Mentoring
Experienced history teachers may be asked to take on a variety of mentoring roles for colleagues at different career stages: those engaged in a programme of initial teacher education; those who have completed a training year and are now regarded as newly qualified teachers; and perhaps those taking on a new responsibility, for example as head of department. While some aspects of the role are common to all kinds of mentoring and all require careful consideration of the needs of teachers as learners, the precise nature of the programme within which you are mentoring will have important implications for the kinds of support and guidance that you are expected to provide. Read more
Mentoring in a partnership
- Move Me On 151: Getting past a plateau in development
- How history teachers can support their own and others' continued professional learning
Solo mentoring
Mentoring NQTs
- Move Me On 158: Modelling tasks
- Move Me On 155: Historical Intepretation vs. Opinion
- A question of attribution: working with ghetto photographs
- So, what exactly does an AST do?
- Cunning Plan 102: measuring and understanding progress
- Do smile before Christmas: the NQT Year
Move Me On
- Move Me On 180: feeling unprepared to start as NQT because of Covid-19
- Move Me On 179: Supporting new history teachers in a lockdown
- Move Me On 178: trainee sees all observation as assessment
- Move Me on 177: using questioning effectively
- Move Me On 176: worried about how to deal with his own dyslexia in the classroom
- Move Me On 175: paying attention to why topics have been included in schemes of work
HITT
- Carter Review of Initial Teacher Training 2014
- Concerns over future of teacher training 2014
- A question of attribution: working with ghetto photographs
- An introduction to the Initial Teacher Trainer Units
- Beginning history teachers' development: understanding progression in learning to teach history
- Working with adult learners