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The Mentoring Process & Forms

One of the key outcomes of the mentoring process is to improve learning in the workplace (Clutterbuck 1991) This can also be applied to the mentoring process that takes place between school and university tutors with the trainee teachers. School mentors are fundamental to the quality of the learning experience and success of the trainee teacher and ultimately the trainee’s impact on the quality of learning in the classroom.

The Phase of training and trainee’s individual needs will determine how the mentoring process evolves from one of supervision in Phase 1, mentoring in Phase 2 and 3, to that of coaching and co-enquiry in the case of outstanding trainees in Phase 3. The importance of mentoring in participating in ‘a process of collaborative problem solving’ (Elliott 1991) cannot be under-estimated in enhancing the trainee learning experience.

Mentoring for Progress Assessment Diagram

To facilitate this there are several key mentoring processes and associated proformas.

What are they and when and how do you use them?

Formative Lesson Analysis and Feedback

Lesson Observations
LJMU recommend that at least 1 formally recorded lesson observation, linked to the Teachers’ Standards, should be conducted each week. This will be discussed with each school to meet the needs of individual trainees. If it is appropriate the trainee will follow the performance management review system of the Home School with the lesson observation system carried out for all staff. This will be planned during the induction visit by the LJMU liaison tutor and recorded on the individual training plan. This may only be appropriate for trainees with extensive previous teaching experience. Where trainees are new to teaching the recommendation will be at least 1 formally recorded lesson observation per week.

Weekly Meeting Record

Trainee Tracking Document (formative and summative)

Phase Review Forms

Formative Lesson Analysis