Secondary

A School/College working in the Partnership will:

• 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

• have a policy for Initial Teacher Training

• provide Subject Mentors who will be responsible for completing all necessary documentation and who will participate in statutory 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 have a key role in the design, delivery and review of the ITT programme as appropriate

• 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, photocopying, audio-visual resources and computers

• provide a trainee with access to a teaching timetable that meets the requirements of the ITT criteria 

• provide a school-based training programme that supports the ITTECF Framework and complements the provider-led training curriculum 

• ensure that all trainee teachers, at the start of their training in each school, are

provided with the child protection policy, the staff behaviour policy (sometimes called a code of conduct), information about the role of the designated safeguarding lead and a copy of Keeping Children Safe in Education

A Professional Mentor will:

• be a trained Mentor with experience of mentoring

• 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 Subject 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 school/college

• coordinate the work of the Subject Mentors and quality assure what they do

• 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 meetings and mentor training sessions as required to be compliant in their role (see section i)

• be responsible for the quality assurance within the school/college and sign End of Phase documentation to confirm parity of judgements between Subject Mentors

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

• follow the guidance of the university in ensuring trainees have a proportionate and manageable workload and give due consideration to a trainee’s mental health and well-being, signposting appropriate support and advice when required

• provide a reference for Trainee Teachers if so requested

•  quality assure the subject mentor’s formative assessment of trainees

A Subject Mentor will:

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

• be a trained Mentor

• introduce the Trainee Teacher to the Subject 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 (1.5 hours per week)  and the intensive practice periods

• make the necessary arrangements to provide a planned programme to meet the requirements in the Subject 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 Observation Documents and set progressive targets

• liaise with the Professional Mentor and University Tutors to ensure that the assessment of Trainee Teachers is moderated, using the Cause for Concern documentation to identify any problems where appropriate

• undertake joint observations with University Tutors

• take part in Professional Interviews as required

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

• follow the guidance of the university in ensuring trainees have a proportionate and manageable workload and give due consideration to a trainee’s mental health and well-being, signposting appropriate support and advice when required

• attend meetings and mentor training sessions as required to be compliant in their role (see section i)

• complete formative and summative assessments of trainees at key phases during the course, which will be quality assured and verified by the professional mentor and university tutor 

• 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 school experience and monitoring

• where required, act as a lead mentor having undertaken the relevant training (NPQLTD etc.) to do so. Acting as the lead mentor, a university tutor will have oversight of the work of subject mentors and quality assure them. They will design and deliver training for other mentors and work close working with trainees during intensive training and practice. They will have oversight of trainee progress throughout the year and identify interventions when required.

• check Trainee Teacher 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 school/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 mentors

• quality assure all formative and summative assessments of trainees through professional interviews, and be responsible for the final judgement that the recommendation for the award of QTS can be made by the university

• ensure the trainees’ English and Mathematics skills before the award of QTS

• ensure that trainees have the opportunity to develop a comprehensive understanding of progression across, and before and after, the age range they are training to teach