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Placement Handbook
Post-16 and Further Education2016-17
Contents
Introduction.................................................................................................................2
Placement Organisation and Management......................................................2
Supervision responsibilities.................................................................................3
Course structure..........................................................................................................5
Behaviour Forum.....................................................................................................5
Alternative Placement Experience...........................................................................5
Placement Structure....................................................................................................6
Trainee Entitlement...........................................................................................6
SHU Procedure for Academic Quality Control............................................................8
Professional code of conduct for trainees...................................................................9
Trainees' frequently asked questions........................................................................11
Appendix 1: Equal opportunities on placement policy..........................................13
Appendix 2: Course Modules and assessment tasks................................................15
Appendix 3: Trainee Support and Impact Plan..........................................................16
Appendix 4: Partnership Agreement.........................................................................21
Appendix 5: Placement Report.................................................................................22
Appendix 6: Course Calendar...................................................................................23
IntroductionThank you for offering a placement to one of our trainees on the PGCE and Certificate in Education courses for Post-16 and Further Education. This course gives trainees the qualification they need to teach in the area of post-16 and further education. This includes:
• further education colleges;• school and academy sixth forms;• sixth form colleges;• adult and community learning providers;• private training companies;• public services;• vocational 14-19 education
We offer full-time and part-time routes to complete the programme. Trainees on the fulltimeroute will attend placement three days a week, and on the part-time route, one to two days a week.This handbook provides information for placement providers and mentors. It outlines principles and arrangements for placements, and details the procedures that have been agreed in relation to the training and assessment of trainees following the PGCE/Certificate in Education in Post-16 and Further Education.We value our collaborative relationship and would like to support you in all aspects of the placement experience. If you have any questions, concerns or comments, please do not hesitate to contact a member of the Post-16 and Further Education Partnership team, whose contact details are listed below.
Placement Organisation and Management
All placements are organised and managed by the Employability and Partnerships Team:
Student Support Officer
Nicola Ringsell
0114 225 5250
Senior Administrator(Placements)
Abi Nelms 0114 225 5251
Course Leader Alison Hramiak
0114 225 6023
Post 16 Partnership Lead
Sarah Boodt 0114 225 6118
Alternatively email [email protected]
Trainee’s role on placement
The course is developed to comply with current legislation. We believe that teachers-in-training are best served by being given ample opportunities to practise and reflect upon the art and craft of teaching. Consequently we advocate a staged approach where trainees move from observation of experienced tutors and engagement in directed tasks, to preparing and working with individual learners and groups; and from supervised practice to more autonomous and independent working. It is expected that the trainee will be given the opportunity to experience a range ofteaching situations and, where appropriate, be involved in team teaching or in the support of the group tutor, as well as independent lead teaching. In order to satisfy the course requirements the trainees need to complete:
• 30 hours of observation, class support, team teaching and other teacher-relatedduties, including staff training, primarily at the start of the placement
• 120 hours of planning and delivering sessions as lead teacherWe recognise that although trainees should attain the Professional Standards, these do not necessarily form a hierarchy of learning, and the process of learning is an individual one, dependent upon experience, shared interests, and appropriate instruction. Tasks set for completion in placement, and assignments submitted for assessment support trainees to integrate theory and practice, using their individual experiences, and tutors' and mentors' subject knowledge. Over time, we expect that trainees will have developed the professional skills and attitudes necessary to undertake a greater degree of autonomy in their practice. This needs to be reflected in the expected level of responsibility negotiated between the placement supervisor/mentor and the trainee.
What are the benefits trainees bring to your setting?• enthusiasm, up to date subject knowledge and recent academic or
industry experience• willingness to get involved across a range of duties and
responsibilities within your setting• a positive contribution to the development of learning, teaching
and assessment within your setting• continuing professional development opportunities for staff
regarding mentoring and• support of a trainee teacher
Supervision responsibilities
Placement Supervisor I Co-ordinatorThe placement supervisor/co-ordinator takes responsibility for co-ordinating the overall placement experience. They take responsibility
within their organisation for ensuring that the trainee's experience supports the work of the organisation, and for managing any internal matters that arise as a direct result of the placement. Normally the placement supervisor/co-ordinator will nominate an appropriate member of staff as the trainee's mentor. Occasionally the placement supervisor/co-ordinator may undertake this role themselves. We provide a Mentor Handbook which is available online in the Mentor Toolkit. This handbook provides essential information for mentors and includes key course documentation.
