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Section A: The Training Model

The Impact of Partnership: Roles & Responsibilities (agreed via the Partnership Agreement)

The HEI and schools have a joint responsibility for ensuring that trainee teachers and leaders are enabled to develop into reflective practitioners whose impact on learners in diverse settings is apparent.

The below provides and overview of the specific roles and responsibilities of University, Partners and Trainee Teachers.

The Role of the University Liaison Tutor

  • know and understand the Secretary of State’s Requirements for Initial Teacher Training and the Teachers’ Standards effective from September 2012 as laid down by the DfE and observe the requirements expressed in the Handbook and Grade Criteria for the inspection of initial teacher education (Ofsted April 2019);
  • be a professional ambassador for the university and role model for trainees and partners;
  • monitor the Management and Quality Assurance of the school-based  training programme and  phase/subject provision provided by the partner establishment to meet the individual needs of the trainees;
  • provide support and guidance for trainees and partners where appropriate;
  • quality assure and monitor the assessment process of the trainee (formative and summative against the standards);
  • promote equality of opportunity and avoid discrimination;
  • know and understand the University’s  Framework for Mentor Development and support, where appropriate, mentor training and development.

The Responsibilities of the University Liaison Tutor are to make the appropriate allocated number of visits to partner establishments during the year to discuss with the professional mentor:

  • general partnership issues;
  • issues related to the QA  of the training programmes;
  • suggestions for future planning and development;
  • any appropriate immediate/future action;
  • opportunities for the provision of CPD.

The Responsibilities of the University Liaison Tutor are to work with the trainee and school-based ITT mentors to:

  • monitor the targets set for each placement based on the phase of training, audit of experience and portfolio of evidence;
  • review the targets at the end of the placement, discuss issues and consider subsequent action.

The Responsibilities of the University Liaison Tutor during the placement are to support the trainee and school-based ITT mentor to:

  • check the trainee’s training programme and progress;
  • review the trainee’s targets;
  • encourage reflection;
  • check the placement experience file and QTS Training and Development file;
  • check progress with professional development activities;
  • support the requirements for confirmation of QTS (CEDP) where appropriate.

The Responsibilities of the University Liaison Tutor are to support the school-based ITT mentor to:

  • monitor and discuss the trainee’s individual training programme;
  • co-observe the trainee teaching with the school-based ITT mentor and observe the mentor’s feedback and make appropriate contributions to support the training process;
  • assist and support the moderation of the trainee towards the end of the placement;
  • use the second visit (P3) to conduct a triangulation meeting to establish the attainment of the trainee at the end of training;
  • discuss any issues arising;
  • attend mentor training events.

Partner School or Establishment / Professional Mentor

It is understood that the Professional Mentor will undertake to disseminate all communications from the University to the appropriate personnel within the placement institution.

The Role of the Professional Mentor will be to:

  • know and understand the Secretary of State’s Requirements for Initial Teacher Training and the Teachers’ Standards effective from September 2012 as laid down by the DfE and observe the requirements expressed in the Handbook and Grade Criteria for the inspection of initial teacher education (Ofsted April 2019);
  • support, develop monitor and Quality Assure the school-based ITT mentors and the grades awarded at the end of each phase;
  • play a key role in verifying recommendations for the award of QTS to individual trainees;
  • be an appropriate and professional role model for trainees and school tutors;
  • promote equality of opportunity and avoid discrimination;
  • identify and promote mentor training opportunities;
  • participate in interviewing and selection of trainees where appropriate.

The Responsibilities of the Professional Mentor will be to liaise with the school-based ITT mentors to:

  • support arrangements for the trainee teacher’s timetable, the training programme and monitoring /assessment procedures;
  • arrange for the trainee teacher to observe good practice;
  • organise/co-ordinate a professional studies/CPD training programme;
  • co-observe and moderate trainee’s progress towards meeting the standards.
  • agree grades at formal review points and agree the summative report on the trainee teacher’s competence.

Liaise with the University Liaison Tutor to:

  • co-ordinate visits to the establishment;
  • maintain an overview of the trainee teacher’s progress;
  • respond promptly to trainee teachers identified as ‘making poor progress’;
  • contribute to confirmation of QTS by making arrangements for the conduct of the final triangulation.

Liaise with the University Work-Related Learning Unit to:

  • organise and confirm arrangements for placements;
  • take part in relevant mentor development events/review and planning meetings organised by the partnership;
  • act as a reference point to formally agree aspects of trainees’ action research where this is required.

Role & Responsibility of the ITT Mentor

NB: In Primary schools this role is usually undertaken by the classroom teacher and in Secondary schools by a Secondary Subject specialist who will work directly with the trainee.

