Partnership Agreement - Sheffield Hallam Universityhomepages.shu.ac.uk/~edsjlc/ict/pgce_ict_course/course… · Web viewThis Agreement Handbook, ... In English desktop publishing

Faculty of Development and SocietyDivision of Education and Humanities

TheSecondary Partnership Agreement Handbook2005-06

Complementary Roles in a

Collaborative Partnership

CONTENTS

Communication 3Foreword 3The Partnership Agreement 5Roles and responsibilities 7Policy Development and Implementation 10The New Sheffield Hallam University Secondary Partnership Model 12Responsibilities and Obligations of School and University 15

Primary School Visits 16

Post 16 Experience 17

Recommended Outline of Training 18Professional Conduct 23Quality Enhancement 25

Partnership Moderation Visits 27

Equal Opportunity Issues 28Placement Matters 30

Trainees’ Frequently Asked Questions 31

The Roles of the Mentor 35Progressive Collaborative Teaching 40

ICT Support 43

Working with Weaker Trainees 44

Mentors’ Checklist for Forms and Deadlines 45

Appendices 47Important Religious Festivals 47

Christmas 47Vijayadasmi 47Rosh Hashana 47Ramadan 47Guru Nanak’s birthday 47What Makes an Excellent Lesson? 47

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Check List for Undertaking Observation of Lessons 48

Induction Ideas Provided By Senior Liaison Tutors 49

Some Recommended Reading for Mentors 50

Further Reading 50

Useful websites 51

University Subject Leader Contacts 51

Good Practice in Lesson Debriefing 51

Criteria for Selecting Secondary Partnership Schools 52

Meeting Individual Trainee Needs 54

Mentor Development Programme Outline 55

REGULATIONS AND PROCEDURES RELATING TO PROFESSIONAL STANDARDS AND UNPROFESSIONAL BEHAVIOUR AND PROFESSIONAL MISCONDUCT FOR EDUCATION STUDENTS ON PLACEMENT 57

Cause for Concern Report 62The QTS Standards 63

The Statutory Requirements 67

Placement Pattern 2005/2006 69Weekly Mentor Review Meeting 70Whole School Partnership Visit Report 71Partnership Visit Report 72

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The Secondary Partnership Agreement 2005-06

Communication All communication with the University regarding placement issues should initially be directed through the Partnership Office Team on tel. 0114 225 5404/5717. The office team will be able to make contact with the relevant staff. The administrators are Karen Kershaw and Jim Finlayson. The address for correspondence is:

Faculty of Development and Society,Division of Education and Humanities,The Partnership Team,Collegiate Crescent Campus,SheffieldS10 2BP.

Alternatively you can email the team on [email protected]

Key Management Personnel for Secondary Partnership:

Angie Evans Tel: 0114 225 2289Head of Partnership [email protected]

Herb Gray Tel: 0114 225 2295 Secondary Partnership Co-ordinator [email protected]

Jon Inns Tel: 0114 225 5702Partnership Operations Manager [email protected]

Subject leaders contact details are available on page 51.

ForewordSheffield Hallam University has been pleased to work in partnership with a large number of schools and colleges for a number of years now. In that time schools and universities have each continued to cope with rapid change and frequent Ofsted inspections. All subjects underwent an inspection in 2004 and the interim Ofsted report stated that the ‘partnership is well-managed through a number of committees; there are effective systems for open communication and discussion between all partners, and information is efficiently shared’.

This Agreement Handbook, together with associated subject specific handbooks for trainees, helps to ensure that all are working to a common aim and feel an equal partner in the process of developing the knowledge, skills and understanding of each and every trainee engaged in any of our courses.

(To avoid confusion between 'pupils' and 'students', throughout this handbook we refer to 'student teachers' as Trainee Teachers or as Trainees).

Senior Liaison Tutors and Mentors all have access to the same information. It is important that Senior Liaison Tutors, Mentors and Trainee teachers make themselves familiar with the content of this booklet and with the Career Preparation Profile. Mentors should focus most of their attention on the second part of this booklet, entitled 'The Roles of the Mentor'. There is also a flow-diagram outlining completion of documentation and deadlines. However, it should be noted that there is an important section entitled 'Recommended Outline of Training' on page 18 providing useful advice for supporting the trainee.

We would like to acknowledge the work of the many individuals and organisations that have contributed to the development of this handbook over many years.

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mailto:[email protected]





Introduction

This handbook contains information for Trainee Teachers, Headteachers, Senior Liaison Tutors, Mentors and University staff. It seeks to outline agreed principles and arrangements for school-based work and details the procedures that have been agreed in relation to the training and assessment of trainees following any one of the following full-time courses.

BSc (Hons) with Education and QTS in

Design and TechnologyMathematicsScience

PGCE in

Applied ICTBusiness EducationEnglish Design and Technology Food TechnologyInformation TechnologyMathematics Modern Foreign LanguagesPhysical EducationReligious Education Science Vocational Engineering

We usually have approximately 400 full-time Trainees, placed in approximately 160 schools.

Flexible Routes and ITT

Sheffield Hallam now offers a flexible PGCE route for Trainees in the following subjects:

Business studiesCitizenship Design technology EnglishICTMathematicsScience

All courses are tailored to take account of an individual's particular circumstances and training needs.

The flexible route allows trainees to be exempted from placement days and/or academic units where they can evidence prior experience or accreditation. It is also flexible to trainees' circumstances allowing them to study part-time and to negotiate placements that accommodate their other commitments. It follows from this that flexible placements can take place at any time in the academic year and may have a non-standard pattern.

Trainees with no relevant prior experience will complete the usual 120 days. They may undertake two full-time placements similar to those on the full-time route. They may however make up their 120 days in more than two schools or over longer part-time placements. Some of the teaching experience might be part-time.

The maximum exemption for trainees is 80 days leaving them to complete a 40 day placement within which they must demonstrate sustained teaching. These trainees are likely to have taught their subject in a Further Education College or perhaps in an English medium school abroad that follows the National Curriculum. Some may have worked as unqualified teachers.

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We also work with trainees who are employed as non-qualified teachers. SHU works in collaboration with Sheffield, Rotherham and Derbyshire to offer employment based routes into teaching via the Graduate, Registered or Overseas training programmes. In these circumstances, every case is different and our overriding concern is to ensure that the trainee has appropriate and balanced opportunities to demonstrate that they have met the standards for QTS.

The management of flexible placements and employment based routes are identical to that of full-time placements using the same documentation. The roles of Mentor, SLT and SHU moderator are likewise just the same. The timing of the placements may, however, affect the type of in-school training opportunities available. Flexible trainees are expected to be aware of the activities and tasks they are required to complete in school and to take a proactive role in organising appropriate opportunities. Schools that have worked with flexible trainees have usually found them to be highly organised, well motivated and able to make a positive contribution to their host departments.

The Partnership AgreementIn developing partnership between Sheffield Hallam University and schools/colleges, the fundamental aim is to provide a high quality, coherent experience for beginning teachers. Thus, we seek to build in a collaborative way upon the complementary strengths of the University and of schools/colleges to provide programmes of study which have been co-planned and which are designed to enable Trainees to:

Develop high levels of teaching skills and class management. Broaden their subject knowledge and learn how to apply this in the classroom. Develop a self-critical approach to teaching and to reflect on experiences. Draw on various forms of research, both locally and more widely to assist their

development. Take account of individual experiences and ways of working.

In much of what we do, we acknowledge that there is actually a three-way partnership.

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UniversitySchool/ College

Trainee


In seeking, therefore, to identify the places of the partners within the Partnership, the following agreement serves to ensure common understanding and acceptance:

Aim

The Partnership will:

Ensure and facilitate the provision of high-quality initial teacher training. Ensure and facilitate high-quality education for serving teachers. Undertake research and development in teacher education.

To achieve these aims:

Sheffield Hallam University agrees to:

Provide a coherent and relevant subject and general education programme. Ensure high-quality teaching from suitably qualified and experienced tutors. Provide learning resources through library and ICT provision. Provide training and development programmes for Mentors. Continue to innovate, improve provision and build upon known partnership strengths Provide a continuing research base, which feeds into and enhances the training process. Provide administrative support for the smooth running of the programmes. Work with schools and colleges to explore further opportunities for continuing professional

development

The Partnership School/College agrees to provide:

A response to the annual Partnership Questionnaire, to feed into the Partnership Action Plan.

A suitable programme of rich and varied teaching experience. A Senior Liaison Tutor who will have oversight of all trainees who work in the school/college. Mentors who have appropriate experience and have undertaken suitable training for the

task. Suitable access to resources. One hour per week of scheduled Mentor time. Operate in accordance with their partnership model or their employment based training plan To organise two days per placement for trainees in a feeder Primary School.

The Trainee entitlement for all Trainees will include:

A fair and prompt selection process. Tuition from appropriately qualified persons. Opportunities for reflection on practice. An assessment process which offers supportive developmental feedback. Placement in schools/colleges, having due regard to important personal constraints

regarding difficulty of access to the school/college. Suitable access to resources.

Commitment to Partnership

For the partnership to be successful there needs to be:

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Clarity about shared responsibilities. Agreement about the entitlement of trainees. Trust and openness about strengths and weaknesses. Planned involvement and development from partners. Acceptance of resource arrangements. Knowledge of procedures – especially with regard to problem resolution. Agreed arrangements for quality enhancement. Regular review of the partnership.

Roles and responsibilitiesThe following seeks to identify the roles and responsibilities normally undertaken by the particular staff involved in the training of Trainees.

Senior Liaison Tutor – school/college based

The Senior Liaison Tutor (SLT) takes responsibility for co-ordinating the overall placement experience and assessment programme of trainees on placement. The SLT takes responsibility within their institution for ensuring that the trainee experience supports the work of the institution and for managing any internal matters that arise as a direct result of the placement. The SLT takes on a key role within the programme for ensuring the appropriateness and quality of the trainee experience whilst on placement. Within the programme the SLT is responsible through the headteacher/institutional head to the Assistant Director (ITE) at Sheffield Hallam University for ensuring that the terms of the partnership agreement are fulfilled. In many cases, the SLT will also be a Mentor.The SLT plays a key role in ensuring a whole institution approach to the education and training of trainees. The specific responsibilities of the SLT are to:

Co-ordinate and moderate the work of the Mentors within the school. Be the major link person with the University through the placement office. Ensure that all Trainees are provided with a suitable induction programme. Co-ordinate a programme of general seminars for the trainees (e.g.: on behaviour

management, special educational needs as appropriate). Monitor/co-ordinate the dispatch of forms/reports to the university partnership office by the

agreed dates. Ensure that the trainee teacher is aware of school procedures, schemes of work and record-

keeping methods. Alert the University and trainee promptly about any problems related to the placement. Illustrate the way in which the school uses the services of supporting agencies. Involve trainee teachers, when appropriate in staff meetings and other activities. Monitor the quality of trainee training provision within the school and identify targets for

improvement as appropriate. Set up appropriate Primary School visits. To meet on a regular basis with the Mentors to offer support, provide a forum for debate and

to achieve consistency of experience and assessment. Develop and work to employment based training plans To contribute to Programme and Partnership developments as appropriate Monitor the Career Entry Development Profile for their Trainees

Mentor - school based tutorPlease see the separate section on the roles of the Mentor, beginning on page 35.

Class Teachers - school based

Class teachers clearly have an important role to play during the placement periods. Teachers know the pupils of the class with whom the trainee teacher will be working. They work closely with the trainee teacher during periods of block practice. Trainee teachers welcome help and support from these teachers on all aspects of their planning and preparation, teaching and evaluation. Trainee teachers need professional judgements and constructive analysis of their

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performance. They need to have clear ideas about their general level of professional competence. In general, class teachers need to be in the classroom, so that the trainee teacher's skills are honed and developed and confidence enhanced. In addition to the verbal comments made by their class teachers, trainee teachers also value their written comments. Some further tasks that are undertaken by the class teacher are as follows:

Teach the trainee teacher the essentials of relating to pupils and maintaining an effective classroom environment.

Provide clear details in advance of schemes of work for trainees to devise and/or implement with their class.

Ensure that the trainee has access to necessary records, resources etc. to provide appropriate lessons.

Provide informal verbal and oral feedback to trainees about their strengths and weaknesses in relation to subject knowledge, teaching skills and assessment, recording and reporting.

Support the Mentor in setting appropriate, realistic targets for the trainee in order that all Standards are worked towards.

Be available during all teaching of classes by the trainee.

Head of Department - school based

The particular responsibilities of the head of department are to:

Monitor and support trainees’ subject knowledge development Assist the Mentor in arranging a suitable programme of activities during serial day visits. Assist the Mentor in ensuring a block teaching timetable, which gives the trainee an

opportunity to develop and to gain experience with pupils of different ages and abilities. Ensure that class teachers carry out their legal responsibilities by being available in all

lessons taught by the trainee. Facilitate opportunities for the trainee to observe good practice in relation to all departmental

matters. Encourage/facilitate the trainee to participate in activities such as departmental meetings,

training days, staff meetings and parents' evenings. Liaise with Mentor over grading of trainee teachers. Monitor the trainee’s assessment, recording and reporting of pupils.

Secondary Partnership Co-ordinator - SHU based

The Secondary Partnership Leader is responsible for organising the development of partnership activity in relation to the curriculum. Specific responsibilities also include:

Plans, organises and delivers training programmes for Mentors in collaboration with Head of Partnership;

Monitors the moderation programme for the assessment of students; Liaises with schools/colleges over partnership and placement issues supported by Subject

Leaders. Liaises with the Head of Partnerships, Partnership Operations Manager and administrative

team to ensure that robust systems are in place for tracking and monitoring partnership schools, Mentors and trainees.

Liaises with tutors over specific students as necessary; Ensures that monitoring of the quality of placement provision is undertaken; Chair the Partnership Committee meeting with Senior Liaison Tutors; Helps to ensure that all staff involved in partnership are clear about procedures and roles; Maintains and updates documentation for Mentors, Senior Liaison Tutors and students; Participates in the Programme Policy and the Programme Management Committees. Seeks to innovate partnership practice and disseminate to partnership forums

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This role is currently held by Herb Gray (Tel: 0114 225 2295)

Head of Partnerships - SHU based

The Head of Partnerships is responsible for the relationships between SHU and partner schools and manages the quality aspects to Partnership. The specific responsibilities are:

Plans, organises and delivers training programmes for Mentors in collaboration with Secondary Partnership Co-ordinator

Liaise with tutors over specific trainees as necessary Participate in the Management Committee. Initiate development of the partnership with institutions. Facilitate communication between schools and between schools and the university. Ensure that all staff members involved in partnership are clear about procedures and roles.

Head of Partnerships - this role is currently held by Angie Evans, (Tel: 0114 225 2289)

Partnership Operations Manager - SHU based

The Partnership Operations Manager and administrative team manage the placement activity in relation to the placement providers. On matters of detail, the Subject Leaders support the team. The specific responsibilities of the team are to:

Secure placements with partnership institutions. Establish partnership agreements with partner institutions. Liaise with schools and colleges over partnership and placement issues, supported by

Subject Leaders. Liaise with tutors over specific trainees as necessary

Partnership Operations Manager - this role is currently held by Jon Inns, (Tel: 0114 225 5702)

Moderators - SHU based

The role of moderator focuses upon improving the quality of provision for the trainee across the Partnership as a whole. Moderation visits are thus Partnership Visits.

The moderator continues to take responsibility for the quality of assessment of trainees’ acquisition of the professional Standards. The moderator will normally be a tutor from SHU. Senior Liaison Tutors are encouraged to involve Mentors within the school to engage in cross moderation internally to ensure that similar standards are expected across different subject areas.

Moderators are responsible for: Organising whole school visits within placement 1 Organising subject specific visits within placement 2 Participating in QA/support procedures for new partnership models Visiting the school/college to discuss trainee teachers' progress. Identifying Quality Enhancement issues for the whole Partnership. Supporting the Mentor in making their assessments. Alerting the appropriate Subject Leader to any difficulties associated with the placement. Monitoring the effectiveness of the Mentoring process and the partnership

arrangements. Submitting their reports to the School Partnership Office, SLT and to the Mentor. Maintaining effective contact with SLT’s, Mentors’ and Trainees’ within employment

base routes

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Academic Tutors - SHU based

The Academic Tutor is responsible for monitoring the academic progress of individual trainees, for assessing their progress in achieving the Professional Standards required and for facilitating access to appropriate support mechanisms. The specific responsibilities of the Academic Tutor are to:

Monitor the academic progress of individual Trainees within her/his tutor group. Assess the acquisition of the Standards for the award of QTS of all Trainees within tutor

group. Negotiate the Career Entry Development Profile for their Trainees. Write and maintain references for trainees in their tutor group. Facilitate discussion and peer support through the tutor group. Facilitate access to support agencies for trainees in tutor group. Advise trainees on strategies for improving performance. Assist trainees with negotiations over placement where there are issues of concern.

Policy Development and ImplementationIdeas for Policy development come from a wide variety of sources, including:

Student teachers. School staff. University staff. External Examiners. Ofsted. Research. The Secondary Partnership Leader.

These ideas can be brought to whichever of the following committees meet first:

The SLT Partnership Meetings The Programme Management Committee Policy Committee which meet twice a year Senior Liaison Tutors meetings

Such ideas can be brought directly to the committee, or presented by the Secondary Partnership Co-ordinator on behalf of others.

Policy Decisions in relation to Partnership issues will be made by one of these committees, subject to confirmation or modification by the other.

Programme Management Committee

This committee is involved in the management of the course, consists of university staff and meets about once per month from September to July. Its remit is a broad one relating to all aspects of the secondary programme.

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The SLT Partnership Committee Meetings

The SLT Partnership Committee Meetings are held once per term, and share the responsibility of policy development with the Programme Management Committee.

The functions of the SLT Partnership Committee Meetings are to:

Advise on the practical arrangements for placement. Consider quality enhancement issues and advise on action to deal with these. Discuss and propose development activities to the Programme Management Committee. Advise and comment on staff development and training matters. Advise on the format and content of Partnership documentation. Consider and recommend Placement Patterns. Monitor and advise upon new partnership initiatives

Membership of the SLT Partnership Meetings is as follows.