Please follow this link: https://sites.google.com/a/my.shu.ac.uk/mentor-toolkit-v3/
Working with the traineeIn your formal role as Placement Supervisor/Co-ordinator, you will:
• conduct an initial interview with the trainee• ensure that all trainees are provided with a suitable induction in
their placement;• facilitate the attendance of mentors at Partnership training,
events and meetings;• ensure that meaningful targets are being set and supported;• monitor/co-ordinate the dispatch of forms and reports by the
agreed dates;• meet all trainees on a regular basis to help monitor the quality of
experience;• complete the summative report at the end of the placement (or
each year for part-time)
More informally you may:• provide support on a day to day basis;• offer advice on the various situations which will arise during
placement;• ensure that trainees are supported and observed in their teaching
(especially in the early days);• conduct Assessments of Teaching in accordance with the
Assessment of Teaching Handbook.Setting Targets On occasions the Placement Supervisor/Co-ordinator may need to ensure that opportunities are provided to help trainees meet targets and also to support mentors to provide. It is important to note that Ofsted has emphasised the need for clear, very specific targets which reflect the 2014 ETF Professional Standards. Targets should be manageable and achievable within a defined time interval.
Where it is identified that targets are not being met this should be
reported to the trainee and a Trainee Support and Impact Plan (TSIP) should be completed. The personal tutor should be notified University Based (personal) Tutor at the earliest opportunity. This is a supportive measure and will ensure that the trainees and mentor receive the necessary support for the successful continuation of the placement.
Responsibilities and obligations of the University
• transfer payments to the placement organisation for each trainee placement; amounts and dates as agreed on receipt of trainees' completed summative reports;
• provide access to the Placement Handbook which gives details of trainee entitlement, the programme curriculum, assessment and quality assurance procedures;
• provide support to the placement organisation in relation to any issue or concern by nominated staff;
• provide tutors to visit during each placement;• involve representatives from partnership institutions in the
programme management.
Special Measures (or loss of teaching hours due to unforeseen circumstances)
Where a placement organisation is placed in special measures, or subject to other unsatisfactory monitoring processes, the trainee will usually be removed as soon as possible and an alternative placement sought. On rare occasions this may result in a trainee having to temporarily withdraw if an alternative cannot be found promptly.
University Staff - Partnership Lead, Student Experience Manager and Partnership Administration Team
The Partnership Lead and Student Experience Manager, together with the Partnership Team will manage the placement activity in relation to the placement providers. The specific responsibilities of the Partnership Team are to:
• secure placements with partnership organisations;• establish partnership agreements with partner organisations;• liaise with organisations regarding partnership and placement
issues, supported by the Partnership Lead;• liaise with tutors regarding specific trainees as necessary;• monitor the quality of placement provision;• facilitate communication between placement organisations and
the University;• ensure that all staff involved in partnership are clear about
procedures and roles;• maintain and update relevant documentation for Placement
Supervisors and trainees;
Personal Tutors
The Course Leader and Personal Tutors will manage the partnership activity in relation to the trainees, with the support of the Partnership Lead. The specific responsibilities of the Personal tutor are to:
• monitor the academic progress of individual tutor group trainees;• monitor and support trainees to meet the Professional Standards; • agree interim and final attainment grades through discussion with
trainees and mentor;• liaise with all relevant mentors to establish clear lines of
communication between the University and the mentor in order to triangulate support for tutor group trainees;
• monitor completion of the Professional Portfolio for tutor group trainees;
• supervise target setting with trainees;• provide references for tutor group trainees;• facilitate discussion and peer support through tutor group (this
may be done via the virtual learning environment);• where appropriate, facilitate access to other support agencies for
tutor group trainees.
Course structure
Mode Placement days SHU days Teaching hoursLead teaching
*Associated teaching
Full-time
Mon, Tues, Wed Thurs, Fri 120 30
Part-time
1 to 2 days per week, negotiated with placement provider
Thurs am & pm
60 year 160 year 2
15 year 115 year 2
* e.g. shadowing other teachers, team teaching, meetings, staff development events, course and programme events, parents' evenings etc. over the duration of the course.
Behaviour ForumThe Behaviour Forum takes place on 4th and 5th January, 2017. On the first day, trainees visit other settings to observe strategies for promoting behaviour for learning. On the second day, trainees attend a forum at SHU, with expert guest speakers to consolidate their experience and further develop employability skills.
