust and the relationship.
Providing time and setting follow up actions is vital. Chunking things down so the time frame is short and manageable
Feedback to address an issue of concern.
  • Have specific evidence to support your concern
  • Connect feedback and evidence to agreed standards
  • Locate your comments in specific description: I have noticed… I observed… I saw… I heard…
Difficult conversations - Code of Conduct, Teaching Standards, School policy and expectations.  - takes the personal out of the conversation, taking the emotion out of it.
The more important the conversation the more important the preparation, it takes the anxiety and emotion out.  Why you are having the conversation, where it is sitting in the standards, providing clarity of where you need to go.  Already have thought about the outcome you want.

Have you had a conversation around the use of PCT allowance time?

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