Secondary Partnership Co-ordinator (Chair) Nominated SLTs from partner schools/colleges Programme Leader Subject Leaders Head of Partnerships

Senior Liaison Tutor Meeting

There are two meetings each year for Senior Liaison Tutor. Senior Liaison Tutors are invited to attend one of them. These are usually held in July and focus on the following:

Updating of developments e.g.: New initiatives, Ofsted. Workshops designed to enhance the partnership eg: on Induction activities, models of Mentor training, classroom observation techniques.

Subject Mentor Review Meetings

These are subject specialist meetings, held in recognition of the importance of the role of the subject Mentor. These should promote:

Policy ideas for further consideration. Ongoing development of the curriculum and professional training in defined subject areas. The dissemination of good practice in ITT. The ongoing mutual development of staff in subject pedagogical support for trainees.

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Division of Education and Humanities

The New Sheffield Hallam University Secondary Partnership Model

Key Reasons for Change:

The current secondary partnership model has remained largely unaltered since its initial development and introduction in 1992. Over the past few years it has become obvious to those involved that there has been a growing need for the model to be revisited and some elements of the partnership system to undergo important changes. A significant factor is that schools now possess an increased wealth of experience and expertise in the area of initial teacher training. Accordingly a reappraisal of current systems and ways of working is essential to ensure both the continued growth of teacher education across the partnership region and further enhance quality provision for all partners and participants.

A number of other factors also include:

Increased student numbers now within SHU’s secondary portfolio of initial training. The need to further enhance quality provision and quality assessments Increased complexity of SHU’s training models that now include GTP and other training routes The resource intensity and demands of the existing provision for both schools and SHU The need to become efficient in all areas of ITE work

Immovable features of the proposed provision

In developing these new models the planning team has been keen to ensure that we retain some core features that have proved to be mainstays of the current provision. These include:

Partnership systems retain flexibility to allow all partners who wish to work with us to work within SHU’s ITE programme

New partners gain help and support in order for them to get established The trainee experience remains uppermost within the partnership system – SHU has an obligation to

support the trainee and ensure an appropriate and high quality placement experience Secondary subject areas to maintain their individual approach to work in and with schools Existing good working relationships to be maintained and enhanced New ways of working must enable innovation within ITE activity

With these key elements above in place and alongside the newly developed models of partnership it is hoped that we can improve the overall partnership system by working more efficiently and develop effective targeting of resources to enhance quality. This allied to a reappraisal of the roles we play will ultimately provide major educational and resource benefits for all partners.

New Models of Partnership

We are aiming to develop a variety of partnership models that take account of a school’s experience and areas of expertise in ITE. These include:

History of involvement in ITE with both SHU and other HEI providers The current provision of ITE The diversity of ITE provision Key personnel within partnership schools Specialist expertise and requirements

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Accordingly we have sought to define 4 new forms of partnership schools:

Partnership Plus SchoolPartnership Training SchoolPartnership Development SchoolEnhanced Subject Partnership

Partnership Plus School

These would be long term established partnership schools that possess sufficient experience and expertise to manage and be responsible for the operation of normal quality assurance systems from within their own staff. They would internally moderate their own trainees and produce appropriate documentation to support their right to be part of the scheme. SHU would offer financial or additional SHU support for partnership schools who participate in this model. SHU would look in the first instance to target 10-15 schools to be part of this new initiative. Selection would be based upon the school being able to satisfy quality criteria to ensure both effective quality supervision and assessment of all trainees within their school. This would include an outline action plan of proposed ITE activity and a brief review of staff involved. By shifting the emphasis within the current ways of working it is expected that good close working relationships will be maintained by visits/contacts as required and agreed. It is envisaged that at the end of the placement year meetings would take place at SHU to review and further define the model. SHU would maintain an agreed supportive role that assisted in the development of this model and in all cases that invoke cause for concern, professional misconduct reviews and disputes that require a third party to mitigate.

Partnership Training School

This model would recognise the gains to be made by schools that consistently take large numbers of trainees on placement. SHU would offer financial or additional SHU support for partnership schools who take such large numbers. Expectation is that the number be set at 16+ per academic year. Schools would be free to mix both single and paired placements in order to achieve the yearly requirement of 16. These would have to be sustained over a 2 year period to be considered as part of this development. In the first year of operation SHU is looking for 8 schools to be part of this development. Visits by SHU staff would be on a whole school basis within placement 1 and visits within placement 2 would be as now - trainees/mentors would receive individual moderation visits.

Partnership Training Plus School

These schools combine both the Partnership Plus School and the Partnership Training School as discussed above.

Partnership Development School

These would be all schools that are currently working with smaller numbers of ITE trainees or are schools that are new to ITE partnership activity. They would receive the same level of support currently on offer to new schools. While there is no expectation of these schools progressing to other models of partnership it is hoped that with developed confidence and capability they would look to extend and diversify their provision. Many of our partnership schools would come under this category and may also chose to add Enhanced Subject Partnership if they possess a lead department that seeks to be part of this initiative.

Enhanced Subject Partnership

All schools can seek to be part of this enhancement if they possess an appropriate lead department or a department that readily demonstrates good practice irrespective of their overall partnership designation. This would be a focused/enquiry driven initiative where partnership schools would work closely with SHU based subject areas to produce school-based research that will seek to further enhance professional activity within their school. Each professional year subject area would seek to work with 2-5 schools where they would place 4-5 trainees in their nominated department. In addition to trainees undertaking normal/traditional

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duties to secure ITE standards they would also be expected to work upon a range of investigations/research based activities. The area would be negotiated between SHU and partnership staff. In Business Education for example, 4 schools would like to take 4 trainees to work on GCSE value added models and in particular look at the raising of boys attainment within such courses.

Other Partnership developments

In addition to these new differentiated models of partnership from 2005-6 and to be applied within these models, SHU will also promote the extension of Paired Placements and a return to Whole School Visits within semester/placement 1.

Paired Placements

These have been used in Maths and Science over the past few years. From 2005-6 we are extending this operation to cover more secondary subject areas. Details of which subject areas are participating in paired placements are included in the 'Secondary Placement Offers Pack' to be despatched shortly.

Whole School Partnership Visits within Placement

The partnership model will also seek to re-establish the operation of Whole School Visits within the first placement. By doing this it is hoped that the partnership can establish improved communication, good close working relationships via the development of a designated University Liaison Tutor (ULT) and ensure a more effective and targeted use of resources. On these visits a ULT would seek to develop a professional dialogue with SLTs, mentors and trainees in order to ensure the smooth operation of partnership practice and to innovate new ways of working. It is expected ULTs would normally work with the same school for 3 years.

Herb Gray/Angie EvansSHU April ‘05

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Responsibilities and Obligations of School and University

The school will:

Structure the trainee experience as required in terms of teaching timetables, provision of learning experiences related to areas and whole school issues.

Provide observation and feedback on practical teaching by the Mentor and appropriate teaching staff. Each trainee must be formally observed at least on five teaching sessions. At least 3 of these must be by the Mentor.

Provide a scheduled meeting of one hour on a weekly basis for the trainee to receive Mentoring.

Carry out review sessions twice per placement using the Career Preparation Profile.

Complete the summative report form (Review sheet 4), liaising with all appropriate staff.

Provide appropriate and adequate resources for trainees, including reprographics and recording material as for members of school staff.

Provide cover where appropriate to enable key partnership staff to attend the following meetings:

one half day review session each placement for Mentors and liaison tutors one full day (or equivalent) session per year for subject tutors

Provide cover where appropriate to allow a senior member of staff to interview ITT candidates on two half days per year.

Co-operate with visiting external examiners, inspectors and moderators as appropriate

Complete an annual questionnaire sent out by the University

Organise Primary School visits. Details of these follow in the section after next.

The University will:

Transfer payments to the school for each trainee placement on receipt of trainees’ completed summative report (Review sheet 4).

Provide each school with copies of this Handbook.

Nominate a whole school link tutor to act in a liaison role between the University and the school.

Provide telephone support to the school in relation to any issue of concern by nominated staff.

Provide whole school and subject moderators to visit during teaching practice and give a written report.

Provide a tutor to give a second opinion on progress if a trainee appears to be in danger of failing the course.

Organise and conduct review meetings with Mentors, SLTs, and subject leaders.

Involve representatives from partnership schools in the management of the programme, including course design and modification.

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Organise a rolling programme of training and development to meet the continuing demands of partnership.

Facilitate the completion of trainees’ training programme. This may be reviewed if issues of professional misconduct are involved.

Primary School Visits

Placement schools will need to organise two days for each Trainee in each placement for primary school visits. It was felt at validation, by both tutors and school-based staff, that these visits would be best focused if the trainee were in a feeder school for the secondary school placement. These Primary days can take place at any time during the practice. The focus in placement one should be on core skills and general teaching strategies, whereas in placement two the focus should be more upon KS2 / KS3 transition. You may want the trainee to conduct some mini research that would benefit your school. Where it is appropriate the emphasis in placement 2 should be upon the trainee’s own subject as it relates to Y6.

Placement 1 (Primary visits)

It is important that each Trainee gains an appreciation of the teaching of literacy, numeracy and ICT in primary schools. Thus, there should be observations of the literacy and numeracy hour. Trainees should identify the teaching methods used and the learning is taking place. Depending upon the Primary school being used, Trainees may be given opportunities to assist with reading or numeracy work and interview pupils about their experiences of literacy and numeracy. Trainees should also be involved in the use of group work, individual work and whole class activities. Subject areas may be providing observation schedules and mini tasks relating to the Primary experience, e.g. – teaching starter activities in literacy or numeracy, conducting the plenary session.

Placement 2 (Primary visits)

Trainees should be given the opportunity to appreciate KS2 / KS3 transition of their particular subject area. They should be able to observe some Y6 lessons so that they can gain an appreciation of progress in their specialist subject. Some time can be given to exploring the programmes of study as they relate to their subject. In some subject areas this will be easier than in others, although it may be possible for trainees to discuss with Primary pupils their knowledge, understanding, experience of their particular subject. It is important that trainees understand the level(s) of work that pupils are attaining and what constitutes a particular level at Y6. Consequently, access to assessed N.C. work would be beneficial.

Key points to stress with colleagues in arranging visits to Primary Schools include:

The trainees are not required to teach, but should be involved in lesson observations and talking to key curriculum staff and class teachers.

The trainees should usually adopt the role of Teaching Assistant.

To help trainees' understanding of transition between KS2 and KS3, it is helpful to place them with Year 6 classes where possible.

Review policies and documentation appropriate to the trainees’ secondary subject.

Develop an understanding of whole school initiatives that impact upon the secondary curriculum e.g. literacy, numeracy & citizenship

Post 16 Experience

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Wherever possible we will endeavor to place trainees in a post-16 establishment in either placement 1 or placement 2. Where this is not possible, trainees may be given a one-week college placement, or an 11-18 school 6th form placement in February. This will only affect about 10% of trainees. If a trainee were placed in an 11-18 school, in either placement 1 or placement 2, we would expect him/her to be provided with post-16 experience. This could be in the form of collaborative teaching / one lesson a week / working with small groups of pupils or if appropriate full responsibility for a group. As a result of initial needs analysis and/or course designation, some trainees will focus more on KS3/KS4 whilst others might focus upon 11-18. Each trainee will have a QTS designation (e.g. 11-16, 14-18, 11-18), but this does not affect the status of the PGCE which is 11-18.

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Recommended Outline of TrainingTo be read in conjunction with the Placement Pattern provided on page 69.

School Induction Week - placement 1

This was originally introduced as a result of feedback from both schools and trainees. We believe that the Trainee’s presence in school for a whole week will enable the trainee to gain a more complete sense of the procedures and timetable of the school than with the initial visits being of a serial nature. During this period trainees should undertake the following tasks.

Be introduced to pupil management policies and school rules. Be introduced to the organisation of the school and their specialist subject department. Observe a range of experienced teachers operating within the classroom. Meet with their Mentor and negotiate a complete timetable for the placement. Work with pupils – one to one, and with small groups of pupils. Collect data for their assignments. Meet subject-specific task requirements set by their SHU tutors.

In this period within school, it is very desirable for the trainee to have planned and taught part of a lesson (or lessons) which have been carefully discussed with a particular class teacher. This idea is explained in more detail in the section on Progressive Collaborative Teaching (PCT), (page 40), and the experience has been highly valued by past trainees.

Please note that many trainees are particularly concerned about classroom management issues and thus discussion of strategies and focused observations relating to classroom management will be beneficial as early as possible in the placements.

Some of the suggestions for the use of the induction period provided at a Senior Liaison Tutors’ meeting are shown on page 49.

Serial Placement with Subject Focus

During this time, it is hoped that the trainee will have the timetable of classes s/he will be working with during the block practice and that s/he can:

Observe these classes with the class teacher. Work alongside the class teacher. Discuss previous schemes of work covered by the classes. Look at department marking policies. Engage in Progressive Collaborative Teaching episodes (PCT, see page Assessing and

Grading At Each Review Point40).

Trainees should also be introduced to pupil-assessment very early in their placements to help inform planning and setting of group/individual targets.

Transition Time

During this time, the trainee should observe all the classes they are going to teach during the block practice and gradually take over more responsibility for teaching them.

Best practice is that they will know their timetable for this well in advance but may not have had the opportunity to observe every class. Trainees should be made aware of teachers’ expectations regarding abilities and behaviour. Access to IEPs, examples of pupils’ work should be provided.

Schemes of work and initial lesson plans will be developed and discussed with class teachers and their Mentor. The Trainee should have developed their teaching practice file.

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At the beginning of the block practice the SLT and University staff supervising the trainee teacher must each be provided with a copy of the trainee teacher's timetable. The purpose of the trainee teacher's timetable is to show exactly:

Who they are teaching. When, where and what they are teaching. Who, what and when they are observing. When and how they are assisting the teacher. What preparation is being undertaken?

The timetable should show how the trainee teacher is spending the school day. It should also be varied to include KS3, KS4 and post-16 (if an 11-18 school) and cover a range of abilities.

Outside teaching time, some time each day should normally be made free to allow trainee teachers time for evaluation, reflection and preparation.

TP1 Formative Review Point see Career Preparation Profile

First Block Practice

Most Trainees will now have assumed full responsibilities for all of the classes on their timetable. In general terms, it is hoped that the teaching load will have built up to approximately 10 hours, including pastoral work, leaving sufficient non-contact time to allow for lesson observations (2 or 3 hrs), careful preparation and evaluation of their own lessons as well as time for monitoring pupil progress through the marking of books etc.

It is expected that each trainee will be attached to a form group in order that they can begin to develop her/his understanding of the pastoral role. It may be beneficial for the trainee to observe several different form groups from different year groups.

Trainees should be expected to take part in department meetings, staff meetings, INSET Days and parent evenings. Experience of writing reports (even if only as a practice for selected pupils should be offered). Participation at parents evenings should be encouraged. Participation in extra-curricular activities or on working parties etc. should be welcomed and encouraged, but is not a requirement.

TP1 Summative Review Point Please return immediately after completion before Christmas break.

In School for Assignment Work

Trainees will return to their first placement school for a short period. During this time they will:

Carry out research for their assignment work. Mentors will need to support this process. All trainees should have been guided by their academic tutors in how to make best use

of this research time and should have a plan that they can share with their Mentors Spend two days in a feeder Primary school if this has not already taken place.

Second Placement Induction

This should enable Trainees to: -

Share the record of their progress with their new Mentor. Be introduced to school policies, particularly pupil management. Be introduced to the organisation of the school and their specialist subject department. Identify similarities and differences between their two placement schools. Observe a range of experienced teachers operating within the classroom. Meet with their Mentor and negotiate a complete timetable for the placement. Focus on the full range of planning skills required by teachers when preparing lessons. Prepare lessons and schemes of work.

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See page 49, for further ideas for the induction programme

Mentors should consider areas of strength and targets set as a result of each Review Point. This should help Mentors to design a programme to help the trainee teacher to demonstrate ALL of the required Standards.

Transition Time

Trainees will begin to assume full responsibilities for the classes on this second block practice. In general terms, it is hoped that the teaching load will build up to approximately 15 hours including pastoral time. This will allow sufficient non-contact time for lesson observation (1 or 2 hrs) careful preparation, monitoring and assessment activities as well as evaluation. Importantly it prepares the trainee for the transition to NQT and for a further increase in their responsibilities when they assume their first post. This practice is the culmination of the course. It should allow trainees to inject a little risk and adventure into some of their teaching and to ensure that they have developed as wide a range of teaching strategies as possible - all within a very intensive year.

Involvement in wider extra curricular activities and other school activities is still to be encouraged and welcomed, but is not a requirement.

TP2 Formative Review Pointsee Career Preparation Profile

TP2 Summative Review Point see Career Preparation Profile– and return summative sheets immediately

During the final week trainees should also complete a rough draft of their Career Entry Development Profile after consultation with their Mentors.

Transfer of classes and CEDP signing

Mentors to sign off the Career Entry Development Profiles. Trainees to return borrowed books and provide schools with copies of their schemes of work and resources.

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Assessment of Teaching Competence

The assessment of Trainees’ teaching competence is based on statutory criteria laid down by the Teacher Training Agency. These Standards are embodied in the Career Preparation Profile, and are in this handbook, beginning on page 63

The Assessment Process

Formative assessments of the Trainee's teaching will be made during each teaching practice. These will be recorded and discussed with the trainee. At the end of the practice, a summative Report will be written, based upon the Career Preparation Profile.

The assessment of trainees in the partnership is the responsibility of the Mentor in the school, who also co-ordinates the writing of the reports. A University tutor, who will discuss the assessment of the trainee with the Mentor, provides moderation. To support Mentors in making appropriate assessment, moderating tutors will draw upon all available evidence, consultation with teachers and experience of making assessments of trainee teaching across a range of schools.

Assessing and Recording Teaching Competence

A Trainee being assessed on teaching practice will achieve feedback on the Standards being achieved. Their Mentor will consider each of the categories outlined in the Career Preparation Profile.