This is a mandatory element of the programme, and all trainees should attend. Part-time trainees should attend once during their course, but they are welcome to attend in both years of their course, subject to the agreement of their employer.
Alternative Placement ExperienceTrainees are expected to undertake an alternative placement experience. This will take place from 27-03-17 -05/04/17. This is a mandatory part of the course and provides trainees with an invaluable experience that enables them to widen their perspective on the management and teaching of their specialist subject within a different Post-16 context. It will offer them an insight into a different organisation within the region and enhance their employability. Part-time trainees are responsible for organising the alternative placement experience themselves - ideally within their cohort if there is another group member who delivers the same or similar subject; however the University Partnership team will also support them in sourcing an alternative placement if required. Trainees must liaise with both their mentor and personal tutor to keep them informed of their alternative placement - where they will be going, and who may be replacing them if an actual 'swap' is taking place.
We ask Placement providers to support the alternative placement experience, by hosting the alternative placement for a new trainee.
Placement StructurePrior to starting any teaching practice all trainees are required to attend a meeting with the Placement Supervisor/Co-ordinator and mentor to ensure they are suitably prepared. A member of the partnership team will contact the placement organisation to arrange an initial interview with the trainee. During this interview both the placement organisation and the trainee will be able to assess the placement suitability. Details of curriculum areas and timetable requirements may also be discussed at this stage.
Trainee EntitlementThe 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. Feedback on an AoT should take place within 3 days of the AoT, and the trainee should receive their written feedback within 5 working days of the AoT. The trainee is also entitled to regular time with their mentor to discuss their progress on the course and set personal targets for development. We recommend that this should be at least 1.5 hours' per month.
The Partnership Team will endeavour to take into account relevant personal circumstances of trainees, such as responsibilities as a parent or carer and distance to travel when allocating placements.
Below is a recommended outline of training to be organised by the
placement organisation to support the trainee on the full time or the part time course.
During PlacementThe Placement Supervisor/Co-ordinator and mentor will be responsible for the trainee's placement experience within the organisation, and will play a key role in monitoring the trainee's learning and teaching whilst on placement. The Course Leader, or personal tutor should be notified if issues arise, and a Trainee Support and Impact Plan should be put in place (Appendix 3).
Placement InductionThis induction should, wherever possible, take place during early September, and be on-going throughout the initial weeks of placement. Placement induction should include:
introduction to the organisation and the department in which the trainee will be placed;
arrangement of timetable; meeting with Placement Supervisor/Co-ordinator and/or mentor; induction of placement policies and processes e.g. Safeguarding,
Health & Safety, Equality & Diversity etc., and relevant key staff as appropriate;
a schedule for the observation of experienced tutor/s from a range of curriculum areas);
curriculum planning for the proposed timetable; providing trainee with necessary passwords, access to physical and
electronic resources, name badge, staff ID, etc. as appropriate.
Teaching PracticeTrainees should be given the opportunity to experience a range of teaching situations and, where appropriate, be involved in team-teaching or in the support of an experienced, qualified tutor. The trainee should begin lead-teaching incrementally from the beginning of October, although this is flexible according to individual progress and development needs. By Semester 2 it is expected that the trainees will have developed the professional skills and attitudes necessary to undertake a greater degree of autonomy in their practice, and the majority of their teaching should be lead teaching hours.
Assessment of teaching (AoT) practice is an integral part of the assessed modules and will be undertaken by University and placement staff. Trainees should receive written feedback on their AoT within 5 working days of the AoT. After each AoT, trainees should review their experience in a reflective journal, and in collaboration with their mentor and/or SHU tutor, identify targets. The trainee should record these targets in their Professional Portfolio. The trainee should send their reflective journal to their tutor within two weeks of completing the AoT.
The AoT handbook outlines the expectations for the eight formal assessed teaching sessions. This handbook is issued to trainees during University induction and also emailed to mentors. At the end of the placement (or first year if part time), the Placement Supervisor/Co-ordinator and mentor should complete the Placement Report (Please see Appendix 5). Payment will automatically be generated once this has been received by the Partnership Team.
