from Middlesex University welcomed delegates and opened the Conference.

• Welcome packs were distributed with materials for the day.
• Delegates were invited to browse through the Drama Mentorship Guidelines
• Complete any questionnaires they had not completed previously!

• Induction of the new Student
• Supporting Subject Teaching
• Ofsted

2.00 Supporting Subject Teaching

2.30 Groupwork to discuss this

3.30 Plenary

4.00 Tea

4.30 Jonothan Neelands

5.30 Questions & Discussion

6.00 Conference Ends

6.30 Meal

• Drama Mentors can make a key input by
• Responding to Student’s requests
• Making requests to students

• Observation made by the Student
• Within the Department
• Outside
• Tie in with General Professional Studies

• Involving the Student
• Classroom support role
• Team-teaching
• Taking register

• Observation made of the Student
• Informal
• Formal - weekly
• Evidence for ATS form

• At key points through the Programme
• Driven by Student request
• Linking University and School Input

• We discussed how you currently support subject teaching - please also see the analysis of the Questionnaire completed on the day.
• Let the Student observe you teach - then explain why you made certain decisions
• Observe the student and give feedback
• Identify and plan for the Student’s strengths and weaknesses
• Help and guidance through the planning process
• Discuss the philosophy of the Department with regard to Drama in Education and discipline
• Explain the monitoring, assessment, recording and reporting policies
• Allow access to resources and a place to study
• Video a lesson and deconstruct sections with the student
• Plan Team teaching with the Student
• Take part in a lesson planned by the Student and deconstruct it
• Help with realistic target setting

• Explore cross-curricular approaches
• Deconstruct the exam syllabi and assessment process
• Develop the use of ICT
• Use the video of Students teaching for moderation and standardising
• Demonstrate a particular Drama technique, for example TiR
• Help the student to identify ways to deepen the quality of the Drama

• How best can we support Drama Students with their Drama targets?
• Suggest strategies for support

• The group task was completed practically in stages through the above with participants role playing the Mentor, Student Teacher or Parent.
• It was agreed that feedback should be informal and positive in the first instance with the deliberate focus being to build a trusting relationship between Mentor and Student so that more critical feedback would be possible later.
• We discussed opening gambits, which might put Students at ease. For example, ‘How do you think that lesson went?’ ‘What do you think went well in that lesson?’
• We discussed how tone, inflection, facial expression and other factors would all affect the transmission of this question. Similarly the emotional state of the Student would affect how the question was received.
• We considered how a Student who was in difficulty might approach their Mentor. If there is a well established relationship then a direct, honest conversation was encouraged. Statements like, ‘The group will not listen, what do I do?’ ‘What would you do…?’ ‘Can I have a quick word …’ ‘Could you suggest some strategies …’
• We discussed how to measure and report on ‘progress’ in Drama. There were some suggestions about how to help the Students to understand assessment, monitoring, recording and reporting, but Mentors agreed that this was a difficult area. This is something we want to pursue further possibly through our email discussion group.

• Students should be encouraged to develop their own teaching style.
• One set of keys and other departmental materials should be made available for students at the start of the practice. This could then be retained by the department and reused.
• Students would like to be consulted on how they are introduced to the children.
• Students are particularly aware of being ‘undermined’ or put on the spot in front of classes.
• ICT proficiency is now a requirement of all students so it is vital that they are offered access to facilities.
• They need a regular ‘guaranteed’ meeting time with their Mentors.
• Where there are several Drama teachers within a department the Drama Mentor should co-ordinate the programme for the Student and communicate this to the team.
• The ATS form must be standardised within the School by the Co-ordinating Mentor.

• The Drama in Education Site <http://www.kentaylor.co.uk> was demonstrated, showing the new search engine.
• It was suggested at the last Conference that we establish a Drama Mentors eGroup <http://www.egroups.com/group/dramamentors/info.html >, which could confine itself to Partnership issues. This was demonstrated.
• The new Drama and the Internet publication was advertised.
• Ken advertised a free INSET for Heads of Drama taking place at Middlesex University. More information is available from Maria Balman on 0181 362 6587.

• Unfortunately Jonothan telephoned on the day to say he had gone done with the flu and was unable to attend. We will attempt to get some notes from him of what he was going to say and circulate these.
• Instead Ken showed a video of John Fines working in New Zealand with a group of children.
• We used this to review the work we had done earlier. By imagining John as a Student Teacher we considered the advice we might offer at different points of the lesson.

• We have always used teachers to assist with interviewing.
• We have now formalised this process.
• We wanted to open it up to Partnership Schools to fully involve them in the process.
• Ensure candidates have realistic expectations.

• Other training sessions.
• Drama in Education Web Site <http://www.kentaylor.co.uk>.
• PGCE Drama Students.
• Each other using the mailing list.