There can be no failure of the first teaching practice. However, a grade 4 in QTS Standard 1 – Professional Values and Practice – or any other instance of poor professional performance a trainee’s conduct will be reviewed at the Teaching Placement examination board and progress across the programme may be halted. Failure in one or more or the Standards at the TP2 Summative Review Point constitutes failure of teaching practice overall. The assessment will be recorded on the summative report form (Review sheet 4) at the end of the practice. All other records, written or indicated, are for informal professional use in communication with trainees, schools and others.

In all cases of the Career Preparation Profile being assigned a 4 or in cases of potential failure, a ‘Cause for Concern’ must be completed by the school.

The Mentor’s assessment will be based on classroom observations, discussion with the trainee, helping them plan, implement and evaluate their teaching.

Mentors assessing Trainee teachers are required to record their judgment of Trainee teachers’ competence against Standards.

Training for Mentors will prepare them to make use of supporting material. The assessment process and consistency of judgments will be evaluated and developed. These procedures will contribute to the quality enhancement of the programme.

The recommendation for grading in the various Standards, together with the accompanying information provided on the form by Mentors or tutors will inform any review of progress of the Trainee teacher. At the final stage, it will contribute to their Career Entry Development Profile (CEDP) which they will take into their first post.

The trainee is entitled to copies of all reports relating to their progress. Reports should clearly indicate areas of strength as well as areas for development. They should also include clear targets, together with time scales. These should be given to trainees as early as possible in any placement.

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Among the factors taken into account when placing individual trainees in specific schools are:

The need to give each trainee an appropriate range of experience with respect to age of pupils

Special Educational Needs and disability legislation Travel arrangements. How well the placement matches the requirements of that particular stage in the trainee’s

development Relevant personal circumstances of trainees, such as responsibilities as a parent.

In making the decisions about the suitability of a placement, the respective Subject Leader is able to draw upon feedback from trainees, teachers and tutors about school experiences in previous years.

Before beginning any teaching, all trainees are required to see their Mentor to ensure they are suitably prepared. If necessary, they may be referred back to the University to improve particular aspects of their preparation.

In any form of school placement, the head teacher will have a formal responsibility, usually delegated to the Senior Liaison Tutor, for the supervision of any trainee in school.

The Mentor plays a key role in monitoring a trainee’s learning and teaching during a practice. By discussing this with the trainee, with teachers and with the University moderator the Mentor will improve the quality of learning and assessment. Moderators will support Mentors in making their assessments and monitor the operation of the placements. Any serious problems will be drawn to the attention of the Head of Partnerships. Systematic recording of the evidence from observation of trainee teaching will support the formative and summative assessment. Written reports will provide information for Trainees and the University.

After each teaching practice trainee teachers review their experience and development as an integral part of the training, and this also provides informal feedback on the school experience. Written feedback from trainees is obtained through the standard evaluations carried out at the end of any placement as a normal University procedure, and in addition through questionnaires designed to provide information on the quality of school experience and supervision. Further trainee feedback occurs through trainee representatives on staff-trainee committees for each route.

Written reports on trainees’ teaching and learning are provided by all schools and by moderating tutors from the University. Schools provide feedback through head teachers or their representatives, at Programme Meetings, Mentor Review Meetings etc. Feedback to schools and discussion of issues concerning School Experience will be carried out following Mentor review meetings with notes distributed to all schools.

Procedures Where Trainee Progress Gives Cause for ConcernSee page 44

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Professional ConductAll new Trainee teachers are subject to the Criminal Records Bureau enhanced disclosure requirements. Professional misconduct in school is dealt with by the procedures outlined on page 56

Attendance & Punctuality

Loss of school placement days through illness or other cause must be reported by the Trainee to both school and university tutors as a matter of urgency. There are legal requirements placed on the number of school-based days to be fulfilled by each Trainee that must be met.

As a temporary member of staff, Trainee teachers will be expected to attend school on all days specified as placement and do so in accordance with the normal school day and starting time. Trainees must seek clearance from appropriate staff in authority to absent themselves from any part of the school day. In addition, Trainees will be expected to attend training days, department, faculty or whole staff meetings, school outings and parent evenings unless otherwise advised.

If it is deemed that the Trainee has been absent from the placement for such a time as to make the assessment of all the Standards difficult/impossible to judge then the Trainee may be requested at the discretion of the School and University to complete up to an extra 10 days at the end of the second placement. The extra time should mean that the Mentor feels confident that the evidence base is sufficient to make sound judgments. However, if the Trainee’s absences are so many that an extra 10 days would be insufficient time to assess all the Standards then the Trainee may be referred in the practice, or a further extension negotiated with the University. Note that days spent in other schools on interview do not count as absence from the course.

The extra days are likely to be requested once the Trainee has missed 10 days or more school based time. Trainees are expected to attend all sessions at school. If they are unable to attend for any reason, they should contact the school to explain the absence and to inform the school of what work their pupils should be doing so that their pupils are not significantly disadvantaged by their absence. Contact concerning absence can be by telephone, letter or message left. Trainees should be professional and indicate as early as possible if they are to be absent. Failure to attend without good cause or notification will result in a cause for concern. For protracted absence, Trainees are required to produce a Doctor’s note for submission to their academic tutor.

Trainees are expected to be on time for sessions at SHU and School. Failure to attend punctually constitutes unprofessional conduct. Failure to attend punctually triggers a) the same procedures as for persistent non-attendance and then b) the code of practice for unprofessional conduct.

Exceptionally, where a Trainee has extreme difficulties in attending on time due to other commitments, discussion should be held with the Trainee and an agreement made between the SHU tutors or School and the Trainees about timing of attendance.

An inability to attain an appropriate professional standard in either placement could result in non-progression.

Dress & Appearance

Trainees are advised to dress conservatively, especially upon initial visits to school and thereafter conform to the school norm. For their part, schools should not expect a Trainee teacher to dress in a way that is disrespectful to that Trainee's own religion or culture.

School Discipline

Trainee teachers are expected to be familiar with and adhere to the discipline and other associated codes of conduct that are published and adopted by the school.

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Withdrawal from Placement

Trainees must not withdraw themselves from placement, as this is considered equivalent to withdrawing from the course.

If problems arise with a placement then the Trainee must contact their Subject Leader in the first instance. The Subject leader should discuss the matter with the Head of Partnerships and Secondary Partnership Leader and attempt to resolve the situation. Someone, usually from the subject area, will need to visit the school in most instances. Where a school notifies the University of concerns then a visit is advised to try to resolve matters, particularly if early in the placement. Where a Trainee is failing to cope with the placement and pupils’ education is at risk, negotiations about what is appropriate for the Trainee should take place. In all such instances, the Subject Leader and Secondary Partnership Co-ordinator must liaise closely and the Head of Partnerships should be kept informed.

Trainees who fail to meet the Standards for the Award of QTS by the end of the professional year will not normally be permitted a further period of placement in order to achieve the Standards. It is therefore VITAL that any breakdown of placement is monitored closely and that good records are maintained of meetings with Trainees and staff within the placement establishment. Trainees should normally be allowed to complete their placement unless professional misconduct is an issue.

Extenuating Circumstances

Recognising that the year is pressured for Trainees, particularly those with families or long travel distances, we need to be fair about what constitutes extenuating circumstances, over and above those normally accepted. Trainees should be advised that sudden illness is acceptable, but that normally chronic illness is something they are expected to manage themselves. This particular criterion is one that may be allowable in circumstances where there is medical evidence that the Trainee has a condition that creates additional stress, which may be difficult to manage at times. There has been a spate of relationship difficulties, which fall into a grey area, and Academic Tutors must exercise professional judgment in such cases. Normally, Trainees are expected to deal with such issues in the same ways as they are expected to deal with chronic illness.Trainees should seek to complete the appropriate extenuation circumstances forms at the earliest stage to ensure a fair and accurate assessment can be made.

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Quality Enhancement We have adopted a model of Quality Enhancement, as we believe that this embodies our constant search for ways of increasing the quality of our provision. In contrast, a Quality Assurance model can lead to the seeking of reassurance, and problems being hidden, instead of being resolved.

Quality Enhancement for school experience is built into the ITT programmes’ quality procedures that feed into the University Academic Quality Control. The goals of our procedures are:

Equivalence - each Trainee to have a high quality ITT experience Comparability - each Trainee to be assessed fairly against the Standards Consistency - consistent high quality placements across the Partnership Constant improvement – and the avoidance of complacency

Information on school experiences and placement issues is analysed by the Secondary Partnership Co-ordinator who is a member of the Programme Management Committee. An annual review of the operation of the partnerships with schools is submitted via the Programme Action Plan. Evidence from module evaluations, reports of external examiners, action plans from subject areas and evaluations from key partnership staff will be incorporated into the overall report and this will be presented to the Faculty’s Quality Management processes.

School Visits

Support for the Trainee on placement and assessment of Trainee progress is, in the first instance, the responsibility of the school and in particular of the Trainee’s Mentor. Since the University is the body that recommends the award of qualified teacher status, it is important for the University to monitor the support given to Trainees and the quality, reliability and validity of the assessment.

During visits we wish to ensure and enhance:

High standards of teaching and training across the Partnership as a whole, including the SHU contribution.

High standards of Mentorship and Tutorship, including the SHU training aspects. Equitable treatment of individuals working in a variety of circumstances. Consistency and fairness of assessment of Trainees.

From 2005, School Visits will operate differently across the 2 placements.

In placement 1 a School/College will receive a whole school visit from a nominated SHU link tutor. Within the visit the tutor will:

Liaise with the SLT Meet Mentors Meet Trainees Check action planning Deal with issues causing concern Arrange for additional support visits from SHU to ensure positive partnership practice Complete ‘Whole School Visit’ form

In placement 2 a School/College will receive visits from subject staff who will undertake the following duties:

Liaise with key subject staff Report back to SLT if appropriate Review key documentation – Teaching file, Career Preparation Profile and Mentor notes Undertake a joint lesson observation and feedback Complete ‘Partnership Visit’ form Advise and support academic and professional judgments

Much of the responsibility for quality enhancement is devolved to individual schools. The Senior Liaison Tutor has a key internal-examiner role in Quality Enhancement.

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The Quality Enhancement cycle begins in the Summer Term when schools are asked to make offers for Trainees from particular subject areas. At this point, it is imperative that each Trainee placed will have a designated Mentor who is able to support and assess the Trainee in line with the roles and responsibilities set out in this Handbook. To support this it is recognised that schools submit Action Plans for staff development as part of school business plans.

Senior Liaison Tutors are asked to ensure that:

A response is made to the annual Partnership Questionnaire. Information regarding the ‘whole school programme’ for Trainees, together with details of

the Mentoring arrangements should be returned to the University with the offer pack.

The University Partnership team will ensure that:

New Mentor training is provided for such Mentors who are going to supervise a Trainee prior to the commencement of any placement.

Resources are provided for further developmental Mentor training to ensure that new requirements and/or agreed developments are clearly disseminated.

Notice is drawn to the Accreditation Programme for Mentor development on page 55. In addition a recommended reading list is provided on page 50.

Schedule of Meetings

Throughout the year, there is a schedule of meetings held between each Trainee and their Academic Tutor at which their progress is monitored, targets set and action plans agreed. At the end of each placement the Profile agreed by the Mentor and the Trainee is discussed. The portfolio of evidence compiled by the Trainees from (a) their placement based activity and (b) their University based activity will be assessed summatively towards the end of the Professional Year.

Visits to Schools

All parties within the partnership are keen to ensure continued contact between University tutors and School Mentors. There is an increasing recognition that much of this contact should be subject focused yet clearly within the whole course framework.

Thus, the University will ensure that:

Trainees are visited during each placement – in placement 1 by a ‘Whole School Link Tutor’ and in placement 2 by a ‘Subject-based Moderator’. A three-way meeting between Mentor, Trainee and moderator will take place to agree the current grading of the Trainee, in each section of the Career Preparation Profile. The visits will normally include the observation by tutor and Mentor together of a lesson taught by one Trainee. This will allow Mentor and tutor to focus their discussion on the shared observation. The moderator will also observe the Mentor giving feedback to the Trainee after the lesson. However, the evidence base for grades will be far broader than the lesson observed and thus the Review Sheets 1 will be seen as particularly important.

Additional support for weaker trainees will also be provided following any submission of a ‘Cause for Concern’ form. This could result in a visit from a University tutor if that is deemed appropriate following discussions between the concerned parties

External Examiners are appointed for each subject, and they visit a small cross-section of Trainees to provide further moderation of standards. Reports are submitted to Course Committees and appropriate Award Assessment Boards for consideration and action. Whilst quality enhancement for trainees is a key aim, it should also be stressed that these visits

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normally produce very worthwhile professional development for Mentors and University tutors, as they provide a unique opportunity for dialogue about the training of teachers in school.

Entitlement

It is the responsibility of the University Link tutor to make contact with the SLT at an early stage in the placement 1 to arrange the visit. The Link Tutor is also responsible for recording the agreed key points from the visit on the pro-forma and sending copies to the Mentor, and partnership office. These should also be made available to the Senior Liaison Tutor. It is the responsibility of Mentors to ensure that they and their Trainees are available to talk with the tutor, and to organise a schedule for the visit. It is the responsibility of the University Subject Moderator to make contact with the SLT at an early stage in the placement 2 to arrange the visit or respond earlier to ‘cause for concerns’ or other professional issues. All Trainees are entitled to an opportunity to talk privately with the moderator during a visit, though Trainees may feel that this is unnecessary, if there are two or more in a school and a group discussion is more appropriate.

Partnership Moderation Visits

The following areas should be explored in the course of the SHU visit by discussion and sharing of relevant documents.

Quality enhancement for the whole Partnership.

Trainees' organised experience, range of experiences, teaching timetable and responsibilities.

Observation and feedback - the pattern of observation by Mentors and other teaching staff; the nature of feedback both oral and written, Mentor reference to Standards.

Professional awareness - use of the Career Preparation Profile; shared understanding by Trainees and Mentors of strengths and areas to develop; shared understanding of targets, emphasis given to all Standards.

Relationships - Trainee / Mentor / other staff; any concerns.

Trainee recording - Teaching File - quality and purpose. Assessment / marking / pupil progress.

Trainee support -regular meetings scheduled between Mentor and Trainee(s).

The following areas should be explored from shared observation:

General assessment - comparison by Mentor/tutor of general level of achievement of Trainee.

Specific issues - reference to the Profile and other pro-forma used in school, should allow discussion of specific aspects of classroom practice.

Identification of key issues - comparison of the key aspects of the lesson that should be highlighted in feedback and used to prepare targets.

Mentor and tutor should agree key points from the meeting to be recorded on a pro-forma. A copy of this report should be sent to the Mentor, Senior Liaison Tutor and the Partnership office.

Equal Opportunity Issues

This section provides basic guidelines on equal opportunities issues with respect to school and work placement. These guidelines refer to the initial placement of Trainees, issues of

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accessibility and support within placement, and assessment of Trainees’ school based and placement work by Mentors and tutors. The underlying principle is to promote good practice with regards to Equal Opportunities in order to ensure that all Trainees are able to compete and be assessed on an equal basis. It is not possible to provide guidelines, which will apply, to every Trainee on placement. Each Trainee is an individual with his or her own particular needs. However, there are broader issues that affect specific groups of Trainees and this booklet attempts to address some of these. This policy does not refer to Equal Opportunities issues as they relate to the educational provision Trainees’ make for their pupils. These issues are dealt with in the relevant subject areas.

The University will provide full support for any Trainee who suffers harassment and/or discrimination on the grounds of race, class, gender, sexuality, religion or disability during her/his time on placement. If the incidents cause the Trainee such severe problems that her/his placement is affected, the Trainee will have the right to request a transfer. If the Trainee completes the placement but does not achieve a pass grade (where appropriate), s/he will have the right to appeal. The Trainee will be offered support by the Division of Education and Humanities Equal Opportunities Co-ordinator / Disability Co-ordinator and / or other appropriate services, such as the Trainee Counselling Service. The Secondary Partnership Co-ordinator will be informed in view of the partnership implications such an event may have.

In the event of a harassment/discriminatory incident, the course leader/route leader/subject leader will ask the Trainee to return to the University until the situation can be sorted out. He/she will then discuss the situation with the Trainee, Mentor, academic tutor or equivalent and/or placement manager/headteacher. The Trainee will be found an alternative placement unless it is felt that, after discussion, he or she could return to the pre-school setting/nursery/school to complete the placement. Confidentiality will be maintained throughout this process.

Black and / or Ethnic Minority Trainees

Black or ethnic minority Trainees may face a range of issues on placement. In any situation, there is always the possibility of racism, prejudice and discrimination, which could affect Trainees’ confidence and performance on placement. It is likely that all Trainees would be concerned to be in a placement in which they felt welcomed and comfortable. Tutors responsible for placing Trainees should, and do take particular account of the needs of black and ethnic minority Trainees when making a placement. Trainees may state a preference for a placement in a multi-ethnic school and this request should be met where possible. Alternatively, Trainees may want a variety of placements.

Trainees with Disabilities

We are reviewing our procedures so as to meet our obligations and aspirations under recent SENDA legislation. Meanwhile, we strongly recommend that Trainee teachers declare any disability to their placement school, Mentor, Senior Liaison Tutor and SHU tutor.

Mature Trainees

Mature Trainees may have particular needs, which should be taken into account as one of the factors influencing the allocation of a placement. Some mature Trainees have care responsibilities for children, disabled partners or family that may require them to be placed in an establishment in close proximity to their home. This will be particularly significant for single parents and carers. Every effort will be made to give mature Trainees placements appropriate to their needs.

Religious Observance

Some Trainees may belong to a religion that requires them to observe particular days as religious festivals. The pattern of school terms allows for holidays to be taken on Christian festival periods only. It is now common practice for LEAs to allow teaching and non-teaching staff up to three days leave annually for religious observance. We would therefore expect that Trainees would be allowed to take the same leave for religious festivals. However, they must inform the placement and University of their intentions at the beginning of the academic year,

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supplying particular dates where possible. The days taken as leave may need to be added on to the end of the placement in order to fulfil the statutory requirements of the course.

Where a religious ceremony/holiday takes place on a Saturday, Sunday or when the pre-school setting/nursery/school is closed for holidays, Trainees will not be able to request compensatory leave. Again, this is in accordance with LEA policies.

