Teacher-mentor responsibilities

• Agree with the student a suitable time for their weekly visit as soon as school and university timetables are available.
• Discuss with the student how the student should work to assist in the teaching, and with the student plan a series of activities that will provide experiences suitable for this module.
• Ensure that appropriate arrangements are in place for the student to work safely and productively.
• Support the student in their project work, including discussions and constructive feedback.
• Provide opportunities that range from the student observing classes at the start of the module, through a role similar to that of a classroom assistant, to a supervised teaching session (or equivalent) towards the end of the module where the student has had significant input to the planning of the session. We ask that students are provided with opportunities to lead between one and three hours of lessons.
• Liaise with the University course team in the case of any problems, or if advice is needed with regard to the University requirements etc.
• Ensure that students are not left alone with school pupils.

 There are some responsibilities of teacher-mentors that fall at certain stages during the placement.

• Fill in in and return the mid-semester report.
• Fill in and return the assessment pro-forma at the end of the placement.
• During the module the level and nature of the interaction that the teacher mentor has with the student will be largely up to the teacher.  However, the teacher should be a source of guidance and advice to the student, and it is expected that the teacher will provide some level of briefing to the student about each forthcoming lesson.  This briefing could occur at the end of the preceding lesson, during a phone call or through email.  Throughout the term, the teacher should provide feedback to the student on areas of the work that are going well and where improvements could be made and how.  The teacher should also provide advice to the undergraduate with respect to the planning and implementation of the special project.
• The Liaison Officer may wish to be present at one of the student’s visits in the latter part of the module to gain some insight into the student’s experience at the school in order to aid the assessment process.  Where this is the case, they will contact the teacher-mentor in advance to agree a convenient day.

 After the module:

At the end of the module, the teacher mentor will be asked to complete a brief assessment of the undergraduate’s performance and progress during the term.  This will be a brief ‘tick-box’ form with space allocated for comments. An example is included at the end of this Handbook.  This assessment constitutes 25% of the total mark given to the undergraduate for this module. The mark will be moderated by the module coordinator and subject-area representatives to ensure parity of standards.