The ETF and The DfE outline the requirements for all courses of Initial Teacher Education for Further Education. The Programme recognises the shared responsibility for trainee teacher’s development and their preparation for becoming Qualified Teachers in the Learning and Skills Sector (QTLS).  The Programme is dedicated to the establishment of a high quality experience for all who are involved in FES ITT, with particular concern for the teaching and learning of the trainee teachers in the partner colleges.

Key requirements for successful completion of the course are:

• Minimum 150 hours teaching - At least 100 hours must be in the trainee’s subject area

• Minimum 100 hours CPD 

• A minimum of 80 hours face to face delivery

• At least 20 hours at a different provider (non teaching hours)

• Subject Mentor must give 30 minutes per trainee per week support minimum 

• Professional Mentor must give 30 minutes per trainee per week support minimum 

• All candidates must undergo 10 observations

• The majority of teaching should be to a group of at least 10 learners

• Have the opportunity to practise teaching across different levels & topics within their subject specialism.

• Be given the opportunity to participate with experienced practitioners in teaching their specialist subjects and, as confidence develops, to undertake periods of whole class teaching.

• Have access to experiences that will allow them to achieve the Occupational Duties

• All trainees should have the support of two staff at their placement and the support of their course tutor.

Colleges that participate in the Programme are expected to appoint Professional and Subject Mentors who are keen to be involved in their own professional development and who value the link with Further Education Teacher Education.  The University of Portsmouth, as part of the Partnership Programme, and in recognition of the crucial role that Professional and Subject Mentors play in the training and professional development of trainee teachers offers training and review sessions throughout the year.  The colleges, on their part, are expected to support and facilitate attendance at these meetings.

All colleges must abide by the School of Education, Languages and Linguistics Safeguarding Policy 

A College working in the Partnership should:

• recognise the status of the Partnership and realise that they have a key role in steering and driving developments in ITE in partnership with the University

• have a policy for Initial Teacher Education

• provide  subject mentors who will be responsible for completing all necessary documentation and who will participate in mentor training

• have a Professional Mentor with sufficient authority and delegated power to set up and maintain links with the University

• have well trained staff who welcome Trainee Teachers and who are willing to participate in the ITE programme

• recognise the additional responsibility of Mentors by means of additional payments and/or dedicated timetable allocation

• accept Trainee Teachers as full professional colleagues with appropriate rights of access as befits a fellow professional

• provide Trainee Teachers with reasonable access to necessary resources for teaching and preparation, including the library, audio-visual resources and computers.  

Please read the role of the Professional Mentor for 2024 and Mentoring Expectations for 2024

A Professional Mentor should:

• be a trained Mentor with experience of mentoring

• have time to support the trainee for the recommended 30 minutes per trainee per week. 

• be familiar with the Portsmouth Partnership and University documentation and take an active role in the design, delivery and evaluation of the Partnership’s work as appropriate

• provide professional support for Trainee Teachers during dedicated mentoring sessions

• make the necessary arrangement to provide a planned programme to meet the requirements in the Course Handbook

• provide background information necessary for the Trainee Teachers to complete their assignments 

• ensure that sufficient opportunities are provided for the Trainee Teachers to observe and teach so that the requirements of the course are met

• encourage Trainee Teachers to participate fully in the life of the college

• coordinate the work of the Subject Mentors 

• receive and distribute materials and information from the University to Subject Mentors

• arrange for continuity in training if named subject mentors are unavoidably long-term absent

• set up and maintain links with the University and liaise with University Tutors

• attend or arrange for a colleague to attend meetings and mentor training sessions

• be responsible for the quality assurance within the college and complete joint observations with Subject Mentors to confirm parity of judgements between all parties 

• complete/sign documents relating to and assessing Trainee progress as required

• provide a reference for Trainee Teachers if so requested.

The Subject Mentor in particular works closely with trainee teachers in the first few months allowing them to practise teaching and working collaboratively with them in the classroom.  As trainee teachers do not have the experience to make appropriate judgements in the early stages of their training, they will initially need the full support of the Subject Mentor to plan episodes of lessons and later full lessons.  This helps to induct them gradually into good classroom practice through demonstration, observation and discussion.  The ability to share expert subject knowledge, relating teaching theory to classroom application, is a key element of the Subject Mentor’s role.

A Subject Mentor should:

• be a qualified teacher (not an ECT) and normally with at least 3 years teaching experience, including the ECT year

• be competent and teach the trainee’s subject area. This enables subject specific support.

• will have time to support the trainee for the recommended 30 minutes per trainee per week. 

• have time to engage in assessment, particularly of the subject specific element.

• be a trained Mentor

• introduce the Trainee Teacher to the department

• be familiar with the Portsmouth Partnership and University documentation

• ensure that sufficient opportunities are provided for Trainee Teachers to observe and teach so that the requirements of the course are met

• provide professional support for Trainee Teachers during dedicated weekly mentoring time

• make the necessary arrangements to provide a planned programme to meet the requirements in the Course Handbook

• provide background information necessary for the Trainee Teachers to complete their assignments

• provide guidance and support in the preparation, delivery and assessment of  lessons

• provide an evaluation of the Trainee Teachers’ lessons through completion of formative and summative observations including setting  progressive targets

• Initiate Support Plan procedures by liaising with the university tutor to identify issues in a timely manner

• undertake joint observation with University Tutors

• take part in Professional Interviews as required

• evaluate trainee’s performance against the Occupational Duties

• liaise with departmental colleagues to ensure that they understand how to use the documentation and how to provide feedback and constructive criticism

• attend regular subject mentor training/updates as required 

It is expected that all Professional Mentors and Subject Mentors will attend the relevant training sessions during the academic year, which include a combination of face to face and online sessions. Further Education ITE Mentor Training Programme 2024/2025 Full Time Part Time Persistent non attendance at mentor training may result in a college/department area being deselected from the course.