Please see page 47, for a list of religious festivals that may need to be honoured.

If a Trainee has particular needs in relation to religion that may result in special requirements, they must negotiate with the University well before the block placement to see if these needs can be met. For example, Muslim Trainees may require a small room set aside as a prayer room, with access to a washing area. It is not a requirement that schools should provide such areas, but many placements may be willing to do so if they have space available and are given sufficient notice.

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Placement MattersRelationships with School Staff

Trainee Teachers are expected to

Behave as a temporary member of staff and work under the authority of the Headteacher and other staff with responsibility for school-based induction and training

Demonstrate appropriate professional relationships towards all school staff, pupils, parents and other adults in school. It is important that Trainees show respect for and value the work of all school staff

Show correct professional relationships towards Mentors and other teachers with responsibility for Trainee supervision and guidance. Trainee teachers are advised to:

Use tact in all dealings and relationships undertaken in school

Refrain from gossip about pupils, school staff, university staff and Trainee colleagues

Refrain from making or joining in conversations which are derogatory to particular groups of people e.g. Women staff, black pupils, pupils with learning difficulties

Respond positively to the process of assessment and seek to undertake a role in the assessment process that demonstrates co-operation, responsibility, self-awareness and professional understanding.

Adhere to the ethos, professional and academic standards and the policies of the school in all matters

Relationships with Pupils

Trainee Teachers must NOT

Under any circumstance, however much provoked, touch a pupil. Any infringement of this regulation will be treated most seriously.

Expose pupils to unnecessary temptation; Trainees’ valuables and monies should not be exposed to pupils. Similarly, Trainees should take the utmost care if accepting responsibility for pupils' valuables or belongings.

Contribute to or condone any behaviour which could be construed as racial or sexual harassment.

Give permission to pupils to undertake an action that contravenes school rules and regulations.

Invite pupils back to the university or their homes, nor enter into any association with them other than in their professional capacity as a temporary member of staff.

See or arrange meetings with individual pupils in a private place.

If a Trainee needs to meet with an individual pupil, ensure that this is done in a "public" place (e.g. a corridor, dining hall or even the playground rather than an enclosed and isolated classroom) where the conversation can be seen, but not necessarily overheard, by other members of staff. This will prevent any possibility of a later allegation of improper conduct.

Trainee teachers are expected to:30


Spend time observing and acquainting themselves with the pupils and classes for which they will have responsibility

Take an active teaching role and practice teaching in a thoroughly committed manner. Trainees are expected to provide a positive role model

Ensure that their words and actions are those of a professional and that their relationship with pupils generates mutual respect. This involves setting a positive role model with respect to equal opportunities.

Trainees should:

By the end of the teaching placement all pupils' work is fully marked and returned with records and other essential details transferred to the normal class teacher

All School resources used during the teaching placement are returned to the appropriate parties, ensuring their good condition and correct location

Displays are left as the teachers wish. If any work or material is of particular value, either personal or for coursework purposes its safe return should be negotiated with the appropriate staff

During teaching placement, all relevant information and key features associated with time in school have been recorded in the Career Preparation Profile. It is the Trainee's responsibility to take this to the next placement school.

Ensure that at the end of each lesson or teaching session the classroom is left in a tidy and safe condition so that the next lesson can start promptly

Undertake any prior ordering of specialist resources or liaison with staff that might be essential to the functioning of the lesson. Trainees must make clear their requests and be reasonable in giving prior notice. Familiarisation with the school handbook is essential to ensure correct procedures are followed.

Ensure that pupils' work is promptly marked, returned and carries appropriate feedback

Attempt to integrate into the totality of school life and be appropriately involved in many differing and varied spheres of school activity. These could include sports clubs, specialist activities that utilise a Trainee's hobby (e.g. chess & computers), youth clubs or community liaison work.

Trainees’ Frequently Asked Questions

Some answers and suggestions to help ensure a positive placement.

How do I find out more about my placement school before I go there?

The Collegiate Crescent Learning Centre has a section specifically for this purpose. You can download inspection evidence from the Ofsted website at www.ofsted.gov.uk.

What should you do if you are ill or have had an accident?

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A student who is absent from school through illness, an accident or any other cause must inform the Headteacher of the school and email the Partnership Team in the Division of Education and Humanities Reception at [email protected] as early in the morning as possible. If it is not possible to email than the team should be phoned on 0114 225 5404/5717. If he/she is incapacitated and unable to make the appropriate phone call, he/she should try to make arrangements for someone else to make it. When leaving messages at the school and University the student should give his/her name and the name of their school and mentor.

When participating on the University based elements of the course, a Trainee who is absent must contact the Division of Education and Humanities Office (Tel. 0114 225 2306) as quickly as possible, again ensuring that ALL absences of more than one messages carry a tutor’s name.

Absence of a week caused by illness will require a medical certificate that must be sent to the Division of Education and Humanities Office. Upon returning to either school or the University, Trainees must again inform the Division of Education and Humanities Office.

Leave of absence for reasons other than illness may be granted in exceptional circumstances. All requests have to be submitted to the Secondary Programme Leader.

What should you do if you are late and miss the start of the school day?

If circumstances are such that a Trainee is unable to arrive at school for the normal start of day, it is important that some communication is made to the school thereby allowing appropriate arrangements to be made. It is important to make sure that all messages carry sufficient relevant information (Mentor name, classes, subject teacher, topic etc) to ensure disruption is minimised.

What should you do if you have an accident at school?

All accidents involving Trainee teachers in school while on teaching placement must be reported to the Headteacher and be logged in the school's "accident book". It is also necessary to produce a report for the Secondary Programme Leader so that a record is maintained at the University. It is important that these guidelines are followed.

What should you do if you are required to attend an interview?

As soon as an interview date or dates are known, it is essential that all relevant parties are informed so that alternative arrangements can be made. Whenever possible try to ensure that appropriate work is left for classes so that teaching continuity is maintained.

What should you do if there is industrial action?

If your school is closed to pupils due to industrial action then a Trainee may be required at the headteacher's discretion to attend school or undertake preparatory work and tasks related to their school placement.

At time of industrial action, it is essential that Trainees act with the greatest degree of tact and professionalism to avoid conflict.

What should you do on school-based training days?

If your school is closed due to in-service training, it is expected that Trainees attend and accordingly gain a valuable insight into the operation and practice of schools and also aid their own professional development.

What if you need to prepare work and resources away from school?

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This is sometimes possible but it is essential that the Trainee requests permission from their Mentor and informs the appropriate school office staff of their departure. It must be noted that this facility must be negotiated, and that there is still a minimum number of school days to be completed.

What if you are asked to attend meetings during your placement?

School, parent, department or faculty meetings are seen as useful and valuable insights into a teacher’s life. Trainees are expected to attend unless otherwise advised.

What if you are asked to support residential visits during your placement?

Residential visits offer a wonderful experience and it is usually advantageous to go, enjoy them and accordingly extend your professional experience and expertise. However, it must be noted that teachers are legally responsible for pupils in their care and Trainee teachers can only be regarded as "helpers" so it is important that Trainees avoid situations where they would have sole responsibility for pupils.

What resources can I use whilst on teaching placement?

When on teaching placement, Trainees will be expected to have made available to them a similar amount of resources as a teacher would use. It is important that requests are made clear and assumptions about what is available for Trainees' use are avoided.

All University courses possess centres or specialised units where specialised resources exist. It is sometimes possible to use these on teaching placement but trainees must seek appropriate authorisation before any materials or resources are taken.

Do I have to pay for school meals?

Yes.

What if I am a smoker?

We encourage you to stop smoking immediately in the interests of your pupils and yourself.

A no smoking policy now exists in all schools, so a smoker must either refrain or seek a place off site. It must be noted that you can only leave school premises during the lunch break and permission may be required.

What do I do if things are going wrong?

If a problem of any nature should arise, it is important the Trainee communicates this quickly with the appropriate person. The identity of the appropriate person tends to depend upon the nature of the problem or crisis. If it is a personal issue then seek to confide in someone with whom you feel comfortable, or someone who knows you reasonably well, such as your Mentor, or your Subject Tutor, your Academic Tutor or Education Tutor. If these people are inappropriate, then you are free to seek advice and assistance from the Head of Partnerships or the Secondary Partnership Leader. All matters will be dealt with discreetly.

Remember that if you have serious concerns on placement, you are entitled to ask for a second opinion visit from a University Tutor. You may request this directly of the University, but you must inform your Mentor of the nature of the request immediately.

What do I do if I encounter harassment whilst in school?

Contact your Subject Leader, Secondary Partnership Leader or Programme Leader. You may also wish to contact a Union or Professional Association to which you belong.

What do I do if someone makes an allegation against me?

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Contact your Subject Leader, Secondary Partnership Leader or Programme Leader. You may also wish to contact a Union or Professional Association to which you belong.

How should a student contact the Partnership Team?

Trainees wishing to contact the Partnership Team should do so in the following manner:

Telephone - 0114 225 2336/2468 Email - [email protected] Post - The Partnership Team, Division of Education and Humanities, Faculty of

Development and Society, Sheffield Hallam University, Sheffield, S10 2PB Fax - 0114 225 2288

Trainees are reminded that as adults and in line with University policy, it is not acceptable for their parents, partners, wives or husbands to contact the Partnership Team. Under the Data Protection Act, the Partnership Team is unable to even confirm to these family members that you are enrolled with the University. Therefore, to avoid any embarrassment please only contact the team yourself.

Please remember that if you have any concerns regarding your placement or how this determined, there is comprehensive information available on Blackboard and this will also be discussed with you at appropriate lectures and tutorials.

Information relating to your teaching practice placement and the school at which you will be placed at will be posted at the appropriate time on Blackboard. This will include all the information you require regarding what to do if there is a problem with your allocated school or if there is an error.

The Partnership Team places up to 1400 students in up to 3500 placements each year. As a result the Team is unable to respond to vast numbers of queries either by phone, email or in person. Before you contact the Partnership Team, please ensure you have read all the relevant information on Blackboard as this may well answer questions that you have.

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The Roles of the Mentor

The Mentor is the key person in school to whom the Trainee relates. The role of Mentor is a challenging and demanding one, which brings with it many rewards. However at times it presents the Mentor with a variety of dilemmas. To enable Mentor-development, the Partnership works with three levels of Mentoring. These are New Mentors, Accredited Mentors and Advanced Mentors. The Mentor development programme is described in outline on page 55. Further details are provided in Initial Mentor Training, and are available from the Partnership office team.

The Role of a Mentor

At various stages, the Mentor may take the role of: -

Role Model Guide Supporter Adviser Confidante Assessor Critic

and all with one Trainee. It is hardly surprising, therefore, that we say the role is challenging. Further recommended reading about Mentoring is provided on page 50.

It is perhaps helpful to reflect on the qualities that you may have in taking on the role of Mentor. These may include being approachable, being a good listener, willing to share personal strengths and weaknesses, keen to learn from Mentoring and an enthusiasm for teaching your subject.

Whatever situation you are working in, the reality is that other colleagues are also involved with you and with your Trainee. Mentorship is only part of the greater partnership. It is for this reason that we see partnership as a whole school endeavour. Whilst you are the key player in the Trainee’s eyes, you have a team around you to support and assist in this shared endeavour.

In particular, your Senior Liaison Tutor will be involved in arranging the initial placement and liaising with you regarding the practicalities of the placement requirements.

The Mentor's responsibilities

The Mentor takes on the role of adviser, supporter and assessor of the Trainee whilst the Trainee is on placement. The Mentor reports to the Senior Liaison Tutor and University. All Mentors must be trained before assuming assessment responsibilities. The Mentor should refer to the Placement structure section of this handbook and subject specific handbooks provided by the University to help him/her provide an appropriate training for their Trainees.

The specific responsibilities of the Mentor are to:

Co-ordinate the programme of training for their Trainee by liaising with University Senior Liaison Tutor, Head of Department and other appropriate staff.

Ensure that the Trainee has an appropriate programme for the serial day visits Arrange the timetable for the block practice well in advance, ensuring appropriate levels of

teaching and variety of classes. Adjust the level of challenge and support in accordance with the Trainee's development,

keeping both at appropriate levels. Make careful use of Transition Time Co-ordinate the series of formal observations required during the block practice and hold

regular (weekly) meetings with the Trainee to discuss progress, set targets, Encourage class teachers to provide informal feedback – both verbal and written – in

relation to their classes. Review Trainee progress and complete the Career Preparation Profile in negotiation with

the Trainee, indicating whether the Standards are being achieved. Check the Trainee teacher's file.

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Promptly alert the Subject Leader at SHU to any problems related to the placement. Provide a summative assessment at the end of the placement period. Engage in moderation activities designed to ensure comparability of summative

assessments across schools involved in the programme. Engage in professional updating with respect to Mentoring within the programme. Notify the Subject Leader at SHU about significant levels of Trainee teacher absence.

Liaising With Colleagues

1. Senior Liaison Tutor

This may be an activity in which you engage before the Trainee even arrives at school. All placements have been negotiated through the Senior Liaison Tutor who is able to consider:

How many Trainees are manageable within school Which departments can meet the needs of the Trainees Which placement is best for a particular department

The Senior Liaison Tutor may also wish to work with the whole group of Trainees who are placed in your school, providing the necessary and valuable induction into the school. Nevertheless, it is likely that you will have to ensure that a suitable programme of activities has been arranged within the department and perhaps in other departments.

While Trainees like to have some say in identifying their needs, they often “don’t know what they don’t know” when they first arrive. They are therefore very appreciative of a well-planned sequence of activities/experiences.

2. Head of Department

A Head of Department Mentor is well placed to consider the timetable for the block placement alongside the programme for the serial days. However many Mentors will need to negotiate with a Head of Department regarding the classes that a Trainee will assume responsibility for during the block. This can be crucial in determining whether a Trainee has a positive or negative experience. It has been said in an earlier section that Trainees can benefit greatly if they are initially given classes where control is not the only issue.

3. Class Teachers

It is usual, during the block, for Trainees to take the classes from a number of colleagues. Being the Mentor can mean being a mediator and advocate. Discussing with colleagues the role they might play during the block practice can be immensely helpful to the Trainee.

In this context, it is important to consider the extent to which a class teacher is required, or expected, to be present in every lesson that the Trainee takes. In some schools, it is policy that the class teacher should ALWAYS be within the classroom, in others that they may be close by.

From a University perspective, it is recognised that in some departments, and for particular lessons (for example the PE, science and Design & Technology programmes, where safety is a paramount concern), then the teacher should remain with the class throughout the lesson. In other instances and in other subject areas however, some negotiated withdrawal as the practice progresses can be beneficial to the Trainee who can see that it is their classroom management skills that are responsible for the quiet, purposeful environment, rather than the presence of the class teacher. However, this withdrawal should not become an end in itself, class teachers should return to continue the training process.

Working with the Trainee

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There will be both formal and informal ways of working with the Trainee. Formally you will be:

Providing the programme Monitoring the Trainee’s teaching file Meeting with the Trainee on a weekly basis Observing the Trainee in their practical teaching and providing feedback Setting targets as a result of meetings or observations Assessing and grading the Trainee at each of the review points Reporting the final summative assessment to the university

Informally you may be:

Working alongside the Trainee as a class teacher colleague, perhaps in Progressive Collaborative Teaching (see page 40).

Providing support on a day-to-day basis Offering advice in many different situations.

Meeting the Trainee on a Weekly Basis

This is a vital ingredient in the school-based training element. It provides the framework for on-going formative assessment and provides a ‘space’ for the Trainee to reflect on their successes and weaknesses, to articulate them and to plan for the next week. The Career Preparation Profile sheets labeled Review Sheets 1 may prove a useful instrument in terms of setting the agendas of successive meetings with a particular section being the focus of discussion. It is envisaged that these meetings will be approximately 1 hour per week. There is a pro-forma for recording key points from these meetings see page 70.

It is acknowledged that the serial-day visits are not always conducive to regular meetings. During the block, they may most easily be carried out on a particular day which ‘fits’ with your non-contact time. However, if you are able to commit to a short meeting on Thursday or Friday of the serial placement, it can help to establish an atmosphere of openness and trust which benefits the Trainee throughout the placement.

Providing the programme

Much of this has been covered above in discussing your liaison role with colleagues. The extent to which you pre-plan in advance of the Trainee arriving may depend on whether it is a first or second placement. In the first placement, everything you plan is likely to be a new experience for the Trainee. In the second placement, complementing the experiences of the first becomes a greater issue and some discussion with the Trainee when they arrive will be beneficial. The Trainee will have a set of targets from the first placement that would provide a good starting point and you will be able to view their timetable from the previous school.

Observing the Trainee's Teaching and Providing Feedback

As you are most probably aware, five formal observations are required from each placement. As Mentor, you are responsible for ensuring that this is carried out. Attitudes vary as to WHEN these formal observations are carried out, e.g. across the entire TP or just towards the end - either model is acceptable. It is a good idea to get a range of views into these five observations, perhaps a good model is to use three of your own, one from a class teacher and one from the SLT.

It is highly desirable that, in addition to these formal observations, many more ‘informal ones’ are carried out by class teachers. At the beginning of a practice, these can be highly influential in building confidence. Some Mentors feel that it is helpful for the Trainee to have time to settle down, to make some initial mistakes and to get into their stride before providing any formal feedback. What is important is that there is some formal evidence to be considered at the time of the formative review so that targets may be set which are achievable by the summative review. Some early observations are necessary to provide guidance/reassurance for the Trainee.

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All observations contribute to the development of the Trainee, as well as to the final summative assessment. Consequently, it would be beneficial in some respects for these to be evenly spaced across the practice. Whilst it is appreciated that some schools want to give Trainees a chance to settle down before formal observations take place, the short time scale leading up to the Formative Review Point means that some observations must take place before this Review Point. However, these observations, whilst providing feedback for the Trainee do not necessarily have to be recorded as one of the statutory 5 formal observations. To help focus your observations and comments you might want to refer to the guidance on page 48.

