Teacher Training in Secondary Schools Book

	Acknowledgements	7
	Foreword	9
1	Why Secondary Schools Should Concentrate on Teacher Training	15
	Defining teacher training	15
	External factors	18
	Internal factors: the reflective school	29
	Summary	36
2	Whole-school Management Issues	37
	How good is your school at training teachers?	37
	Working with other partners	44
	Resourcing issues	63
	Monitoring and evaluation	65
	Summary	67
3	Mentoring	69
	Trying to arrive at a definition	69
	The rationale for mentoring	75
	Mentor selection	78
	Mentor training	79
4	Practical Training Issues	81
	Setting the context: why should teacher training be an issue for middle managers?	81
	Check-lists and competences	86
	Induction	93
	Mentor training: the core or generic processes	98
	Assessing training needs	99
	Observation and assessment skills	102
	Giving and receiving positive and negative feedback	107
	Setting targets	109
	Counselling	110
	Negotiation and conflict solving	112
	Conclusion	113
5	Appendices	117
1	Training audit questionnaire for trainees and new staff	119
2	Training audit questionnaire for middle managers	121
3	Model of whole-school policy on initial teacher training	123
4	Variation of policy on training articled teachers	126
5	Example of a check-list to be used by schools to facilitate the induction and supervision of student teachers	129
6	Modules which can be added to check-list according to category of trainee	132
7	Model job description for professional tutor	133
8	Model job description for subject mentor	136
9	Line management agenda	138
10	List of important abilities (Oxfordshire Internship Scheme)	139
11	Domains for teaching competence	141
12	List of important abilities (Section 2: classroom interaction)	142
13	Lesson observation evaluation sheet	144
	Bibliography	149
	Index	158