Mentors’ Tasks throughout the year
Click on each of the time periods below to check out how you can support your mentee during these specific periods:
Ensure you have set up weekly or fortnightly meetings for the term and, if possible, for the academic year.
Have you returned the placement contract to the Programme Leader for the PG Cert in HE/ ALTHE?
Make sure that your mentee has a teaching timetable for the term (they need 60 hours teaching per academic year so ideally they should be doing at least 30 hours per term. They are required to have at least 10 hours in the first term. They will be unable to complete the PGCert in HE programme without the required amount of teaching, which must be at HE level, ie. level 4 or above.) Note: ALTHE participants require fewer hours and their involvement in the programme is mainly in Term One.
Since they are studying with the online flexible mode, ask your mentee if they are logging in to the Moodle site regularly. This might form part of your conversation around when, during the week, they intend to study. We recommend 5 hours as a minimum study time commitment per week.
If your mentee is a nurse, midwife or health visitor, please ensure they have a clinical link area where they could do some clinical teaching. They will need to do at least 20% of their teaching in the clinical area.
Please visit the section “How Mentors can help participants” for a module-by-module guide in order to find out what your mentee might need from you. For example, look over the assessment criteria for the Learning, Teaching and Assessing ACAD1286 course – see module handbook) – this will prepare you to respond to any questions your mentees have in relation to the assessment task due to January.
If you can, arrange a Third Party Observation (TPO) as soon as possible. This activity is one of the requirements of the Professional Development in HE ACAD1288/9 modules.
Support a mentee in developing his/ her porfolio (ACAD1288/9) by arranging for she/ he to observe experienced teachers as they facilitate classes. In-service mentees may choose to arrange their own observation. Whatever you decide, please ensure that the participant has the required number of observation hours.
If you haven’t done already, this is a good time to do the TPO of your mentee’s teaching before the Christmas break.
For participants who started the programme in September, this might be their first opportunity to submit an assignment so they might want to discuss this with you prior to the Christmas break. Take this opportunity to also check how participants are engaging with the UKPSF – do they have a working understanding of the dimensions? Do they feel confident in interpreting their practice and mapping it against the dimensions? Are there any additional steps they need to take in order to be able to meet the requirements of HEA Fellow – Descriptor 1 (ALTHE) or Descriptor 2 (PGCert in HE)?
December is also a good time to look at how you are working with your participant. Below are some questions you might find useful in your reflection:-
Evaluation of mentor/ mentee relationship:
- How helpful have I been in ensuring that the participant has had the opportunity to observe more experienced teachers?
- What have I enjoyed most about my relationship with this participant?
- How do I see the balance between support and challenge that I offer the participants?
- What would I like to see more of and less of in this relationship?
Your mentee will be submitting the summative assessment for ACAD1286 in January.
Most participants will have been on the programme for at least one term and will be commencing the Learning Design and Evaluation ACAD1287 module. Please visit the section “How Mentors can help participants” for a module-by-module guide in order to find out what your mentee might need from you. Note: ALTHE participants will not undertake ACAD1287.
Much of the formative activity on ACAD1287 is group work and you may want to discuss with your mentee how that is going.
This is a period when there are probably a lot of assessment panels, exam boards and moderation of course work are taking place within your institution. Please ensure that your mentee has the opportunity to attend these events. In particular, pre-service participants may not normally be involved in these activities, and would benefit from these opportunities. There is also much valuable learning which could be derived from short discussion/debrief sessions with the mentee before/after such events – a chance to contextualise and/ or expand on the nature of the event.
You will need to make arrangements to do a second TPO of your mentee, unless they do it with a peer on the programme.
Before the Easter break, you should have done at least one TPO with your mentee.
The participant might want to discuss their assignments with you before they go off on their Easter Break. Again, as in December, take this opportunity to also check how participants are engaging with the UKPSF and the progress made on their portfolios (ACAD1288/9). Do they feel confident in interpreting their practice and mapping it against the UKPSF dimensions? Are there any additional steps they need to take in order to be able to meet the requirements of HEA Fellow – Descriptor 1 (ALTHE) or Descriptor 2 (PGCert in HE)?
There are two summative assignments for the Learning Design and Evaluation module, ACAD1287, due in April and May, so your mentee is likely to want to discuss anxieties about these. They will also need to complete their portfolio (ACAD1288/9) for late May.
Make sure that by mid-May you have completed either one or two TPOs on your mentee’s teaching for the year. Whether it is one or two will depend on whether they choose to do their final TPO as a peer assessment.
Ensure that the TPO documentation is complete with your feedback, your mentee’s reflection and your final concluding comments. Your mentee will need to include the completed documents in their e-portfolio as part of their ACAD1288/9 submission in May.
Check out what participants are working on throughout the academic year
Check out what participants are working on throughout the year by consulting the Mentors Handbook, which has the “Route Map” summaries of each module.
Remember that ALTHE participant engagement with the programme will be mainly in Term One.