It is accepted that not all observations should be carried out by the Mentor in person, thus it may be useful to have one carried out by the Head of Department or by the Senior Liaison Tutor or involve other members of the department. You may feel it is appropriate to advise colleagues on the need to provide balanced and sensitive feedback. Another alternative is to swap an observation with a Mentor who is responsible for another Trainee. All these ideas contribute to provide moderation, a pooling of expertise and an opportunity to ensure a balanced view when the review of performance is carried out. In many schools, the Senior Liaison Tutor is observing each Trainee at least once.

We know that it is not always practical to provide feedback immediately following an observation. However, it is helpful to the Trainee if s/he is aware, in advance, when the feedback session will take place and that it occurs as soon after the observation as possible. We also know that Trainees value written feedback from class teachers - no matter what format it is in - in order that they can take it away, think about it and perhaps clarify some point. Extensive oral feedback, immediately following a lesson can sometimes be less effective than intended, due to the Trainee still being mentally involved in the lesson. Thus it is not always the ideal time for reflection but brief oral feedback after a lesson can still be very supportive.

Further guidance on providing lesson feedback is being continuously developed by the Partnership, see page 51.

Monitoring the Trainee’s Teaching File

This is a very important issue. A great deal of the evidence required for accrediting achievement of Standards is likely to be available from the file. This is particularly true in relation to planning, teaching skills, classroom management and evaluation. The standards set from the outset of the practice and your expectations will be accepted by the Trainee as ‘the norm’. If more is then expected on the second placement, the Trainee will be greatly disadvantaged in terms of ‘upping’ the quality of their file halfway through the year.

Clearly, agreement between yourself and all colleagues, with whom the Trainee is working, is helpful. Ensuring that each class teacher expects to see lesson plans well in advance, in order that additional advice can be built in, is of value to all Trainees. Inevitably some Trainees are less well organised than others and nobody likes to be overwhelmed, but early planning is key to successful teaching.

The Teaching Practice File is a working document for the Trainee teacher and a reference document for supervising school and University staff. It will reflect the nature of the Trainee teacher's Teaching Practice and indicate to supervising staff something of the Trainee's developing professional competence and awareness. An adequate up to date file helps both school and University staff to offer constructive comment.

The file will show the schemes of work that the Trainee teacher will be undertaking with the class. Before the start of the practice, these, together with the first week's lesson plans, will need to be approved by the staff supervising the Trainee teacher. Trainee teachers who do not gain such approval may have the start of their Teaching Practice delayed.

The file should be a hard-backed ring binder or lever arch file, clearly named and available in school at any time. Modifications to the layout suggested below might be required for particular teaching contexts and Trainee teachers should seek advice about this from staff supervising the Teaching Practice.

Teaching Practice Files should include the following:

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An introductory section with necessary names (Trainee teacher, school and University staff), telephone numbers etc. Comments from school and University staff supervising the Teaching Practices could be stored here and then transferred to the Trainee’s portfolio.

Brief details about the school in general.

Details of class or classes, resources, room details, recent work, timetable and routines.

Schemes of work and schedules of planned work for all the subject areas in which the Trainee teacher will be involved.

Plans and teaching activities

Specific teaching plans for lessons and activities, single copies of teaching materials.

Daily evaluations identifying both pupils' learning and reflecting on the Trainee teacher's development as a teacher for every lesson.

Records for the class and individual children.

Copies of lesson observations.

The file should be available to the Mentor at all times and to university moderators during visits. Schemes of work for particular classes, together with individual lesson plans should also be available to the class teacher concerned. Importantly, lesson plans should be checked and agreed well in advance of any lesson being taught.

Monitoring the Career Preparation Profile

You will need to be aware of the role of the Trainee's Profile and the part you play in completing it with the Trainee. An exemplar copy of the Trainee Profile is available with your Senior Liaison Tutor. It contains clear guidelines as to how it should be completed and how it is structured. There is a great onus upon the Trainee to collect appropriate evidence to meet the Standards to achieve qualified teacher status.

Assessing and Grading At Each Review Point

The entire process is explained in the Career Preparation Profile and in Initial Mentor Training.

You can look for help in assessment of the trainee's competence to your Senior Liaison Tutor, university moderator, the university subject leader and to Mentor review meetings.

Setting Targets

Targets may be short, medium or long term. It is likely that initially there may be some very practical ones, which are short term. As time passes, there may be other targets that require a longer interval in which to address them. Perhaps it is important to note that Ofsted has emphasised the need for clear, very specific targets.

At the Review Points, targets may be set in any one, or more, of the sections relating to the Standards. There is no expectation that a target should be attached to each section. In fact, the purpose of the form is to ensure that there are not too many, that they are manageable within a defined time interval and that they are achievable.

Progressive Collaborative Teaching

Over the past few years the principle put forward as to the way in which Trainee teachers should be gradually introduced to teaching has been based upon working with an individual pupil, then with a small group and eventually building up to working with a whole class.

Whilst this is effective, it is to some extent, artificial. Whole classes are ‘the norm’ and learning to work with a whole class from the outset is important. One way that this can be achieved is

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through the Trainee taking responsibility for increasing sections of a lesson, in collaboration with the class teacher (or Mentor).

This section explains more about Progressive Collaborative teaching (PCT).

Consider the following narrative:

“I have seen people playing a violin, it looks really easy. I observe the bow scraping the strings, the way to hold the violin and the pensive, concentrated facial expression. Perhaps it really is that simple, I am unconscious of my own incompetence in this area.

Once I start to play the violin, I suspect that my apprenticeship of observation and imitation is not going to be sufficient in practice. I become conscious of my incompetence I get some tuition and painstakingly slowly begin to gain some skill with the violin, if I am very careful I can play some simple tunes, I’ve reached the level of conscious competence. If I practice for years and get extremely good at this, I’ll be able to play as a virtuoso, and simultaneously be able to think about other things. I will have reached the level of unconscious competence.”

Progressive collaborative Teaching (PCT) is designed to help Trainee teachers to move more quickly through the stages of unconscious incompetence, to conscious incompetence then conscious competence, and perhaps beyond.

PCT originated in the Oxford University teacher “intern” scheme (Burn, 1992). In the wider definition, PCT is a planned learning experience “…in which the Trainee engages in teaching with another, usually a more experienced teacher – Mentor, initially staying very much within the Mentor’s framework and undertaking limited aspects of teaching with support, but progressively trying out and taking on a wider range of more extensive aspects….in the early stages of such an arrangement the Trainee-teacher is let into the teacher – Mentor’s longer term and immediate planning and rationale….begin to undertake limited aspects of planning and preparation, then of actual teaching”. Tomlinson, 1995, p.51

For SHU Trainees a more specific version of PCT is implemented. This runs alongside the established gradual immersion techniques already in place, i.e. the development through working with individuals, small groups and then whole classes. The development of planning short activities through to whole lessons and then schemes of work, etc.

The specific version of PCT is that there should be a development of working with whole classes, right from the start of the professional year. The progressive graduation involves increasing amounts of time. For example, the Trainee teacher and Mentor/teacher might jointly plan a five-minute introduction, recap, or rounding off a lesson. This would then be delivered by the Trainee teacher and be followed by some informal joint evaluation and feedback. Over time, these short activities are gradually extended to become longer jointly planned activities or sequences of jointly planned activities.

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Benefits

PCT involves the Trainee teacher in planning jointly with the Mentor – teacher, allowing access to more of the experienced teacher’s professional craft knowledge.

PCT allows a gradual attainment of independence for the Trainee teacher. PCT allows the Trainee teacher to experience whole class teaching early enough in the

course to benefit from university based work on the issues. PCT challenges the preconceptions arising from the apprenticeship of observation. Since

1975 it has been known that such preconceptions are very persistent (e.g. Lortie, 1975, Kagan 1992).

It allows the Trainee teacher to learn more for subsequent observation of skilled practice, particularly focused observation aimed at remedying a particular problem.

PCT raises important issues on to the Trainee teacher's personal agenda at an early stage, such as class management and pupil motivation.

PCT provides both challenge and support, which have been shown as essential aspects of professional growth.

PCT allows the Trainee teacher some experiential learning of their own, at an early stage. PCT can help to build a close professional relationship between Trainee teacher and

Mentor/teacher. PCT can help the Mentor to reflect upon their own teaching skills and assist the Mentor in

developing ever more effective strategies to share their craft knowledge.

Costs

The time involved in sharing the planning is additional. PCT is best implemented by working with more than one teacher so that the Trainee can

learn a range of styles and approaches. Time and effort to effectively communicate these ideas across the partnership. Some Trainees might develop an undue reliance upon the Mentor. This will need to be

guarded against and all Trainees must be given the additional opportunity to develop independently.

Examples of PCT activities

Subject Activity FocusP.E. Carrying out the warm up Class management – getting startedD & T Demonstrating the use of a piece of

equipmentCommunication skills

Mathematics Oral session within numeracy Development of Q&A techniquesEnglish 10 minutes reading from a text Communication and use of voiceMFL Revision of previous lesson Q&A techniquesIT Getting a class to log in and select

the package to be usedClarity of information

Any Giving homework instructions Clarity of instructions, ending a class

Transition Time

This period is indicated in the Placement Pattern (on page 69) and empowers Mentors to adjust the level of challenge and support, as indicated below.

The aim is to allow Trainees to gradually build up to the target teaching load, rather than to suddenly start on the full 10 hours in placement one, or 15 hours in placement two. This period of transition will have many benefits for the Trainee, Mentor and pupils.

A key strategy is to use Transition Time flexibly, to gradually build the teaching load in response to the Trainee teacher's progress. This will allow the Mentor to adjust the level of challenge and support to optimise the Trainee teacher's progress. The Trainee should begin with perhaps just one class. If all goes as expected, the Mentor can then add another class to the teaching load and reflect upon the Trainee's progress. In this way, the teaching load is successively built up as the Trainee gains confidence and competence. Further guidance may be provided in

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individual subject handbooks, showing how Transition Time can best be used in the circumstances of that subject.

In the normal course of events, the Trainee will have built to the target teaching load in a few weeks, as indicated on the Placement Pattern. Should this not be the case, it is essential that the Mentor keep the Trainee's university tutor in touch with developments.

Collaborative Assessment

As has widely been noted, Trainee teachers find it difficult to learn from mere observation of skilled classroom practitioners. This is not surprising. Adding a few more hours to the 15,000 hours of lesson observations already undertaken (as a pupil) does not add much in percentage terms. It also adds little to the Trainee teacher's understanding of the complex moment-by-moment information processing required of class teachers. Observation work is most effective when it is focused on specific, observable teacher and pupil behaviours.

Unfortunately, pupil-assessment is an almost invisible aspect of schooling, rarely amenable to Trainee teacher observation. Informal pupil-assessment by teachers tends to be carried out almost continuously, but there is very little physical evidence for the Trainee teacher to examine. Formal assessment often does provide physical evidence, but the teacher tends to assess the pupils work away from the classroom, and away from the Trainee teacher.

We therefore need specific strategies to help Trainee teachers access the professional craft knowledge of teachers in assessment work. It can be argued that such strategies should vary according to the Trainee teacher's developing experience over the training programme.

Early in the programme and in placement 1

Early in their training, Trainee teachers tend to focus on issues more directly related to their professional survival in the classroom. Our course makes use of this by developing initial concerns with class management to drive an interest in pupil motivation and active learning. Assessment does not figure highly on the agenda at this point, but it is clearly important.

A good compromise between Trainee perceptions and the need to develop assessment skills would be to give an overview of the issues involved in assessment early in the training. This could be done in SHU sessions and complemented by work in schools during induction week, principally by introducing the whole-school assessment strategy.

Another early priority is to link with short-term-planning, so that Trainee teachers can plan and deliver lessons with clearly stated teaching objectives. This should be followed up with short-term informal assessment of learning in relation to the objectives. In turn, this will inform subsequent lesson planning. Trainee teachers need help with this at departmental level in school, by being introduced to departmental assessment, recording and marking policies.

Trainees will need opportunities to practice marking pupils work and need to receive advice on improving the quality of their marking. An ideal way to get involved in this is for Trainee and teacher to collaboratively assess or mark some examples of pupil's work, sharing their observations and thinking. This involves vocalising the thought-processes involved for the Trainee teacher's benefit, including essential points to look for, levels of attainment and cross-referencing to the National Curriculum levels. We refer to this process as collaborative assessment.

Between Placements

Assessment, Recording & Reporting forms a major theme of work at university and achieves most detailed coverage between placements 1 and 2. This is at a time when Trainee teachers are more able to understand the issues and more able to relate them to practical experiences in school. Collaborative assessment tasks are undertaken with university tutors, examining examples of pupils' work from a variety of sources including SATS, GCSE and general

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classwork. A deeper understanding of theoretical and technical aspects of assessment is developed, together with appropriate terminology and improved ability to record pupil progress.

Placement 2

During the second placement, Trainees should benefit from further opportunities to undertake collaborative assessment with teachers. They can build on previous practical experience, as well as on a deeper understanding of the theoretical issues. Optimal benefit will be obtained if the Trainee teacher is allowed to share the teacher's thinking across a full range of MARRA activity, including:

Writing draft reports on pupils for class teachers to edit. Role playing staff/parent meetings and getting involved in the real event. Attending departmental moderation meetings. Discussing further ways of recording group and individual pupil progress. Important that Trainees understand the range of data schools now have on individual

pupils, and how it can be used to inform individual and class planning e.g. CAT scores. Important that the whole-school policy is looked at, and then individual departmental

policies and practices.

When marking:

There is a need to vocalise what the Mentor is thinking whilst assessing. Make explicit links between classroom practice, teaching and learning objectives. Illustrate the range of marking strategies that can be used. Illustrate the range of assessment strategies that can be used. Pacing oneself with the marking. Strategies need to be explained to Trainee. Follow up to marking e.g. five general comments to the class at the beginning of the

next lesson. Examples of effective marking contained in the departmental portfolio to show Trainee. Looking at good and bad practice. How the children respond to mark to work? Difference between formative and summer to marking. Levelling, knowing how to do it, input to get it right as soon as possible.

Formative assessments in-class:

Modeling good practice to Trainee and vocalising thought processes. Intervening, advice, marking, class interventions, target setting, etc

Use Transition Time for vocalising and modeling good practice.

In conclusion, the implementation of Collaborative Assessment should provide the Partnership with a powerful way of helping Trainee teachers access the professional craft knowledge of teachers in assessing pupils' achievements. It gives a further opportunity to strengthen the relationship between Trainee and Mentor, and between placement schools and university.

ICT Support

It is a statutory requirement for Trainees to demonstrate a range of competencies in the use of ICT within their subject area. Importantly Trainees need to know what ICT resources are available and when it is appropriate to use them in their teaching.

E.g. In English desktop publishing for newspaper reports or word processing in the drafting process and using the internet for research

In Mathematics the use of spreadsheets when dealing with data, from which graphs may be produced.

As a Mentor, we hope you will be able to facilitate the provision of appropriate opportunities for your Trainee to be able to demonstrate they are meeting the required Standards for ICT.

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Working with Weaker Trainees

Clearly trainees vary in their ability and some are stronger than others. "Weaker" does not mean "will never make it", though it might initially appear unlikely. "Weaker" does mean a trainee who is trying their best in circumstances they find difficult or unfamiliar - and is therefore deserving of our support.

"Weaker trainees" are a different category from the very few unprofessional trainees, who should be dealt with according to the procedures outlined on page 57.

There are a variety of reasons why a trainee might initially appear to be weak, yet have further potential. These include:

For younger trainees, their previous three years at university is often spent almost entirely with people of their own age - not a great preparation for dealing with other adults and with children - it takes time to adjust.

Where trainees own schooling was very different in nature to the placement school, many trainees experience a culture shock. This does take time to recover from, and time to adjust to the unfamiliar circumstances. This can give a false impression of weakness.

Changing schools within our own system takes a period of readjustment, and this can cause problems at the start of placement 2.

Coming from an academic subject background which does not directly match the current school curriculum, e.g. mature entrants.

Weaker trainees may well be deserving of our help, but this must not be at the expense of harm to pupils’ overall progress, excessive demands on their Mentor, unreasonable stress upon the trainee, or damage to the Partnership.

In particular, if we are not careful, weaker trainees can take a disproportionately large amount of Mentor's time. To prevent this, there is a need to use the existing procedures fully. The summary below draws together these procedures into a five step process.

The first step is to identify weaknesses as soon as possible:

It can be difficult to identify problems on first placement. The use of “progressive collaborative teaching” is an excellent way of finding out the level of a new trainee's competence. It is also a great way of "showing how" to teach, to the great benefit of weaker trainees.

Identify problems for second placement via trainee's Profile, previous school's Review sheet 4 (summative report), and by contacting the SHU subject leader (see page 51).

The second step is to liaise:

Mentor and SLT always need to work together, but particularly when dealing with a weaker trainee.

Involve the SHU subject leader at an early stage - do not wait for Review Points. In liaison with the subject leader, use the Cause for Concern report.

If the subject leader is not available contact should be made with the Partnership office on either 0114 225 5717 or 0114 225 5404.

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The third step is to provide a suitable programme:

We have a no-fail policy for weaker trainees until the end of year. This policy requires Mentors to make full use of Transition Time, building up the teaching load gently as the trainee gains in confidence. This will have the additional benefit of limiting demands upon Mentor's time.

Direct the trainee to undertake lesson observations with a specific focus, so as to help them improve areas for development.

Keep records of the programme, observation schedule and any specific help given to address the trainee's targets.

The fourth step is to support:

Mentors must be careful to limit the time they spend supporting weak trainees, as this can be counter-productive, resulting in the trainee becoming too dependent.

Brief class teachers on support. Be positive and honest with the trainee about their progress in relation to the Standards. Keep records of support provided.

The fifth step is to monitor progress:

In liaison with the subject leader, continue to use the existing Cause for Concern report, issuing an updated report if appropriate.

Keep records of progress. Again, make use of Transition Time procedures to increase the teaching load as and

when it is appropriate to do so.

If, despite the best efforts of all involved, the trainee is likely to fail to meet any of the Standards at the TP2 Summative Review Point, a second opinion visit must be requested from an SHU tutor. The trainee should normally be made aware of the nature of this visit before it occurs.

Regardless of impending visits by either University tutors or External Examiners, the Mentor must complete the Profile and Summary Assessment sheet (Review Sheet 4) giving a clear grade for each section of the Profile as indicated in the general assessment procedures.

