{"id":10039,"date":"2024-09-03T09:56:34","date_gmt":"2024-09-03T09:56:34","guid":{"rendered":"https:\/\/sites.edgehill.ac.uk\/mentorspace\/?page_id=10039"},"modified":"2024-09-05T11:22:57","modified_gmt":"2024-09-05T11:22:57","slug":"mentor-dev-ehu-website-preview","status":"publish","type":"page","link":"https:\/\/sites.edgehill.ac.uk\/mentorspace\/mentor-dev-ehu-website-preview\/","title":{"rendered":"Mentor Dev EHU Website Preview"},"content":{"rendered":"\n
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“Trainees are immensely well supported by knowledgeable and inspirational tutors and by highly skilled, committed mentors.”<\/strong>
<\/p>\nOfsted report 2024<\/cite><\/blockquote>\n<\/div>\n<\/div>\n\n\n\n

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At Edge Hill University, we believe professional practice mentors at schools and settings play a crucial role in developing the trainees\u2019 knowledge, understanding and skills in teaching, as well as preparing them for their future careers in a variety of educational settings. Trainees at all phases are entitled to receiving clear, consistent and effective mentoring and regular structured feedback from their mentor.<\/p>\n\n\n\n

Our mentor curriculum is underpinned by evidenced-based approaches, including the principles of instructional coaching (Kraft et al., 2018)<\/em>, research-informed principles in dialogic processes of teacher improvement (Knight, 2007)<\/em>, the importance of mentors making accurate judgements about trainees\u2019 performance, providing frequent and appropriate opportunities to rehearse effective teaching habits (Sims et al., 2021)<\/em> and instructional coaching (Sherrington & Caviliogli, 2021)<\/em>.<\/p>\n\n\n\n

Working with definitions of the mentor from the National Standards for School-based ITT mentors and the CCF and ITT Requirements for 2024 our curriculum will develop knowledge, understanding and skills in:<\/p>\n<\/div>\n<\/div>\n\n\n\n

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1. The specific knowledge, personal attributes and skills needed in mentoring ITTs<\/p>\n\n\n\n

2. The techniques of observation, deconstruction and feedback from a range of mentoring and coaching approaches<\/p>\n\n\n\n

3. The intent and key design principles of the EHU trainee curriculum<\/p>\n\n\n\n

4. The core evidence base of the CCF<\/a>, School-based ITT mentor Standards<\/a>, and the EHU curriculum<\/p>\n\n\n\n

5. Subject\/phase specific mentoring<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n\n\n\n

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Mentor Curriculum 2024-25<\/strong><\/h2>\n<\/div>\n<\/div>\n\n\n\n
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All mentors on allocation<\/u> of a trainee will complete an Initial Mentor Development Audit form.<\/p>\n\n\n\n

Please complete the  form to generate an individual response to inform you of the mentor development DfE requirements for 2024-25 academic year.<\/p>\n<\/div>\n<\/div>\n\n\n\n

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Mentor Development Opportunities<\/h3>\n<\/div>\n<\/div>\n\n\n\n
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All EHU mentors will complete the following, which will be recognised and recorded.<\/strong>

For schools in England these will be classed as hours for the DfE mentoring criteria<\/strong>:<\/h2>\n\n\n\n
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Core Mentor Training Unit<\/span><\/strong>

This training is for all mentors across all phases.

NB If completed in 2023-24 this will not need to be repeated.<\/em><\/p>\n<\/div>\n<\/div>\n\n\n

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Phase Specific Briefing<\/span><\/strong>

Attend phase specific training online for your trainees’ phase or subject specific guidance. The online training will be delivered by the subject or mentoring team and will detail the professional practice expectations for your trainee.

Click here for times and dates and to register for your phase specific briefing(s)<\/a><\/p>\n<\/div>\n<\/div>\n\n\n

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QA checkpoints<\/span><\/strong>

Link Tutors will contact you to make arrangements for the QA 1-4 checkpoints.<\/p>\n<\/div>\n<\/div>\n\n\n\n

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Start here: Sign up and enrol<\/h1>\n\n\n\n
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Core Mentor Training Unit <\/strong>
Click Here<\/em><\/a><\/div>\n<\/div>\n<\/div>\n\n\n\n
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Phase Specific Briefings<\/strong>
Click Here<\/em><\/a><\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n\n\n\n
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Bite-sized Mentor Development Units<\/h3>\n\n\n\n
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Mentors will be experienced classroom experts who draw on research-informed principles in dialogic processes of teacher improvement (Knight., 2007). Effective mentors will make accurate judgements about trainees\u2019 performance, providing frequent and appropriate opportunities to rehearse effective teaching habits (Sims et al., 2021).<\/p>\n\n\n\n

As part of the Mentor Development offer for 2024-25 we have the following online bite-sized mentor development units available:<\/p>\n\n\n\n

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