Primary

Specific tasks to be carried out in schools are explained on this website.

A school 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 ITT in partnership with the University

• Be responsible for the quality assurance within the school and sign appropriate documents to confirm parity of judgements between Mentors

• With the support of the University, make the necessary arrangement to provide a planned programme to meet the requirements of the Core Content Framework

• Ensure Mentors are fully aware of their roles and responsibilities and enabling them to undertake relevant training with the University

• Support Mentors who will be responsible for completing all necessary assessment paperwork and who will participate in training events

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

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

• Engage in an ITT Ofsted inspection should the University be inspected

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

• Recognise their key role in steering and driving developments of the ITT programme in partnership with the University.  That they have the right to identify an appropriate member of staff to attend Programme Management Board meetings

• Ensure that the trainee teacher receives an induction to the school systems, together with any relevant health and safety briefings. Safeguarding must be a topic covered during the induction so that trainees know who to refer issues to

• Ensure that sufficient opportunities are provided for the trainee teachers to ensure they are able to complete the requirements of their course (e.g. university assignments)

• Ensure trainees know absence notification requirements, including who to inform and how, so this may be monitored and the university contacted if it becomes an issue of concern

• Provide a reference for Trainee Teachers if so requested

A Class Mentor should:

• Be a qualified teacher, with at least two years of classroom experience (not an ECT)

• Have undertaken (or will soon undertake) relevant Mentor training

• Be familiar with the DfE Standards for ITT Mentors and understand their responsibility to uphold them https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/536891/Mentor_standards_report_Final.pdf

• Be familiar with the relevant ITT programmes and University documentation

• Encourage trainee teachers to participate fully in the life of the school

• Be prepared to observe and assess the trainee teacher’s teaching competence and progress whilst at the school placement

• Liaise with the University Tutor identifying and agreeing dates and times for teaching observation visits

• Ensure that sufficient opportunities are provided for trainee teachers during dedicated mentoring time to discuss issues arising from the teaching process

• Make necessary arrangements to provide a structured timetable for trainee teachers provide guidance, support and encouragement to the trainee teacher in the preparation, delivery and assessment of lessons

• Provide an assessment and evaluation of the trainee teacher’s practice through completion of relevant documentation

• Undertake joint teaching observation with University Tutors

• Review and evaluate the overall progress of the trainee teacher  through discussion with the University Tutor at agreed points

• Where appropriate, discuss areas of concern regarding the trainee teacher with the Professional Mentor and the University Tutor

The tutor should:

• Deliver the university-based components of the course

• Be prepared to observe and assess the trainee teacher’s teaching competence and progress whilst on placement

• Liaise with the Professional and Class Mentor to ensure that the Trainee Teacher receives the necessary and relevant teaching, training, tutoring and support, and agree dates and times for teaching observation visits

• Review the trainee teacher's digital portfolio, offering constructive criticism and advice as appropriate

• Review and evaluate the progress and development of the trainee teacher through regular contact with the Mentor

• Where appropriate, discuss areas of concern regarding the trainee teacher with the school and Mentor and put support into place as appropriate

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

• Facilitate mentor training for all mentors

The trainee will:

• Make initial contact with the school/mentor, prior to commencement of their placement. 

• Ensure they have photographic identification and be able to show the paper copy of their DBS certificate if the school requests to see it.

• Confirm, and where necessary update, the name and contact details of their mentor on placement.

• Be proactive in their own learning, and in seeking help/support when they need it 

• Listen and act upon advice and guidance from expert colleagues in their placement setting

• Meet and maintain the Personal and Professional Conduct of the Teachers standards as well as those outlined in the course handbook from the outset

• Complete all required activities and paperwork as required in their training by the agreed deadlines

• Ensure their digital portfolio is kept up to date.