The Mentor may be required to attend the TP Review Board, which makes recommendations to the Award Board.

Mentors’ Checklist for Forms and Deadlines

Placement 1

Discuss with the Trainee her/his targets and action plan as presented in their training plans.

A weekly meeting with the Trainee to discuss accumulation of evidence in Review 1 form. Use of the weekly review sheet. The collection of evidence should be essentially the responsibility of the Trainee. An example of evidence collection is provided in the Trainee Profile. Please make suggestions for appropriate evidence selection.

Formative Review Point. You will need to decide whether the Trainee is making satisfactory progress. If not, then a cause for concern sheet should be forwarded to the partnership office. The Review 2 forms should be completed and appropriate targets and action plan agreed (Review 3). You should sign the sheet in the Profile as evidence that the Review 3 comments are your judgments.

Summative Review Point. The Review 2 sheets should be completed and the evidence should be considered. Each section of the Profile should be graded on a 1 – 4 scale. Only one grade in each section should be circled. Targets and action plan should be agreed for the next placement on the Review 3 sheets.

45


The summative report form (Review sheets 4) should be completed and forwarded to the Partnership Office together with 5 lesson observation sheets. One copy of the completed form (Review Sheets 4) should be given to the Trainee. All of this documentation should be sent to the Partnership office immediately so that information can be forwarded to the second placement school and references can be completed.

Placement 2

Discuss with the Trainee her/his targets and action plan. Become familiar with the Trainee's strengths and areas to develop as a result of looking at the Trainee’s Career Preparation Profile and forwarded Review 4 sheets. Provide an appropriate timetable

A weekly meeting with the Trainee to discuss accumulation of evidence in Review 1 sheets. The collection of evidence should be essentially the responsibility of the Trainee. An example of evidence collection is provided in the Career Preparation Profile. Completion of weekly mentor review sheets.

Formative Review Point. The Review 2 sheets should be completed and the evidence base of Review 1 sheets considered alongside further evidence. Each section of the Profile should be graded on a 1 – 4 scale, only one grade in each section should be circled. Targets and action plan should be agreed on the Review 3 sheets.

Summative Review Point. The Review 2 sheets should be completed and the evidence base of Review 1 sheets considered with any further evidence. Each section of the Profile should be graded on a 1 – 4 scale. Only one grade in each section should be circled. Targets and action plan should be agreed on the Review 3 sheets.

The targets and action plan should be discussed as the basis for the completion of the Trainee’s Career Entry Development Profile. Please discuss with the Trainee her/his strengths and areas for further development and guide her/him in the drafting of the Career Entry Development Profile. This will then need to be signed by you after the University tutor has aided the Trainee in the completion of the Career Entry Development Profile. The Trainee will return to school for it to be signed. The summative report form (Review sheet 4) should be completed and forwarded to the Partnership office together with 5 lesson observation sheets. One copy of the completed Review sheet 4 sheets should be given to the Trainee.

A cause for concern must be completed for a trainee at risk of being awarded a 4 within the Career Preparation Profile

All of this documentation should be sent to the Partnership office immediately so that information can be forwarded to Award Board and the trainee can achieve QTS.

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Appendices

Important Religious Festivals

(from Sheffield LEA: Model policy for granting leave for religious observance)

The dates of some of these festivals change from year to year.

1 Christian festivals

ChristmasOrthodox ChristmasEasterPentecost

2 Hindu festivals

VijayadasmiDeepwali (Diwali)Holi

3 Jewish festivals

Rosh HashanaYom KippurChanukahPesach

4 Muslim festivals

RamadanEid-ul-FitrEid-ul-Adha

5 Sikh festivals

Guru Nanak’s birthdayGuru Gobind Singh’s birthdayVaisakhi

What Makes an Excellent Lesson?

Below is a list of criteria given as guidance notes for teachers when observing colleagues as part of the intended threshold assessments. This was provided by the DfEE in their document "Performance Management in Schools". These might help you to focus your observations and comments of Trainees' lessons.

1. The teacher plans effectively and sets clear objectives that are understood.a) Objectives are communicated clearly at an appropriate point in the lesson.b) Materials are ready.c) There is a good structure to the lesson.d) The lesson is reviewed at the end.e) The learning needs of those with I.E.P.s are incorporated with the teacher's planning.

2. The teacher shows good subject knowledge and understanding47


a) Teacher has a thorough knowledge of the subject content covered in the lesson.b) Subject material was appropriate for the lesson.c) Knowledge is made relevant and interesting for pupils.

3. The teaching methods used enable all pupils to learn effectivelya) The lesson is linked to previous teaching or learning.b) The ideas and experiences of pupils are drawn upon.c) A variety of activities and questioning techniques is used.d) Instructions and explanations are clear and specific.e) The teacher involves all pupils, listens to them and responds appropriately.f) High standards of effort, accuracy and presentation are encouraged.g) Appropriate methods of differentiation are used.

4. Pupils are well managed and high standards of behaviour are insisted upon.a) Pupils are praised regularly for their good effort and achievement.b) Prompt action is taken to address poor behaviour.c) All pupils are treated fairly, with an equal emphasis on the work of boys and girls and all

ability groups.

5. Pupils' work is assessed thoroughlya) Pupil understanding is assessed throughout the lesson by the use of the teacher's

questions.b) Mistakes and misconceptions are recognised by the teacher and used constructively to

facilitate learning.c) Pupil's written work is assessed regularly and accurately.

6. Pupils achieve productive outcomesa) Pupils remain fully engaged throughout the lesson and make progress in the lesson.b) Pupils understand what work is expected of them during the lesson.c) The pupil outcomes of the lesson are consistent with the objectives set at the beginning.d) The teacher and pupils work at a good pace.

7. The teacher makes effective use of time and resources.a) Time is well utilised and the learning is maintained for the full time available.b) A good pace is maintained throughout the lesson.c) Good use is made of any support e.g. learning assistants and older pupils.d) Appropriate learning resources are used, e.g. ICT

8. Homework is used effectively to reinforce and extend learning.a) Homework is set if appropriate.b) The learning objectives are explicit and relate to the work in progress.c) Homework is followed up if it has been set previously.

Check List for Undertaking Observation of Lessons

Before

Is the time verified with the Trainee? Have you seen/discussed the lesson plan? Have you negotiated the focus for your observation? Have you and the Trainee considered the criteria for the focus? Have you negotiated your position in the room? Have you negotiated your behaviour in the room? Have you made sure that you won’t be called upon except in the direst emergency? Have you negotiated how to react in case of a problem occurring in the room (You could

establish a sign from Trainee to instigate support?) Have you encouraged and reassured your Trainee? Have you ensured that no other ‘visitors’ are expected? Have you arranged a time and place for feedback which is suitable in terms of (a)

promptness and (b) privacy?

During48


Are you concentrating on the focus? Are you adhering to the guidelines agreed? Has anything outside the agreed focus (+) happened which must be responded to? If so,

how are you best able to handle it? What criteria make this essential? Is your Trainee uncomfortable about your presence? Can you minimise this? How? Is the class responding inappropriately to your presence? Can you minimise this? How? Are there factors disrupting the lesson such as corridor noise/JCBs/workmen which are to

be taken into account? At end, have you thanked your Trainee?

This checklist was devised by Linda Rayner, Priory School, Barnsley. We record our appreciation to her for allowing it to be included.

Lesson-debriefing - see page 51.

Induction Ideas Provided By Senior Liaison Tutors

1) Focused observations with a worksheet suggesting areas to note e.g., organisation ofgroups

2) To observe different types of groups e.g., size, motivation, ability

3) Pupil tracking

4) Teacher tracking

5) Observe administration team

6) Visit to a Primary feeder school

7) Access to school/department handbooks/school development plan

8) Involved in assessment of pupils’ work from given criteria

9) See a range of tutor groups

10) Access to resources

11) Meeting with the ICT Co-ordinator

12) Visit the catchment area

13) Attend a department/year group meeting

14) Provide a meeting towards the end of induction for all Trainees and the Senior Liaison Tutor

15) Link Trainees with NQTs

16) Observe lessons in other subject areas

17) Provide a welcome letter to Trainees with answers to key questions

18) Introduced to Health and Safety regulations, child protection etc.

19) Design a quiz for the trainees to complete (e.g. to include find various places, people and find out their roles)

20) Session on stress management

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It is extremely important that the Trainees feel that they are part of the school and are introduced to the whole school experience.

Some Recommended Reading for Mentors

Fish, D. (1995) Quality Mentoring for Trainee teachers, David Fulton.

Martin, T. (1995) Giving feedback after a lesson observation in "Mentoring and Tutoring, Vol. 2 No. 2, pp. 8-12.

McIntyre, D. et al (1993) Mentoring: Perspectives on school-based teacher education, Kogan Page.

McIntyre D and Hagger H (1996) Mentors in schools (Developing the Profession of Teaching), David Futton.

Miller, A. (2000) Mentoring in Schools, Focus, Central London.

Goodwyn, A. (1996) Developing English teachers. The role of Mentorship in a reflective profession, OUP.

Further Reading

Brooks, Val & Sikes, Pat (1997) "Good Mentor Guide", Open University Press, Buckingham, UK, ISBN 033519758

Calderhead, James & Shorrock, Susan B (1997) "Understanding Teacher Education", Falmer Press, London, UK. ISBN 0-7507-0399-7

Furlong, John & Maynard, Trisha (1995) “Mentoring Trainee Teachers: the growth of professional knowledge”, Routledge, London, UK, ISBN 0-415-11394-6.

Furlong, John; Barton, Len; Miles, Sheila; Whiting, Caroline & Whitty, Geoff (2000) "Teacher Education in Transition: re-forming professionalism", Open University Press, Buckingham, UK, ISBN 0-335-20039-7.

Haggarty, Linda (1995) "New Ideas for Teacher Education: a mathematics framework", Cassell, London and New York, ISBN 0-304-33499-5

Kyriacou, Chris and Stephens, Paul (1999) "Trainee Teachers' Concerns during Teaching Practice", Evaluation and Research in Education, Vol. 13, No. 1, p.18-31.

Martin, Susan (1996) "Support and Challenge: conflicting or complementary aspects of Mentoring novice teachers?" Teachers and Teaching: theory and practice, Vol. 2, No. 1., p. 41-56.

Maynard, Trisha (2001) "The Trainee Teacher and the School Community of Practice: a consideration of 'learning as participation' ", Cambridge Journal of Education, Vol. 31, No. 1, p. 39-51

McIntyre D, Hagger H (editors), (1996) "Mentors in Schools: Developing the Profession of Teaching", David Fulton Publishers.

McIntyre D, Hagger H and Wilkin M (editors), (1994) "Mentoring: Perspectives on School Based Teacher Education", Kogan Page.

Tatto, Maria (1999) "The Socialising Influence of Normative Cohesive Teacher Education on Teachers’ Beliefs about Instructional Choice", Teachers and Teaching: theory and practice, Vol. 5, No. 1.

50


Tomlinson, Peter (1995) "Understanding Mentoring: Reflective Strategies for Teacher Preparation", Open University Press, Milton Keynes, UK, ISBN ????

Whiting, C et al, (1996) "Modes of Teacher Education Project: Partnership in Initial Teacher Education", University of London.

Wilkin, Margaret (editor), (1995) "Mentoring in Schools", Kogan Page, London, ISBN 0749406321

Wilkin M, Sankey D (editors), (1994) "Collaboration and Transition in Initial Teacher Training", Kogan Page LTD, London, UK. ISBN 0-7494-1107-4.

Wilkin M, McIntyre D & Hagger H (editors), (1994) "Mentoring: Perspectives on School Based Teacher Education", Kogan Page, London, UK. ISBN 0749415339

Williams, Anne & Soares, Allan (2001) "The Power of Partnership: a study of the Role of Higher Education in Secondary Postgraduate Initial Teacher Training", Association of Teachers and Lecturers, UK, ISBN 1-902466-03-9

Useful websites

Virtual Mentoring library http://www.Mentor -u.com/or/orlib/orlibmain.htm

The National Mentoring Partnership http://www.Mentoring.org/

For information on The National Mentoring Network e-mail [email protected]

University Subject Leader ContactsSubject Leader(s) TelephoneBusiness Education Marcus Beck 0114 225 5555Design and Technology Peter Grover (& John Robson) 0114 225 2764 (or 2765)English Paul Dickinson 0114 225 2312ICT John Chatterton 0114 225 2436Applied ICT Alison Hramiak 0114 225 5805Mathematics Mark Boylann (Full time only) 0114 225 2349Modern Foreign Languages Chris Willan 0114 225 2230P.E Diane Burkinshaw 0114 225 2444Religious Education Helen Cook 0114 225 5599Science Dave Sant 0114 225 4874Citizenship Gary Clemitshaw 0114 225 2463

Good Practice in Lesson Debriefing

1) As soon as possible after the lesson, find a private place to talk.

2) Allow the Trainee to say what they thought of the lesson first.

This allows release of tension, allowing Trainee to listen afterwards Gives you an insight into what the Trainee already understood Allows you to adjust your comments appropriately

3) Give good points next.

This helps encourage Trainees It makes sure that you don't forget to mention the good points It improves Trainees' receptivity to criticisms

4) Discuss any previously agreed focus for the observation in more detail.

5) Select only three points for improvement.

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One should be related to planning One to in-class performance One to post-lesson evaluation or assessment of pupils' work This is a manageable number This structure enables the Trainee to focus on one point at a time Other points of improvement can come later

6) Make sure Trainees know how to begin meeting targets.

7) Recap good points only, to end on a positive note.

This is very much a working document, and we invite further comments and suggestions. When commenting on the guidance developed above, other Partnership staff have raised the following issues.

"This is a way of sharing what we have seen as good practice. Perhaps could include some questions as examples to stimulate that initial reflection E.g. What did you think was successful? To what extent were your intended learning outcomes met? Perhaps a note that second practice debriefings are likely to be much more focused on agreed targets for feedback."

"I think that one of the key issues for Trainee teachers is the extent to which they analyse, rather than just describe good/poor points. The notes don't encourage Mentors to work with Trainees on analysis, rather they tend to encourage a focus on good points and areas for development. It might be more useful for Mentors to work with Trainees on analysing why the good points were good points. Why was the Trainee successful on this occasion? What was the key - planning, pace, attention to responses, quality of questioning.... and why did this work on this occasion?"

"At different stages, the Trainee needs to increasingly focus on Trainee learning. Hence the three points that the Trainee should focus on for improvement should vary as the Trainee progresses. In particular, I would want to see a clear focus on classroom management for those Trainees who continued to have some difficulties in this area, also I would want to see a clear focus on pupil learning as the placement progressed."

"The dynamic of the feedback session is crucial and whilst I agree that it is important for the Trainee to speak, and probably first, there is a danger that the Trainee retells what they thought of the lesson, the Mentor disagrees and then has to contradict the Trainee so the effect is the same as if the Trainee hadn't spoken first. I tend to find that a better approach is to jointly reconstruct the lesson first, without judgment or comment on quality so that you both start with a shared remembering of the lesson. That way, there is a shared agenda about which you are both speaking - which leads to fewer potential clashes of perception - or at least those are acknowledged from the outset. Often, the Trainee has a very different perception of the lesson than the Mentor/observer - not surprisingly since they are seeing it from different positions. This can be a source of confusion and can lead to the Trainee not really accepting the Mentor's comments as they do not reflect the Trainees perception of what actually happened. Such an approach also encourages a dialogue, rather than two successive monologues."

Criteria for Selecting Secondary Partnership Schools

Under DfE Circular 4/98, the University was required to state the criteria for selecting partner schools. However, we feel that whole-school involvement is only part of the picture. At secondary level, the strength of the placement department is equally important. With the majority of our Partnership Schools, we work with a subset of departments, rather than with all of them.

At whole-school level we require:

Ideally, an established record of success in Initial Teacher Education. Where schools are new to ITE, we would be looking to them to provide convincing evidence of their willingness and ability to provide a suitable programme of rich and varied teaching experience.

52


A suitable senior member of staff to coordinate the work of subject-based Mentors and fulfill the role of Senior Liaison Tutor. This person to be trained as a Mentor by SHU, and to be willing and able to attend subsequent SLT meetings and training. The SLT will provide a response to the Partnership Questionnaire to feed into the Partnership Action Plan.

A whole-school induction programme for Trainee teachers, with further co-ordinated training across the school linked to work carried out at SHU.

Schools willing to work with any Trainee, irrespective of race, gender and religion.

Schools willing to work with and support the occasional weak Trainee teacher, with extra support provided by SHU staff in the form of monitoring and advice.

Schools to organize two days per placement for Trainees in a feeder Primary School.

At the departmental level we require:

A strong and supportive departmental ethos.

A willingness to both challenge and support the Trainee teacher, as well as take on the assessment of classroom performance.

Mentors who have appropriate experience and have undertaken suitable initial training for the task, who are willing & able to attend subsequent Mentor meetings and training.

Appropriate time allocation (at least one hour per week of scheduled time) for the Mentor to work with the Trainee teacher.

Mentors willing to work with any Trainee, irrespective of race, gender and religion.

Mentors willing to work with and support the occasional weak Trainee teacher, with extra support provided by SHU staff in the form of monitoring and advice.

Subject areas to have access to suitable ICT facilities for teaching and learning, to facilitate Trainee teachers meeting of the statutory requirements placed upon them.

In larger departments it is helpful if a second member of staff can be allocated to assist the Trainee to develop their teaching. This role should be as a critical friend, and completely separate from the assessment of teaching performance carried out by the Mentor and SLT.

We have no formal procedures for de-selecting schools or placements, but there are established working practices, as detailed below.

The quality of each placement is monitored using the Mentor-moderation process. This process allows all placements to be continuously improved by the Mentor and SLT.

Where weak placements are identified and insufficient progress is made in improving the placement, in the short term SHU subject leaders cease to place Trainees in the particular department concerned. In the medium-term, the Secondary Partnership Co-ordinator then makes further attempts with the SLT to resolve the problem before any Trainees can be placed in the department. Should the situation not be resolved in a satisfactory manner, the long-term strategy is to write to the school, explaining that we will not be able to use the particular placement unless there are significant improvements. In many cases, but not all, we would anticipate continuing to use other placements in the same school.