Formal AoTs of full-time trainees must be completed by the following dates:
Professional Practice 1 Professional Practice 2Numbe
r 1 2 3 4 5 6 7 8
Deadline
2 Nov 2016
30 Nov 2016
16 Dec 2016
18 Jan 2017
2 Mar 2017
29 April 2017
26 April 2017
24 May 2017
Graded Yes No No Yes Yes No No Yes
Who Joint* Mentor** Mentor Joint
Mentor or
JointMentor Mentor Joint
NB: Part-time trainees must complete 4 AoTs in each of the 2 years of the programme.
After Placement Trainees are in placement for a full academic year, and do not
complete placement, until released by the Placement Supervisor/Co-ordinator. The Placement Supervisor/Co-ordinator and mentor will complete a placement report for each trainee (Appendix 5). Written feedback will be recorded in the Assessment of Teaching Booklet by University tutors and/or placement supervision staff (depending on the payment option chosen).
All procedures are subject to the course moderation process.
Withdrawal from PlacementTrainees may not withdraw themselves from placement.
If problems arise with placement, the trainee must contact their personal tutor or the Course Leader in the first instance. The Course Leader should discuss the matter with the Partnership Lead and/or personal tutor, with a view to resolving the situation. A member of the course team, usually the personal tutor, but in some cases the Course Leader, may visit the placement provider.
Where a placement provider notifies the University of an issue, a visit is advised to try to resolve matters. Where a trainee is failing to cope with the placement, discussions about what is appropriate for the trainee should take place with the personal tutor and mentor. In all such instances the Course Leader will liaise closely with the Placement Supervisor/Co-
ordinator and/or mentor.
Trainee Support and Impact Plan (TSIP)Despite the best efforts of all involved, some trainees do not progress as well as is hoped. Early concerns should be raised by completing a TSIP (Appendix 3) The TSIP should be viewed as a positive support mechanism which clearly identifies areas of concern and sets realistic and achievable targets. The TSIP may be used at any time during placement.
Any trainee who has cause for concern about progress during the placement may also ask for a university based (personal) tutor to visit and provide an objective perspective. It is important that whoever initiates this visit makes all parties aware of the request and the reasons for the request.
SHU Procedure for Academic Quality ControlQuality assurance for the placement experience is built into the quality procedures for the course, and these contribute to the University Annual Quality Review.
Both Undergraduate and Postgraduate Programme Committees consider evidence on placement experiences. They are chaired by the appropriate Course Leaders who liaise with the Head of Partnership and are responsible to the Programme Committee which includes placement providers. Partnership arrangements and policies are regularly reviewed by this committee.
Information on placement issues is analysed by the Teacher Education Department Quality Lead who is a member of the Partnership Committee, and the Student Experience Manager. An annual review of the operation of the partnerships is submitted to the Academic Sub-committee of the Teacher Education Department Board of Studies. This feeds into the University Annual Quality Review process, as doe's evidence from end of module evaluations and external examiner reports.
Quality Assurance & moderationSupport for the trainee on placement and assessment of trainee progress is, in the first instance, the responsibility of the University. This support is offered in conjunction with the Placement Supervisor/Co-ordinator and/or mentor. Since the University is the body which awards the PGCE/ Certificate in Post-16 and Further Education, it is important for the University to monitor the support given to trainees and the quality, reliability and validity of the assessment of practical teaching.
In relation to quality assurance, we wish to assure;
• high standards of teaching/training;• high standards of supervision;• consistent standards of teaching/training across a number of
placement providers;• Equitable treatment of individuals working in a variety of
circumstances.
The Course Leader will ensure that:• an annual action plan is completed in respect of work with
trainees as part of staff development;• Internal moderation procedures are carried out.
Throughout the course there is a schedule of tutorials with module tutors and personal tutors. These are in order to monitor trainee progress, grade practice and set targets and action plans.
Visits to Placement ProvidersAll parties within the Partnership are keen to ensure continued contact between personal tutors and placement staff. In order to promote this, the University will ensure that:
• Additional support is put in place following initiation of the TSIP process, which may result in a visit from a personal tutor as necessary, following discussions between the concerned parties.
• External Examiners are appointed and may visit a small cross-section of trainees to provide further moderation of standards. Reports are submitted to Programme Committee and appropriate Award Assessment Boards for consideration and action.
