Shelley TraceyShelley Tracey

Mentor Training Mentor Training and Assessing and Assessing

Teaching: Teaching: a case studya case study

BackgroundBackground

International Adult Literacy International Adult Literacy Survey (IALS)Survey (IALS)

Moser Report Moser Report Skills for Life (England)Skills for Life (England) Essential Skills Strategy Essential Skills Strategy

(Northern Ireland)(Northern Ireland)

Tutor qualifications for adult literacy and numeracy tutors

Queen’s University BelfastLLUK (FENTO)

Certificate courses: subject specialisms

30 hours of practice

Diploma courses: teaching qualifications

70 hours of practice

Assessing practiceAssessing practice FENTO (LLUK) Standards in Teaching and Supporting FENTO (LLUK) Standards in Teaching and Supporting

Learning in FE in England and WalesLearning in FE in England and Wales

Planning and preparing learning, delivery, assessment, Planning and preparing learning, delivery, assessment, evaluation, professional practice and developmentevaluation, professional practice and development

Reflective practitioner model

Teacher education framework

Mentoring system

Mentoring programmeMentoring programme

30- hour Continuing Professional 30- hour Continuing Professional Development course for Development course for experienced practitionersexperienced practitioners

Aims:Aims: 1. Enhance reflective practice1. Enhance reflective practice 2. Support students in developing 2. Support students in developing

skills and awareness of learning skills and awareness of learning processprocess

Mentorship for Essential Mentorship for Essential Skills CourseSkills Course

Theories and models of Theories and models of mentoringmentoring

Mentoring skillsMentoring skills Essential skills contextEssential skills context Preparation for observing Preparation for observing

teachingteaching

Observing teaching: Issues Observing teaching: Issues

““Translating” the Standards:Translating” the Standards:What does it mean to be What does it mean to be an effective teacher?an effective teacher?

FeedbackFeedback

Reflective practitioner dimensionReflective practitioner dimension

PowerPower

Establishing standards for Establishing standards for teachingteaching

““Golden Standards”Golden Standards”

Engaging mentors and Engaging mentors and students in developing and students in developing and articulating standardsarticulating standards

Giving feedbackGiving feedback Transactional Analysis Transactional Analysis

(Berne)(Berne)

AP C