Schools in ‘serious weakness’ are not used for placements. In exceptional circumstances where a trainee is near to completion of their training and the school goes into ‘serious weaknesses’ it might be deemed that with extra support from SHU and after investigation into the areas identified as ‘serious weaknesses’ and the trainee’s desire to stay on placement completion might be allowed.

Meeting Individual Trainee Needs

53


This section lists some of the ways in which the Partnership addresses the needs of individual Trainee teachers, as per Requirement 2.3

Variety of courses.

The admissions process is the first stage of needs-analysis, when both strengths (e.g. previous school experiences) and weaknesses (e.g. gaps in subject knowledge) are explored.

Decisions are made in relation to trainee's knowledge, needs, aspirations and targets about the age phase of the course, i.e. 11-16 or 11-18.

Shortage subject areas are often able to provide support material, and tutorial support before the course begins, so as to address individual Trainee's subject knowledge weaknesses.

Once the course begins, Trainees are allocated a personal tutor to record individual progress, and to set and monitor targets.

Subject knowledge is audited in an ongoing way throughout the professional year, with tutors providing help and advice on remedying individual Trainee's weaknesses. On longer routes, this takes place over the entire programme.

Once placement in school begins, Trainees are allocated a Mentor to record individual progress, and to set and monitor targets.

The Career Preparation Profile is used to record ongoing experience, and individual targets are set, recorded and monitored through four Review Points and lesson observation forms. Each Review Point is school is followed by tutorial support at SHU, providing an opportunity to discuss individual progress.

On placement, Transition Time is used to adjust the level of challenge and support to meet individual needs as the Trainee develops.

On placement, Progressive Collaborative Teaching, (see page 40) is used to adjust the level of challenge and support to meet individual needs as the Trainee develops.

Second placement schools are chosen by SHU subject staff with a personal knowledge of the Trainee teacher's development in the first placement school, and a view to enhancing individual progress towards targets set at Review Points.

Second placement schools are advised of the previously set targets arising from the TP1 Summative Review Point, thus enabling the second-placement Mentor to construct a suitable timetable and programme of development for the Trainee teacher.

Support sessions are provided for Numeracy, Literacy and ICT key skills.

We are developing a Masters level unit for suitable trainees to undertake at the end of the course, before starting their NQT year.

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Mentor Development Programme Outline

55

All New Mentors Existing Mentors

Apply for and undertake Initial Mentor Training

Submit Portfolio of Mentoring Work

Successful completion results in the award of 30 M Level points and confirmation of

Accredited Mentor Status.

Opt to undertake Accreditation of Prior

Learning Task.

Opt to apply for and attend Advanced Mentoring conference

Opt to undertake Assignment work.

Successful completion results in the award of a further 30 M Level points, a Postgraduate Certificate in Professional

Development and confirmation of Advanced Mentor Status.

Opt to proceed with M Level Courses, with a further 120 points needed for Masters Degree.


FLOWCHART TO SHOW PROCESS FOR DEALING WITH UNPROFESSIONAL BEHAVIOUR AND PROFESSIONAL MISCONDUCT IN EDUCATION

56

UNPROFESSIONAL BEHAVIOUR

not meeting professional standards

School contacts SHU (Partnership) &

provides C4C form

PROFESSIONAL MISCONDUCT

Liaison between school and SHU to decide

best course of action

Action plan agreed between school and

student

No action required

Targets not met & school informs SHU

Targets met, no further action

Notification by school to SHU

Enquiry meeting (UBE) convened by SHU

Student informed of outcome

a) Further placement with conditions

Student informed/agree

conditions

Conditions met, no further action

Notification by school to SHU

Conditions not met

Further C4C issued by school to SHU

b) No further placement

Alternative study arrangements/

W/D

c) Referral to PMP

School contacts SHU (Partnershp) & provdies

written evidence of professional misconduct

SHU convenes equiry meeting (PME)

Outcome of enquiry meeting

Agree not professional misconduct, but is a professional standards issue, refer to outcomes for Unprofessional Behaviour enquiry meeting (UBE)

No professional misconduct occured, not further action

Professional misconduct has occred, refer to Professional

Misconduct Panel (PMP)

SHU convenes PMP

Student informed of outcome

a) Further placement with conditions - see Unprofessional

Behaviour flowchart

b) No further placement -

see Unprofessional

Behaviour flowchart

d) Action under the

Unviersity's disciplinary procedures

c) Student is required to withdraw with not

opportunity to re-enter

the programme

e) Not professional

misconduct or unprofessional behaviour,

no further action taken


REGULATIONS AND PROCEDURES RELATING TO PROFESSIONAL STANDARDS AND UNPROFESSIONAL BEHAVIOUR AND PROFESSIONAL MISCONDUCT FOR

EDUCATION STUDENTS ON PLACEMENT

INTRODUCTION

Students undertaking placements need to be aware of the Education policy and procedures governing the expectations of students conduct whilst on placement. These procedures are included in the student guide, in a separate pack and on blackboard.

Initial teacher training students need to be aware of the expectations, policy and procedures governing conduct whilst on placement. These are included in;

Teacher Training Agency's Qualifying to Teach: Professional Standards for Qualified Teacher Status and Requirements for Initial Teacher Training.

The guidance given by the General Teaching Council. The Programme Handbook relevant to the particular course. The Placement Handbook (where applicable). Relevant Blackboard sites (at SHU).

PRINCIPLES UNDERPINNING ACTIONS AGAINST UNPROFESSIONAL BEHAVIOUR AND UNPROFESSIONAL BEHAVIOUR AND PROFESSIONAL MISCONDUCT

The Faculty wants everyone to value the quality and standards of its awards; this is undermined by unprofessional behaviour and unprofessional behaviour and professional misconduct

Regulations and procedures for dealing with unprofessional behaviour and professional misconduct should be as fair, transparent and consistent as possible

If unprofessional behaviour and professional misconduct is alleged there must be sufficient evidence to substantiate the allegations on a balance of probability

Investigating and dealing with unprofessional behaviour and professional misconduct mainly involves professional judgements

The Faculty reserves the right to use any reasonable and fair means of identifying unprofessional behaviour and professional misconduct

The investigation and consideration of all forms of unprofessional behaviour and professional misconduct, and the consequences arising, should not be considered within the Assessment Board structure but by a separate panel

Decisions made under the unprofessional behaviour and professional misconduct procedures may not be changed by Assessment Boards

Information should be recorded to facilitate monitoring and review of the procedures The length of time information is kept on individual student files should be determined by the severity of

the unprofessional behaviour and/or misconduct

DIFFERENT FORMS OF UNPROFESSIONAL BEHAVIOUR AND PROFESSIONAL MISCONDUCT

Trainee teachers should be aware of the relevant aspects of the law, including the legal framework relating to professional conduct and conditions of service to protect them from being perceived as acting unprofessionally or illegally. Examples of the different forms of unprofessional behaviour and unprofessional misconduct are specified by the GTC Code of Conduct and Practice for Registered Teachers.

PROCEDURES TO FOLLOW FOR DEALING WITH SUSPECTED UNPROFESSIONAL BEHAVIOUR AND PROFESSIONAL MISCONDUCT DURING PLACEMENT:

UNPROFESSIONAL BEHAVIOUR

1. The School will alert SHU of the situation and submit a Cause for Concern form identifying the problem areas.

2. Liaison between the School and SHU will take place to determine the best course of action. If no intervention is required, no further action is taken. If intervention is agreed, an action plan is produced with the intention of allowing the student to overcome specific difficulties

57


with short term targets set for the student. These actions may include withdrawing the student from direct teaching, reverting instead to supporting the class teacher. The intention is to help the student move forward and re-establish themselves in the classroom.

3. The action plan is communicated to the student and the plan is signed by the School and by the student concerned.

4. If targets are met, no further action is taken.

5. If targets are not met and unprofessional behaviour is alleged, the School will inform SHU and the SHU Partnership Leader will arrange an Unprofessional Behaviour Enquiry meeting (UBE). This comprises of the SHU Partnership Leader or alternate (Chair), the student, Mentor, Mentor Co-ordinator/Senior Liaison Tutor, SHU Subject/Course Leader or alternate. A record of the meeting will be taken.

6. The student(s) can bring a friend or member of the Student/Trade Union to this meeting. In addition, a disabled student’s support worker can attend to assist the student in participation and understanding of the proceedings of the meeting (eg interpreter for deaf student). The student(s) may not have legal representation without prior consent, which will only be granted in exceptional cases.

7. The purposes of the meeting are to:

explain to the student(s) the exact nature of the allegation allow the student(s) to give their explanation of events establish a detailed account(s) of the events

8. If a student is unable to attend the UBE meeting, or chooses not to participate in the proceedings, the meeting will still take place without the student's attendance or participation. A student unable to attend the meeting, but wishing to present their case to the meeting, may give their account of events or any other comments in writing, fax or e-mail in advance of the meeting. If the student does not wish to attend or does not attend the meeting, no other person may attend the meeting on their behalf.

9. If, following discussion with the student, the UBE considers that unprofessional behaviour has not occurred, no further action will be taken and no record of the allegation will be kept on file. The student will be informed that this is the case.

10. If the UBE determines that unprofessional behaviour has taken place, one of the following courses of action will be taken:

a) Immediate suspension of the teaching practice with opportunity for a further placement with conditions. The student must agree in writing to the conditions set prior to further placement. The information will be recorded on the student file.

b) The placement is terminated and no further placement will be sought for the student. In the case of a student following an undergraduate route, they would be required to withdraw from the QTS element of the route. In the case of a PGCE student, they would be required to leave the course.

c) UBE determines professional misconduct has taken place and the case is referred to the Professional Misconduct Panel (PMP).

11. This information will normally be kept for at least 12 months after the student has completed their award unless there are professional body requirements that override this. Completion of course is defined as the date of the final Assessment Board or any earlier termination of study.

12. The information kept on file will be subject to the provisions in the Data Protection Act.

13. The Course Administrator will amend the student records as appropriate, file the record of the UBE in one central file and ensure that decisions made are conveyed to the relevant SAB or AAB.

PROFESSIONAL MISCONDUCT58


14. The school will alert SHU of the situation and submit a written report of the incident/s together with any supporting evidence to the SHU Partnership Leader.

15. The SHU Partnership Leader will arrange a Professional Misconduct Enquiry meeting (PME). This comprises of the SHU Partnership Leader or alternate (Chair), the student, Mentor, Mentor Co-ordinator/Senior Liaison Tutor, SHU Subject/Course Leader or alternate. A record of the meeting will be taken.

16. The student(s) can bring a friend or member of the Student/Trade Union to this meeting. In addition, a disabled student’s support worker can attend to assist the student in participation and understanding of the proceedings of the meeting (eg interpreter for deaf student). The student(s) may not have legal representation without prior consent, which will only be granted in exceptional cases.

17. The purposes of the meeting are to:


18. If a student is unable to attend the PME meeting, or chooses not to participate in the proceedings, the meeting will still take place without the student's attendance or participation. A student unable to attend the meeting, but wishing to present their case to the meeting, may give their account of events or any other comments in writing, fax or e-mail in advance of the meeting. If the student does not wish to attend or does not attend the meeting, no other person may attend the meeting on their behalf.

19. If, following discussion with the student, the PME considers that professional misconduct has not occurred, no further action will be taken and no record of the allegation will be kept on file. The student will be informed that this is the case.

20. If the PME determines that professional misconduct has not occurred but that the student has behaved unprofessionally, one of the following courses of action will be taken:


b) The placement is terminated and no further placement will be sought for the student. In the case of a student following an undergraduate route, they would be required to withdraw from the QTS element of the route. In the case of a PGCE student, they would be required to leave the course

c) If the PME determines that professional misconduct has taken place, the case is referred to the Professional Misconduct Panel.

PROFESSIONAL MISCONDUCT PANELS (PMP)

21. The Faculty will establish a PMP ensuring a membership which demonstrates objectivity of the process. The constitution will comprise: Chair (normally the Faculty Head of QSME or equivalent), a Divisional Quality Co-ordinator, a Headteacher of a partnership school drawn from a panel of six, a Senior Administrator and a Secretary. A Deputy Chair should be appointed, who must be a member of the Panel. The Deputy Chair may Chair the meeting if the Chair is unavailable, or in the unlikely event of a conflict of interest. The quorum will be 4 to include Chair, Head Teacher, Senior Administrator and Secretary.

22. The Secretary will make a record of the Panel proceedings. Panels will meet as and when required. No one will be a member of the PMP if they participated in the earlier stage of the investigation or if they are a Programme Leader for the student’s course or have a personal interest in the student being investigated (eg relative, partner).

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23. The PMP will convene and the student(s) can bring a friend or member of the Students/Trade Union to this meeting. In addition, a disabled student’s support worker can attend to assist the student in participation and understanding of the proceedings of the meeting (eg interpreter for deaf student). The student(s) may not have legal representation without prior consent. The purposes of the meeting are to:


24. A member of staff who participated in the earlier stage of the investigation will also attend but will not be part of the Panel which considers the case.

25. If a student is unable to attend the PMP meeting, or chooses not to participate in the proceedings, the meeting will still take place without the student's attendance or participation. A student unable to attend a meeting, but wishing to present their case to the meeting, may give their account of events or any other comments in writing, fax or email in advance of the meeting. If the student does not wish to attend or does not attend the investigatory meeting, no other person may attend the investigatory meeting on their behalf.

26. The Panel will consider the evidence and, if necessary, question the student and staff present, and make a decision on the balance of probability on whether unprofessional behaviour and professional misconduct has occurred. The PMP may suspend proceedings to gather further information and/or evidence.

27. Using the criteria set out below, the PMP will set a penalty and notify the student in writing. A copy of the letter will be retained by the Course Administrator and will be kept on the student’s file.

28. If the PMP considers professional misconduct has not occurred and the student has not behaved in such a way as not to meet the standards for professional conduct, no further action will be taken and no record of the allegation will be kept on file. The student will be informed that this is the case and offered a further placement.

29. If the PMP determines that professional misconduct has taken place, one of the following courses of action will be taken:


b) The placement is terminated and no further placement will be sought for the student. In the case of a student following an undergraduate route, they would be required to withdraw from the QTS element of the route. In the case of a PGCE student, they would be required to leave the course.

c) Student is required to withdraw with no opportunity to re-enter the programme.

d) Action under the University's disciplinary procedures

e) Neither Professional Misconduct or Unprofessional Behaviour has occurred, no further action to be taken.

30. In all cases of unprofessional behaviour and professional misconduct students will be advised to seek appropriate advice on professional standards.

31. The Course Administrator will amend the student records as appropriate, file the record of the PMP in one central file and ensure that decisions made are conveyed to the relevant SAB or AAB.

32. The records of PMP decisions will be reviewed annually as part of the Faculty’s QSME procedures.

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CRITERIA USED FOR DECIDING THE SEVERITY OF UNPROFESSIONAL BEHAVIOUR AND PROFESSIONAL MISCONDUCT

The Education UBE, PME and PMP will consider all material on the case and will assess the seriousness of the unprofessional behaviour/professional misconduct taking into account the following criteria along with any other relevant factors or information:

the extent of the unprofessional behaviour and professional misconduct: an act which involves a substantial degree of unprofessional behaviour/professional misconduct will normally be considered more serious than one which involves a lesser degree of unprofessional behaviour/professional misconduct dependent on the placement institution code of behaviour. An act which is sustained and/or repetitive will normally be considered more serious than an act which is committed on a single occasion.

intent: an act which is planned in advance will normally be considered more serious than one which is committed on the spur of the moment.

previous history or record: repeated acts of unprofessional behaviour and professional misconduct will be considered more serious than an initial instance.

the impact on the University: an act which has an adverse effect on the standing of Sheffield Hallam University within the profession will be considered to be extremely serious.

In each case, the seriousness of the act will be assessed by considering the characteristics of the act itself.

In all cases details will be recorded in the student's file.

REPORTING AND REVIEW

As part of the Faculty’s QSME processes the Chairs of the UBE, PME and PMP will be responsible for submitting an annual report, to the Director of Registry, summarising all cases of unprofessional behaviour and professional misconduct considered together with any recommendations.

APPEALS

The student has the right to appeal against the UBE, PME and PMP decisions on sanctions set, on the grounds within the Appeals Regulations. If such an appeal is made it must be in writing to the Director of Registry, lodged within 10 working days of receipt of the decision appealed against, and must be made in accordance with the Appeals Regulations and their grounds.

EXTERNAL EXAMINERS

External Examiners will be fully informed of the University’s procedures for dealing with unprofessional behaviour and professional misconduct and are asked to report any suspicions they have, or observations they wish to make, as a result of their activities.

NOTE

Cases of unprofessional behaviour and professional misconduct identified after a placement has been formally assessed and/or after an award has been conferred will be investigated in accordance with the above procedures and may result in a reconsideration of a decision previously taken. Under exceptional circumstances this may lead to the withdrawal of an award or the award of credit that has already been conferred. (See paragraph 19 in the University’s Standard Assessment Regulations).

Cause for Concern Report

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This form can be used at any time. However, it must to be used where progress is unsatisfactory at TP1 Formative Review Point or where Trainee performance is likely to be graded at ‘4’ in any section of the Profile at any other Review Point.

Name of TraineeDateName of MentorSchool

Please identify which sections give cause for concern, a brief summary of the issue and of proposed action, planned and agreed with the Trainee.

Section Summary of weakness Summary of proposed action

S1 Professional Values and Practice.

S2 Knowledge and Understanding.

S3.1 Teaching: Planning, Expectation and Targets.

S3.2 Monitoring and Assessment

S3.3 Teaching: Teaching and Class Management

Signed…………………………….....…(Mentor) Signed……………………………......(Trainee)

Keep your original and give a photocopy to the Trainee and a photocopy to The Partnership Team, Division of Education and Humanities, Sheffield Hallam University, Collegiate Crescent Campus, Sheffield S10 2BP or fax on 0114 225 2288.

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The QTS Standards

1. Professional Values and Practice

Those awarded Qualified Teacher Status must understand and uphold the professional code of the General Teaching Council for England by demonstrating all of the following:

1.1 They have high expectations of all pupils; respect their social, cultural, linguistic, religious and ethnic backgrounds; and are committed to raising their educational achievement.