Professional mentor training sessions occur in September for new and experienced professional mentors. It is expected that all professional mentors (or a representative) will attend this session which includes ongoing professional development as well as opportunities to review the course. 

Subject Mentor training sessions occur throughout the year.  It is expected that all Subject Mentors will attend these sessions which facilitate the training of new Mentors and ensure consistency in the training and assessment of trainees.  

Subject Mentors will receive regular course updates through Mentor Newsletters and emails from course leaders as well as taking part in joint lesson observations twice a year which provide an opportunity for ongoing professional development in their roles.

Further details of the expected roles involved in the partnership can be found in the SCHOOL OF EDUCATION, LANGUAGES, AND LINGUISTICS ITE PARTNERSHIP AGREEMENT 2024/2025 which all Colleges have signed to show their support for the programme. Any breach of responsibility will be taken up with the college directly. If you have any queries with the Partnership Agreement, please email itt-partnerships@port.ac.uk and jo.elliott@port.ac.uk. 

A University Tutor should:

• deliver University based components (Professional Studies and Curriculum Studies)

• liaise with Professional and Subject Mentors to ensure that the Trainee Teacher receives the necessary and relevant college experience and monitoring

• check Trainee Teachers’ files, lesson plans and offer constructive criticism and advice as appropriate

• monitor Trainee Teacher progress and discuss this with the Mentors and Trainee Teacher

• conduct Professional Interviews

• evaluate the overall progress of the Trainee Teacher through discussion with College and University colleagues, in conjunction with evidence provided by the Professional Documents and lesson observation records

• where appropriate discuss items concerning the operation of the Partnership with Professional and Subject Mentors

• facilitate mentor training for all new and experienced mentor

Whilst attending a teaching placement trainee teachers are expected to:

• Collect general information on the college and its practice for their Professional Teaching Portfolio and University assignments.

• Discuss aspects of professional practice with Professional and Subject Mentors as appropriate.

• Develop competence in teaching and learning methods through teaching practice experience and discussion with their Subject Mentor.

• Develop their level of knowledge and understanding of their subject and curriculum syllabus.

• Demonstrate professional behaviours as detailed in the Occupational Duties

• Embody the characteristics of a responsible mentee as laid out by the FE mentoring framework and guides for mentees from the ETF

The progress of trainee teachers is monitored throughout their time on programme, academically and in practice.  

This is achieved through:

• The trainee’s professional behaviour and attitude at their academic study institution and their place of teaching practice,

• The standard of written assignments including Teaching Portfolio they produce during each module of study, 

• Successful teaching observations by Subject Mentors and University Tutors together with completion of review feedback forms from University Teaching Practice tutors, Professional Mentors and Subject Mentors.

If it is noted that a trainee teacher is not meeting the standards required in any of the above areas the following procedures should be followed;

1. There should be an initial meeting with the Subject Mentor/University Tutor (depending on the nature of the issue) and the trainee teacher where the specific concerns are raised and discussed. It is important that this is recorded and the trainee teacher given the opportunity to address concerns raised. The University Tutor and Programme Leader need to be notified by email of the concerns raised at the meeting.

3. If concerns are not addressed satisfactorily by the mentee, a meeting with their Course Leader will be arranged and a Support Plan drawn up with goals and targets identified. A copy of this will be sent to the Subject Mentor. An appropriate time-scale should be agreed for the trainee teacher to complete the goals and targets in the action plan and a date and time set for a review meeting at the university.

4. If the concerns are still not addressed satisfactorily by the mentee, a meeting with the University Course Leader (Associate Head of Students depending on the trainees place of study) will be arranged and a Support Plan drawn up with goals and targets identified. A copy of this will be sent to the Subject Mentor and Course Leader. An appropriate time-scale should be agreed for the trainee teacher to complete the goals and targets in the action plan and a date and time set for a review meeting at the university.

5. If at the review meeting the identified goals and targets have not been met, and if this is not due to extenuating circumstances then the Head of School will be notified and a Progress Committee held with the Programme Leader to review the situation.

Note:

• In the case of the above situation arising, it is anticipated that the continued support and guidance from the university tutors, the Professional and Subject Mentor, would enable the student teacher to make satisfactory progress. 

• A Progress Committee should only be convened when the above avenues of support and guidance have been covered and there are still concerns regarding the student being raised by one or more of the identified tutors.

• In the event that trainee teacher fails to meet the required standards by the time of the scheduled end of the course an extension to teaching practice placement may be possible. However the availability of this facility depends on a number of factors and a likely successful outcome. 

• Record keeping is important that as soon as any concerns are raised, a written record is kept of any meetings and discussions with the trainee teacher.

Full Details of the Support Plan Procedure can be found here

The template for the Support Action Plan Document can be found here