The ITT General will:
- know and understand the requirements of the CCF, as the statutory underpinning of LJMU's ITE Curriculum design and ensure that all aspects of the CCF ('learn how to…) are fully integrated and addressed, by all those involved in the student teachers training;
- 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 2024);
- know and understand the LJMU's expectations of mentoring and undertake the required mentor development hours of training as outlined in the DfE’s Initial teacher training (ITT): criteria and supporting advice statutory guidance for accredited ITT providers;
- promote equality of opportunity and avoid discrimination;
- participate in interviewing and selection of student teachers where appropriate;
- be an appropriate and professional role model for student teachers and other expert school colleagues;
- liaise with the PM as appropriate;
- using appropriate guidelines contribute to the recommendation of award of QTS in discussion with the PM and the Lead Mentor (LT).
The responsibilities of the General Mentor are to ensure that:
- the student teacher's needs are reviewed at the start of a placement and at each review point;
- an appropriate training programme is organised and effectively implemented to support the needs of the student teacher;
- the student teacher's knowledge and understanding of the subject/phase is actively developed and extended;
- the student teacher is supported to plan, implement and evaluate their own teaching;
- the student teacher has opportunities to observe good practice with a range of expert colleagues;
- 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;
- deconstructing lessons taught with the student teacher and setting appropriate developmental targets;
- developing and monitoring other expert colleagues in supporting the student teacher;
- discussing and negotiating areas of strength and areas for development including the requirements for the confirmation of QTS (and CEDP), eat the end of the student teachers' programme;
- monitoring and reviewing the quality of the training programme;
- writing the phase review reports with appropriate support if required.
The General Mentor will undertake written formative assessment of the student teacher's work-related progress with the advice and support of the Lead Mentor (LT).
This will include:
- monitoring the student teacher's daily planning and schemes/units of work;
- teaching;
- professional conduct;
- attendance and punctuality.
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 immediately 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 Led student teachers do not have to be supernumerary and may be in sole charge of a class.