Mentor Teachers

Mentor lesson observations

The observations and comments of the Mentor Teacher form part of the Teacher Candidate’s professional documentation.

Observations and comments should be supportive and constructive and include specific directions for development and improvement. The Lesson Observation form is available as a guide for observations and feedback by Mentor Teachers and Clinical Specialists. It is suggested that Mentor Teachers discuss the lesson/session with the Teacher Candidate as soon as practicable after its completion. The same process applies to visits from the Clinical Specialist.

Teacher Candidates are required to make their own notes of all feedback sessions and retain these in chronological order, attached to the respective lessons and stored in their ePortfolio.

Where there are differing perceptions of the effectiveness of a lesson/session these should be discussed fully so that the Teacher Candidate can reflect on the areas for improvement and implications for future teaching. Future planning, documentation and teaching should indicate that constructive feedback has been considered and acted upon.

Suggested activities for Teacher Candidates

The following list outlines suggested activities that can be undertaken for Teacher Candidates in the placement setting. This is not a definitive or prescriptive list. Mentor Teachers will need to develop and negotiate a program that works in their context and meets the needs of the individual Teacher Candidate. Tasks should be structured to provide developmental support for the Teacher Candidate.

1. Orientation to the placement setting and learners

   To assist Teacher Candidates to orientate themselves within the placement setting's context, students, policies and procedures, the Mentor Teacher can develop tasks encompassing:

   • Orientation to the placement setting and setting population, including recording of the physical arrangements and organisation of the placement setting
   • Introduction to staff expectations including meetings, yard duty etc.
   • Communication of policies and procedures (information including history, enrolments, staffing, specialist services, strategic plan, policies, School Council, parental and community involvement, Environmental Health and Safety)
   • Introduction to the administrative records kept for the class, e.g., attendance list, student results, food allergies etc.
   • Involvement and recording of teacher’s daily tasks, e.g., class discussions, preparation of materials, yard duty, collection of notes, viewing and assessment of student work, etc.
   • Development of skills and knowledge in relation to equipment such as photocopiers, computers, audio-visual equipment etc.
2. Observation

   Teacher Candidates are required to undertake fully documented lesson observations during each placement. To assist Teacher Candidates in their understanding of how students learn, how classroom space is organised, and how engagement and considerate behaviours are promoted, the Mentor Teacher will support focused observations of:

   Transition times Classroom organisation Teaching strategies Classroom management strategies Communication with students and the context of those communications Questioning techniques Encouraging and engaging students Recording  the experiences and behaviour of individual students How students enter/exit the room

   Commencing and concluding lessons Using students’ names Use of voice and appropriate vocabulary Movement of teachers during the class Shadowing and observing a teacher Following and observing individual students or class Specialist Classes

3. Planning and assessment for teaching and learning

   For the Teacher Candidate to develop a range of planning, instructional and assessment strategies, the Mentor Teacher should develop a program covering:

   • Planning, teaching, evaluation, and reflection of the minimum required teaching hours prior to the Placement
   • Examination of the Victorian Curriculum documents. More information on Victorian Curriculum can be found on the Victorian Curriculum and Assessment Authority's website
   • Organisation and development of daily, weekly and unit planning
   • Evaluation of students’ achievement levels
   • Collection of resources
   • Regular assignment of teaching tasks, including jointly planned sessions involving groups and the whole class
   • Comprehensive preparation for and evaluation of these tasks with notation according to agreed format
   • Regular feedback sessions with Mentor Teacher (Teacher Candidates are reminded to seek written feedback where possible and to record and date their own notes from all feedback sessions)
   • Experimentation with classroom management strategies
   • Development of strategies for questioning, giving directions, and facilitating discussions
   • Organisation of space and student movement
   • Timing of phases of a lesson
   • Balancing whole class individual and small group activities
   • Integration of digital technologies into learning and teaching
   • Attendance and participation at staff meetings
   • Attendance and participation at Parent Teacher Interviews (if deemed feasible and appropriate by the school)
   • Input into the assessment and reporting process.
4. Ethical and legal requirements

   To encourage the Teacher Candidates’ familiarity and understanding of the ethical and legal responsibilities associated with teaching, the Mentor Teacher will assist them in:

   • Gaining an understanding of the legal and quasi legal aspects of the teacher’s role e.g., responsibilities in regard to parental consent and safety during excursions, the responsibilities of playground supervision, and the requirements of confidentiality in relation to personal information about children
   • Adhering to the formal lines of responsibility and accountability within schools and the school systems
   • Reflecting on legal and ethical responsibilities of teachers including accountability, excursions and supervision, record keeping, formal monitoring and assessment procedures including reporting and Parent Teacher Interviews.

   More information regarding Legal and Ethical issues can be found on the Victorian Institute of Teaching's website.

5. Extra/co curricula involvement

To assist the Teacher Candidate to recognise the breadth of teachers’ involvement in the whole school/centre community, the Mentor Teacher can encourage and facilitate their attendance and participation in special programs and extra/co-curricular activities.

However, Teacher Candidates will not be permitted to miss academic classes to attend camps or excursions. It must be noted that any additional time spent by Teacher Candidates at schools outside of scheduled placement dates and negotiated make-up days are undertaken at the school and Candidate’s own discretion and risk and does not form part of the requirements of the placement.