Professional code of conduct for traineesThe University has comprehensive procedures relating to professional misconduct which incorporates the use of the TSIP. It is essential that trainees uphold and maintain the highest standards of professional conduct in all aspects of work in and associated with placement. Any breach of the minimum standards of professional behaviour will be the cause of great concern as it calls into question the suitability of the trainees to work appropriately with students and staff. Definition of such breaches will relate to:
• any written code of conduct which tutors in the organisation are expected to follow (e.g. College handbook)
• the features of conduct for trainees which are set out in the following notes:
Should a trainee's behaviour be judged to be unprofessional and so breach guidelines associated with professional conduct, the Course Leader will be required to act in accordance with the regulations and procedures of the University. This could result in:
a fail in practical teaching resulting in the non-award of the PGCE/Cert Ed
a formal warning temporary suspension from the programme withdrawal from the programme
The University has comprehensive procedures relating to Fitness to Practise which incorporates the use of the TSIP process.
Relationships with placement staffTrainees are expected to:
• behave as a temporary member of staff and work under the authority of the mentor and other staff with responsibility for induction and training;
• Demonstrate appropriate professional relationships towards all staff. It is important that trainees show respect for and value the work of all staff;
• show correct professional relationships towards the mentor and other tutors with responsibility for trainee supervision and guidance
• use tact in all dealings and relationships in Placement;• refrain from gossip about staff, University staff and trainee
colleagues;• refrain from making or joining in conversations which are
derogatory to particular groups of trainees or staff;• avoid expressing unprofessional opinions and undertake all
dealings in a professional manner;• remember that placement organisations are very complex, busy
places, and as such have many roles to fulfil, of which the training of trainee teachers is only one. In working with their Placement Supervisor/Co-ordinator, mentor and colleagues across the organisation and its stakeholders, trainees should always consider how their needs relate to the needs of other staff e.g. appointments must be kept and be reasonable in their duration;
• 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 and reflection;
• adhere to the ethos, standards and policy of the organisation in all matters.
Relationships with students
Trainees must NOT:
• under any circumstance, whatever the provocation, touch a student. Any infringement of this regulation will be treated most seriously;
• contribute to or condone any behaviour which could be construed as racial or sexual harassment;
• give permission to students to undertake an action that contravenes Placement rules and regulations;
• invite students 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 students in a private place. If a trainee needs to meet with an individual student, they should ensure that this is done in a "public" place (e.g. a corridor, or dining hall rather than an enclosed and isolated classroom) where the conversation can be seen, but not necessarily overheard, by other members of staff. This should prevent any possibility of a later allegation of improper conduct.
Trainees are expected to:
• spend time observing and acquainting themselves with the students and classes for which they will have responsibility;
• take an active teaching role and practise teaching in a thoroughly committed manner;
• provide a positive role model;• ensure that their words and actions are those of a professional and
that their relationship with students generates mutual respect. This involves setting a positive example with respect to equal opportunities.
• ensure that at the end of each teaching session the teaching area/classroom is left in a tidy and safe condition so that the next session can start promptly;
• ensure any prior ordering of specialist resources or liaison with staff, essential to the functioning of the session. Trainees must make their requests clearly, and give reasonable prior notice;
• familiarise themselves with the Placement's documentation to ensure correct procedures are followed;
• ensure that students' work is promptly marked, returned, and carries appropriate feedback;
• attempt to integrate into the totality of Placement life, and be appropriately involved in a broad range of activities. These could include: sport clubs or other specialist activities;
• attend both placement and the University in order to meet the requirements of the Award and to demonstrate a commitment to
their progress responsibilities. Any absences must be reported (see following section).
At the end of PlacementTrainees must ensure that:
• by the end of the teaching placement all students' work is marked and returned with updated records and other essential details transferred to the normal tutor;
• all borrowed books, either department/faculty or library books, are returned and are in an appropriate condition;
• all resources utilised during the teaching placement are returned to the appropriate parties in an appropriate condition;
• return all other information associated with the organisation should be returned to the appropriate staff member.
Trainees' frequently asked questions
What to do if....
I am ill or have had an accident?A trainee who is absent from Placement must inform the Partnership Team and their mentor or Placement Supervisor/Co-ordinator in accordance with Placement staff policies. This should be done as soon as possible in order to ensure that alternative arrangements can be made for their classes. The Partnership Team should be contacted via email: [email protected] or phone 0114 225 5251. If you are unable to make the appropriate phone call, you must make arrangements for someone else to make it. When leaving messages at University give your name, the name of your course, and the name of your Course Leader. When leaving a message at your Placement follow Placement procedures.
