EHU Early Years
Mentor Training
The Key Paperwork: Core Training Package
Forms to be completed by mentors and returned to
Edge Hill University
For Mentors in schools/settings, there are 3
forms that must be completed whilst
monitoring trainees.
All forms should be written in second
person (you have ..... etc.).
Learning
Evaluation
Record
These are examples of
comments you could write in
the ‘Key Strengths’ box. Such
comments allow the trainees
to identify the Teachers’
Standards they are achieving
as well as which standards
‘Require Improvement’.
The Learning Evaluation/Lesson Observation
Form has been developed alongside
colleagues within the Early Years and
Primary Partnership.
Teachers’ Standards are provided down the
side of the document.
When observing the lesson, ‘the Key
strengths’ and ‘Areas for Improvement’
should be linked to the standards for
example:
•
•
•
TS7- manage behaviour effectively to
ensure a good & safe learning
environment.
TS7- you use praise well to maintain the
interest of the children ….
TS7- reminding children of clear
expectations enabled you to manage
their behavior which allowed others in
the room to continue with their work
undisturbed.
Interim Report
See Assessment and Grading Criteria
booklet
This report reflects where the trainee is at
mid-Professional Practice. There is a box on
the bottom of the second page to set a
target or expected grade for the end of PP2.
End of Professional Practice Report Form
Please use the
Assessment and
Grading Criteria
booklets when
completing this form.
•3 joint observations
Phase 1a •I triangulation meeting
Phase 1b
•3 joint observations
•1 triangulation meeting
•4 joint observations
Phase 2 •1 triangulation meeting
The End of Professional Practice Report Form
Each section is linked to the
Teachers’ Standards.
Encourage your trainee to
complete their section, one week
before the triangulation meeting.
This way the dialogue can be
more focused.
Targets should be directly linked
to the Teachers’ Standards using
the Assessment and Grading
Criteria Booklet to aid the
process.
TS 2 is a ‘core’ judgement. If a trainee only achieves a 'Good' in this
standard they can only achieve ‘good’ overall, however, they could still
achieve some standards at a Grade 1.
Note: to ensure the
form is completed
in a timely manner,
we suggest that the
trainee hands the
form to the Mentor
1 week before the
triangulation
meeting. This will
allow the Mentor
time to complete
their section.
If both sections are
completed prior to
the triangulation
meeting, the
meeting will be
more focused.
Important changes to Grading:
Trainees must receive a “Pass” on Phase 1a progress to
Phase 1b.
Trainees must be graded “Requires Improvement” or better
on Phase 1b to progress to Phase 2.
Trainees must aim to pass Phase 2 as a ‘good’ or
better teacher.
Professional Practice for each
Programme.
 Year I undergraduate
 Flexi PGCE
 Part-time Undergraduate
year 1
 Year 2 Undergraduates
 Full time PGCE (starting
point) Flexi PGCE
 Part time Year 3
undergraduates
 Year 3 Undergraduates
 Part time year 4
Undergraduates
 Final phase for PGCE (both
Full time and Flexi)
Other Important Changes ….
 The Visiting Tutor (previously referred to as the Link Tutor) will ask for copies of all completed Learning
Evaluation/Observation Forms from the Mentor on each visit. This is to ensure that all observation grades are
updated on the Partnership Database (formerly the POD) therefore allowing the effective tracking of trainee
progress.
 Three times a year, the school will receive contact from a Partnership Quality Officer (PQO). The role of the
PQO is to quality assure the training within the school/setting.
 TS 2 is currently a ‘core’ judgement. If a trainee only achieves a 'Good' in this standard they can only achieve a
‘Good’ overall, however, they could still achieve “Outstanding” in some of the standards.