The ITT Mentor will:

  • know and understand the Secretary of State’s Requirements for Initial Teacher Training and the Teachers’ Standards effective from September 2012 as laid down by the DfE and observe the requirements expressed in the Handbook and Grade Criteria for the inspection of initial teacher education (Ofsted April 2019);
  • promote equality of opportunity and avoid discrimination;
  • know and understand the University’s expectations of mentoring;
  • participate in interviewing and selection of trainees where appropriate;
  • be an appropriate and professional role model for trainees and other supervising tutors;
  • liaise with the professional mentor as appropriate;
  • using appropriate guidelines contribute to the recommendation of  the award of QTS in discussion with the professional mentor and the University Liaison tutor..

The Responsibilities of the ITT mentor are to ensure that:

  • the trainee teacher’s needs are reviewed at the start of a placement and at each review point;
  • an appropriate training programme is organised;
  • the trainee teacher’s knowledge and understanding of the subject/phase is actively developed  and extended;
  • the trainee teacher is shown how to plan, implement and evaluate their teaching;
  • the trainee teacher has opportunities to observe good practice;
  • on-going records of training and progress are maintained.

Provide feedback and set targets through:

  • regular verbal and written feedback based on observation/analysis of teaching;
  • a weekly documented training session as appropriate;
  • monitoring the placement experience file and QTS Training and Development File on a regular basis as appropriate;
  • debriefing and setting targets;
  • developing and monitoring other teachers in supporting the trainee;
  • discussing and negotiating areas of strength and areas for development including the requirements for the confirmation of QTS (and CEDP), towards the end of Phase 3 as appropriate;
  • monitoring and reviewing the quality of the training programme;
  • writing the summative review reports with appropriate support if required.

The ITT mentor will undertake written formative and summative assessment of the trainee’s work-related progress with the advice and support of the University Liaison Tutor.

This will include:

  • monitoring the trainee’s schemes/units of work;
  • lesson planning;
  • teaching;
  • self-evaluation;
  • professional conduct;
  • attendance and punctuality.
NB:The ITT mentor should not leave the trainee unsupervised with any group of children; legally the class remains the class teacher's responsibility. Loco parentis cannot be devolved as the trainee teacher’s responsibility.

The type/extent of the supervision can be reduced depending on the activity/topic that is being taught in the latter stages of training except in the case of high risk activity. The class remains the class teacher's responsibility and a qualified teacher needs to be available to be called upon if needed.
NB: It is recognised that in working with a variety of different partners that the roles and responsibilities indicated above may need some adaptation in light of the different professional roles and expectations within the establishment. As employees of the school Salaried School Direct trainees do not have to be supernumerary and may be in sole charge of a class.

The Role & Responsibilities of the Trainee Teacher

The trainee teacher will:

  • know and understand the Secretary of State’s Requirements for Initial Teacher Training and the Teachers’ Standards effective from September 2012 as laid down by the DfE and observe the requirements expressed in the Handbook and Grade Criteria for the inspection of initial teacher education (Ofsted April 2019);
  • promote equality of opportunity and avoid discrimination in their teaching and work with other colleagues;
  • be an appropriate and professional role model for pupils, other colleagues, parents and carers;
  • be proactive in their own learning by playing a key role in the evaluation and reflection of their own professional practice. .

The Responsibilities of the Trainee teacher will be to:

  • make initial contact with the professional mentor, who is responsible for their professional development within the placement;
  • provide a detailed copy of their teaching timetable for the University-based Liaison Tutor;
  • be pro-active in finding out about anything which they are unsure of (and should ask if in doubt).

Trainee should maintain:

  • professional standards from the outset;
  • the Code of Conduct for Trainee Teachers;
  • full attendance, punctuality and professionalism in terms of dress, manner, interpersonal relations and the use of social media;
  • a formal dress code and compliance with partner establishment’s expectations;
  • professional behaviour as well-mannered visitors, addressing staff formally, unless invited to do otherwise and always in the presence of pupils;
  • enthusiasm and involvement in the life of the environment and its extended programmes of activity..

Trainee should establish:

  • an appropriate balance between familiarity and distance when dealing with pupils and err on the side of caution;
  • a wary attitude to any attempts to alter the formal teacher/pupil relationship, (never single out any pupil for preferential treatment and avoid being left alone with a pupil in a non-public place).

Trainees MUST complete all required documentary evidence, including:

  • maintaining an appropriate Placement Experience File;
  • completing all documentation required for their QTS Training and Development File;
  • preparing for the weekly meeting with the ITT mentor;
  • maintaining the weekly meeting record form and setting appropriate targets and actions;
  • Regularly identifying evidence in the LJMU ITT tracking document;
  • any required Professional Development Activities;
  • discussion of progress with the University liaison tutor and professional mentor;
  • preparing for university debriefing sessions and tutorials;
  • preparing for the triangulation and confirmation of CEDP Phase 3.
The Professional Expectations of a Trainee Teacher