1.2 They treat pupils consistently, with respect and consideration, and are concerned for their development as learners.

1.3 They demonstrate and promote the positive values, attitudes and behaviour that they expect from their pupils.

1.4 They can communicate sensitively and effectively with parents and carers, recognising their roles in pupils' learning, and their rights, responsibilities and interests in this.

1.5 They can contribute to, and share responsibly in, the corporate life of schools.

1.6 They understand the contribution that support staff and other professionals make to teaching and learning.

1.7 They are able to improve their own teaching, by evaluating it, learning from the effective practice of others and from evidence. They are motivated and able to take increasing responsibility for their own professional development.

1.8 They are aware of, and work within, the statutory frameworks relating to teachers' responsibilities.

2. Knowledge and Understanding

Those awarded Qualified Teacher Status must demonstrate all of the following:

2.1 They have a secure knowledge and understanding of the subject(s) they are trained to teach. For those qualifying to teach secondary pupils this knowledge and understanding should be at a standard equivalent to degree level.

c. For Key Stage 3, they know and understand the relevant National Curriculum Programme(s) of study, and for those qualifying to teach one or more of the core subjects, the relevant frameworks, methods and expectations set out in the National Strategy for Key Stage 3. All those qualifying to teach a subject at Key Stage 3 know and understand the cross-curricular expectations of the National Curriculum and are familiar with the guidance set out in the National Strategy for Key Stage 3.

d. For Key Stage 4 and post-6, they are aware of the pathways for progression through the 14-19 phase in school, college and work-based settings. They are familiar with the Key Skills as specified by QCA and the national qualifications framework, and they know the progression within and from their own subject and the range of qualifications to which their subject contributes. They understand how courses are combined in Trainees' curricula.

2.2 They know and understand the Values, Aims and Purposes and the General Teaching Requirements set out in the National Curriculum Handbook. As relevant to the age range they are trained to teach, they are familiar with the Programme of Study for Citizenship and the National Curriculum Framework for Personal, Social and Health Education.

2.3 They are aware of expectations, typical curricula and teaching arrangements in the Key Stages or phases before and after the ones they are trained to teach.

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2.4 They understand how pupils' learning can be affected by their physical, intellectual, linguistic, social, cultural and emotional development.

2.5 They know how to use ICT effectively, both to teach their subject and to support their widerprofessional role.

2.6 They understand their responsibilities under the SEN Code of Practice, and know how to seek advice from specialists on less common types of special educational needs.

2.7 They know a range of strategies to promote good behaviour and establish a purposeful learning environment.

2.8 They have passed the Qualified Teacher Status skills tests in numeracy, literacy and ICT.

3. Teaching

Those awarded Qualified Teacher Status must demonstrate all of the following:

3.1 Planning, expectations and targets

3.1.1 They set challenging teaching and learning objectives which are relevant to all pupils in their classes. They base these on their knowledge of:

- the pupils- evidence of their past and current achievement- the expected standards for pupils of the relevant age range- the range and content of work relevant to pupils in that age range.

3.1.2 They use these teaching and learning objectives to plan lessons, and sequences of lessons, showing how they will assess pupils' learning. They take account of and support pupils' varying needs so that girls and boys, from all ethnic groups, can make good progress.

3.1.3 They select and prepare resources, and plan for their safe and effective organisation, taking account of pupils' interests and their language and cultural backgrounds, with the help of support staff where appropriate.

3.1.4 They take part in, and contribute to, teaching teams, as appropriate to the school. Where applicable, they plan for the deployment of additional adults who support pupils' learning.

3.1.5 As relevant to the age range they are trained to teach, they are able to plan opportunities for pupils to learn in out-of-school contexts, such as school visits, museums, theatres, field-work and employment-based settings, with the help of other staff where appropriate.

3.2 Monitoring and Assessment

3.2.1 They make appropriate use of a range of monitoring and assessment strategies to evaluate pupils' progress towards planned learning objectives, and use this information to improve their own planning and teaching.

3.2.2 They monitor and assess as they teach, giving immediate and constructive feedback to support pupils as they learn. They involve pupils in reflecting on, evaluating and improving their own performance.

3.2.3 They are able to assess pupils' progress accurately using, as relevant, the Early Learning Goals, National Curriculum level descriptions, criteria from national qualifications, the requirements of Awarding Bodies, National Curriculum and Foundation Stage assessment frameworks or objectives from the national strategies. They may have guidance from an experienced teacher where appropriate.

3.2.4 They identify and support more able pupils, those who are working below age-related expectations, those who are failing to achieve their potential in learning, and those who experience behavioural, emotional and social difficulties. They may have guidance from an experienced teacher where appropriate.

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3.2.5 With the help of an experienced teacher, they can identify the levels of attainment of pupils learning English as an additional language. They begin to analyse the language demands and learning activities in order to provide cognitive challenge as well as language support.

3.2.6 They record pupils' progress and achievements systematically to provide evidence of the range of their work, progress and attainment over time. They use this to help pupils review their own progress and to inform planning.

3.2.7 They are able to use records as a basis for reporting on pupils' attainment and progress orally and in writing, concisely, informatively and accurately for parents, carers, other professionals and pupils.

3.3 Teaching and Class Management

3.3.1 They have high expectations of pupils and build successful relationships, centred on teaching and learning. They establish a purposeful learning environment where diversity is valued and where pupils feel secure and confident.

3.3.2 They can teach the required or expected knowledge, understanding and skills relevant to the curriculum for pupils in the age range for which they are trained. In relation to specific phases:

c. those qualifying to teach Key Stage 3 pupils teach their specialist subject(s) competently and independently using the National Curriculum Programmes of Study for Key Stage 3 and the relevant national frameworks and schemes of work. Those qualifying to teach the core subjects or ICT at Key Stage 3 use the relevant frameworks, methods and expectations set out in the National Strategy for Key Stage 3. All those qualifying to teach a subject at Key Stage 3 must be able to use the cross-curricular elements, such as literacy and numeracy, set out in the National Strategy for Key Stage 3, in their teaching, as appropriate to their specialist subject;

d. those qualifying to teach Key Stage 4 and post-16 pupils teach their specialist subject(s) competently and independently using, as relevant to the subject and age range, the National Curriculum Programmes of Study and related schemes of work, or programmes specified for national qualifications. They also provide opportunities for pupils to develop the key skills specified by QCA.

3.3.3 They teach clearly structured lessons or sequences of work which interest and motivate pupils and which:

- make learning objectives clear to pupils- employ interactive teaching methods and collaborative group work- promote active and independent learning that enables pupils to think for themselves, and

to plan and manage their own learning.

3.3.4 They differentiate their teaching to meet the needs of pupils, including the more able and those with special educational needs. They may have guidance from an experienced teacher where appropriate.

3.3.5 They are able to support those who are learning English as an additional language, with the help of an experienced teacher where appropriate.

3.3.6 They take account of the varying interests, experiences and achievements of boys and girls, and pupils from different cultural and ethnic groups, to help pupils make good progress.

3.3.7 They organise and manage teaching and learning time effectively.

3.3.8 They organise and manage the physical teaching space, tools, materials, texts and other resources safely and effectively with the help of support staff where appropriate.

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3.3.9 They set high expectations for pupils’ behaviour and establish a clear framework for classroom discipline to anticipate and manage pupils’ behaviour constructively, and promote self-control and independence.

3.3.10 They use ICT effectively in their teaching.

3.3.11 They can take responsibility for teaching a class or classes over a sustained and substantial period of time. They are able to teach across the age and ability range for which they are trained.

3.3.12 They can provide homework and other out-of-class work which consolidates and extends work carried out in the class and encourages pupils to learn independently.

3.3.13 They work collaboratively with specialist teachers and other colleagues and, with the help of an experienced teacher as appropriate, manage the work of teaching assistants or other adults to enhance pupils’ learning.

3.3.14 They recognise and respond effectively to equal opportunities issues as they arise in the classroom, including by challenging stereotyped views, bullying or harassment, following relevant policies and procedures.

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The Statutory Requirements

All providers must:

R1 Trainee Entry Requirements

R1.1 satisfy themselves that all entrants have the capability to meet the required Standards by the end of their training and that they possess appropriate personal and intellectual qualities to be teachers;

R1.2 ensure that all entrants have achieved a standard equivalent to a grade C in the GCSE examination in English and mathematics;

R1.4 ensure that all entrants have met the Secretary of State's requirements for physical and mental fitness to teach, as detailed in the relevant circular;

R1.5 ensure that systems are in place to seek information on whether entrants have a criminal background which might prevent them working with children or young persons, or as a teacher; and ensure that entrants have not previously been excluded from teaching or working with children;

R1.6 satisfy themselves that all entrants can read effectively, and are able to communicate clearly and accurately in spoken and written Standard English;

R1.7 ensure that, in the case of postgraduate courses of initial teacher training, entrants hold a degree of a United Kingdom higher education institution or equivalent qualification;

R1.8 ensure that, as part of the selection procedures, all candidates admitted for training have taken part in a group or individual interview.

R2 Training and Assessment

R2.1 design the content, structure and delivery of training to enable Trainee teachers to demonstrate that they have met the Standards for the award of Qualified Teacher Status;

R2.2 ensure that Trainee teachers' achievement against the required Standards is regularly and accurately assessed, and confirm that all Trainee teachers have been assessed against and have met all the Standards before being recommended for the award of Qualified Teacher Status;

R2.3 ensure that training takes account of individual training needs;

R2.4 prepare all Trainee teachers to teach across at least two consecutive Key Stages which, for the purpose of this requirement includes the 16-19 age range;

R2.5 ensure that Trainee teachers spend at least the following amounts of time being trained in schools, recognising that a Trainee's former experience of working with pupils may count towards these totals:

- 24 weeks for all two and three year undergraduate programmes- 24 weeks for all secondary and Key Stage 2/3 postgraduate programmes

Each Trainee teacher must have experience in at least two schools. Time in schools may be completed on a part-time basis to make up the full-time equivalent amounts above. Teaching in settings other than schools may also count towards these totals provided they enable Trainee teachers to work towards the achievement of the Standards;

R2.6 ensure that all those who are recommended for Qualified Teacher Status receive and are supported in completing a TTA Career Entry Development Profile, are informed about the statutory arrangements for the induction of newly qualified teachers and have been helped to prepare for these.

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R3 Management of the ITT Partnership

R3.1 work in partnership with schools and actively involve them in:

- planning and delivering initial teacher training- selecting Trainee teachers- assessing Trainee teachers for Qualified Teacher Status;

R3.2 set up partnership agreements which:

- make clear to everyone involved each partner’s roles and responsibilities- set out arrangements for preparing and supporting all staff involved in training- make clear how resources are divided and allocated between the partners;

R3.3 make sure the partnership works effectively, and that the training is co-ordinated and consistent, with continuity across the various contexts where it takes place.

R4 Quality Assurance

All providers must:

R4.1 ensure that their provision complies with the Secretary of State's current requirements for initial teacher training;

R4.2 ensure that Trainee teachers have access to the books, ICT and other resources they need - relevant to the age ranges and subjects they are training for - to develop Trainee teachers' knowledge, understanding and skills to at least the standards required for the award of Qualified Teacher Status;

R4.3 ensure that rigorous internal, and independent external, moderation procedures are in place to assure the reliability and accuracy of assessments;

R4.4 ensure that issues concerning quality raised through internal and external moderation are investigated and addressed to improve the training;

R4.5 systematically monitor and evaluate all aspects of provision to improve its quality and ensure that it complies with these Requirements. Systems should be in place to:

- identify targets for improvement- review provision against these targets- specify the action to be taken to secure improvements- ensure that the specified action is taken, and that it leads to improvement;

R4.6 if they regularly provide training, benchmark their performance over time, and against similar providers, using externally and internally produced evidence to inform target-setting and planning for improvement.

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Placement Pattern 2005/2006

Sheffield Hallam University ITT Partnership Placement Pattern 2005/06 SHU Wk

w/c Mon M T W T F SHU School 1 School 2

5 28/08/2005 6 05/09/2005

7 12/09/2005

Enr Ind Enrolment and Induction at SHU for Professional Year

SH 8 19/09/2005 SH SH GPS

SH SH Induction week at SHU. GPS on Wed pm

SH 9 26/09/2005 SH SH GPS

SH SH

SH 10 03/10/2005 SH SH GPS

SH SH

11 10/10/2005 1 1 1

1 1 Induction week in school 1 - School 1 to organize 2 days of Primary School experience during this placement.

SH 12 17/10/2005 SH SH GPS

1 1 Transition time taking over classes, some progressive collaborative teaching and building to 10 hours per week.

13 24/10/2005

Half term - (Lincs schools have 2 weeks)

SH 14 31/10/2005 SH SH GPS

1 1 Lincs schools half term all week

15 07/10/2005 1 1 1 1 1 16 14/11/2005 1 1 1 1 1 17 21/11/2005

1 1 1 1 1 TP1 Formative Review and needs analysis. All trainees should be teaching approx 10 hours per week by now.

18 28/11/2005 1 SH 1 1 1

Review day back at SHU on Tues 29th Nov to review progress and focus on targets.

19 05/12/2005 1 1 1 1 1

20 12/12/2005 1 1 1 1 1

TP1 Summative Review to be forwarded to partnership (R4 sheets)

21 19/12/2005 1 1 1 Schools finish at different times this week. Trainees to follow school Xmas break.

SH 23 02/01/2006 BH SH GPS

1 1 In school 1 for assignment work - research based.

24 09/01/2006 1 1 1 1 1

In school 1 for assignment work - research based.

SH 25 16/01/2006 SH SH GPS

SH SH

26 23/01/2006 2 2 2 2 2

Induction week school 2 and some progressive collaborative teaching. School 2 to organise 2 days of Primary School experience during this placement.

SH 27 30/01/2006 SH SH GPS 2 2

SH 28 06/02/2006 SH SH GPS 2 2

29 13/02/2006 Half Term some Authorities 30 20/02/2006 Half Term some Authorities Students gain 5 days school experience 31 27/02/2006

2 2 2 2 2 Transition time building to 15 hours per week. Post 16 week for trainees placed in 11-16 schools for both placements.

32 06/03/2006 2 2 2 2 2 33 13/03/2006 2 2 2 2 2 34 20/03/2006

2 2 2 2 2 TP2 Formative Review - any grade 4s at this stage notified immediately to SHU subject leader

35 27/03/2006 2 SH 2 2 2

SHU review Day on Tues 28th March

36 03/04/2006 (2) (2) (2) (2) (2) Easter for Sheffield, Rotherham, Barnsley, Doncaster schools 37 10/04/2006 Easter for all schools 38 17/04/2006 (2) (2) (2) (2) (2) Easter for Kirklees, Notts, Derby, Lincs and Wakefield schools 39 24/04/2006 2 2 2 2 2 40 01/05/2006 BH 2 2 2 2 41 08/05/2006 2 2 2 2 2 42 15/05/2006 2 2 2 2 2 43 22/05/2006 2 2 2 2 2 44 29/05/2006

SH Half term drafting CEDP with SHU tutor

45 05/06/2006 2 2 2 2 2 TP2 Summative Review to be completed and forwarded to Partnership Team on R4 sheets

46 12/06/2006 2 2 2 2 SH Completing CEDPs and final day at SHU

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Weekly Mentor Review Meeting (Secondary Professional Year Student)

Date: ……………………………………………………………………………….

School: ……………………………………………………………………………

Please keep the top copy for yourself and give two copies to the student. The student will give copies to his/her academic tutor.

Mentor:

Student:

Focus for the mentoring meeting

You might want to comment upon the student’s “Professional Values and Practices”, “Knowledge and Understanding”, “Teaching (planning, expectations, targets, monitoring, assessment and class management).”

Progress

Points discussed

Actions

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Whole School Partnership Visit Report :SCHOOL or SLTCOLLEGE DATEPartnership Model (please )

PartnershipPlus

Partnership Training

Partnership Development

Subject Enhancement

Subjects:

Checklist with Mentors ( please aspects and discussions that took place during the visit )Names Subject Mentor Status Mentor

Review Notes

Lesson Observations

Evidence Base/Gradings

Professional Issues developed with Mentors:

Checklist with SLT (please aspects that took place during the visit )Action Plan QA Arrangement Future Developments/RequestsComments (eg.strengths/issues) for the University to Consider:

Comments (eg.strengths/issues) for the School or College to Consider:

Checklist with Trainees (please elements that were viewed during the visit )Names Subject Teaching

Placement Files

Teaching Timetables

Career Prep. Profile

Professional Issues developed with Trainees:

University Liaison Tutor

Signed

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Partnership Visit Report :Type (please select ) Full Moderation Visit: Additional Visit:

SCHOOL or MENTOR/sCOLLEGE SLTPartnership Model (please )

PartnershipPlus

Partnership Training

Partnership Development

Subject Enhancement

Subjects:

STUDENT/s Name(s) Subject(s)

Standard Checklist - Elements Discussed Meeting with SLT Private meeting with student(s)

Professional RelationshipsAppropriate balance of timetablePastoral ActivitiesTraining for the assessment of pupilsDrafting reports for parentsUse of ICT in teachingPost 16 work undertakenPrimary Placement days undertakenAttendance at staff / parents meetingsPreparation for the placementTeaching file qualityFrequency of mentor meetingsNo. formal lesson observations to date

Professional RelationshipsQA ArrangementsITT InnovationsIssues/Concerns

Meeting With MentorProfessional RelationshipsReview of Evidence BaseAgreement of Standard GradingsLesson Observation with MentorLesson FeedbackReview Meetings in place

Mentor Status (please )

New Accredited Experienced Advanced PG PDT

Lesson Observation Notes

Lesson Feedback and Discussion of Standards/Grades

Partnership Quality EnhancementComments (eg.strengths/issues) for the University to Consider:

Comments (eg.strengths/issues) for the School or College to Consider:

Link TutorModerator

DATE OF VISIT

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Documents

Partnership Agreement - Sheffield Hallam Universityhomepages.shu.ac.uk/~edsjlc/ict/pgce_ict_course/course… · Web viewThis Agreement Handbook, ... In English desktop publishing