Getting the practical teaching element right: A guide for literacy, numeracy and ESOL teacher educators

A guide for literacy, numeracy and ESOL teacher educators

Example 2 (from the Birmingham Core Skills Partnership - see
www.niace.org.uk/projects/RETRO)

Role of the mentor

What is expected:

• To allow the trainee to observe their teaching sessions

• To advise and counsel on aspects of pedagogy

• To review lesson plans before a teaching session

• To observe the trainee

• To give 24 hours notice of any formal observation

• To check lesson plans before the teaching

• To allow the trainee to teach unsupervised when it is agreed that they are competent
to do so

When giving feedback on teaching, mentors need to consider:

• The adequacy of preparation

• Context and relevance of the lesson to the scheme of work

• Objective setting

• Level of approach

• Appropriateness of learning aids and resources

• Appropriates of teaching strategies and methods

• The logic and structure of the lesson

• Communication skills

• Questioning skills

• Classroom management

• Assessment skills

• The appropriateness, accuracy and currency of the content

• A pace that maintains learners' interest and ensures their engagement

What isn't expected

• To ‘hand over' classes to the trainee from the outset

• To mark the trainee's assignments

• To summatively assess the trainee

• To deal with problems beyond the remit of the mentor