A trainee who is absent from SHU, must contact the Teacher Education Department Post-16 Team via the Arundel Helpdesk on 0114 225 3636 as soon as possible, giving the relevant tutor's name and reason for absence.
All absences of more than one week caused by illness will require a medical certificate which must be sent to the Teacher Education Department Post-16 Team. Trainees must notify the Teacher Education Department Post-16 Team on returning to Placement after absence.
In exceptional circumstances leave of absence may be granted for reasons other than illness. All requests have to be submitted to the Course Leader and Mentor or Placement Coordinator with as much notice as possible.
I am late and miss the start of the placement day?If a trainee is unable to arrive at placement for the normal start of day, it is important that they notify the placement organisation in accordance with their policies so that appropriate arrangements can be made.
I have an accident at placement?All accidents involving trainees in their placement setting while on teaching placement must be reported to the Placement Supervisor and/or mentor and logged in the organisation's accident book. It is also necessary to produce a report for the Course Leader so that a record is maintained at the University. It is essential that these guidelines are followed.
I am required to attend an interview?As soon as any interview dates are known, it is essential that all relevant parties are informed so that alternative arrangements can be made. You must follow the policies of your placement organisation including setting work for classes.
my placement organisation is closed?If your placement organisation is closed to students due to industrial action then a trainee may be required at the Placement Supervisor/mentor's discretion to undertake preparatory work and tasks related to his/her placement. At times of industrial action, it is essential that trainees act with the greatest degree of tact and professionalism to avoid conflict.
If your placement organisation is closed due to in-service training days it is expected that you will also attend so that you gain a valuable insight into the operation and practice of the organisation. This may also aid your own professional development.
If your placement provider is closed due to weather conditions or any other emergency you must follow the procedures they have for all their employees which may include staff attending even if learners do not.
I need to prepare work and resources away from the placement?This is sometimes possible but it is essential that you request permission from your mentor and inform the appropriate staff of your departure. It should be noted that this must be negotiated.
I am asked to attend meetings or support residential visits during your placement?Department or faculty meetings are seen as useful and valuable insights into a tutor's life. Trainees are expected to attend unless otherwise advised.
Residentials offer a wonderful experience and if invited it is usually advantageous to go. Enjoy them and use them to extend your professional experience and expertise. However it must be noted that tutors are legally responsible for students in their care, and you can only be regarded as a "helper" so it is important that you avoid situations where you would have sole responsibility for students.
I would like to use specific resources whilst on teaching placement?When on placement you should have access to a similar amount of resources as a tutor would use. It is important that requests are made clearly and that you avoid making assumptions about what is available for you to use.
the organisation operates a no smoking policy and I smoke?As with all aspects of organisation policy trainees must adhere to them. If a no smoking policy exists then a trainee must refrain or seek a place off site.
things are going wrong?If a problem of any nature should arise, it is important that you communicate this quickly to 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 you feel comfortable with, or someone who knows you reasonably well, such as your mentor, your Personal Tutor, the Course 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 Based (personal) Tutor. You may request this directly of the University, but you must inform your Placement Supervisor/ mentor of the nature of the request immediately.
Appendix 1: Equal opportunities on placement policy
Harassment and discriminationThe 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) she/he will have the right to appeal. The trainee will be offered support by the Teacher Education Department Equal Opportunities Co-ordinator/ Disability Co-ordinator and/or other appropriate services, such as the Trainee Counselling Service. The Head of Partnership will be informed in view of the partnership implications such an event may have.
Black and Minority Ethnic TraineesBlack and 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. The Teacher Education Department Partnership Team should take particular account of the needs of black and ethnic minority trainees when arranging a placement. Trainees may state a preference for a placement in a multi-ethnic setting and this request should be met where possible.
Trainees with disabilitiesSpecific requirements regarding placement allocation should be discussed with the academic tutor and/or the Partnership Team well in advance of the placement so that reasonable adjustments can be made. It is strongly recommended that all trainees who receive a Learning Contract share the information with mentors during the initial visit to the placement in order to receive appropriate support. Trainees registered as having a specific disability may be entitled to support and should contact the Disability Support Services.
Procedure for request of transfer/appeal1. Trainee informs their Personal Tutor or Partnership Lead.2. The Personal Tutor lodges a note in the trainee's file and
informs the Course Leader3. Course Leader informs Head of Partnership if a trainee
complaint is upheld.
In the event of a harassment/ discriminatory incident, the Course
Leader will ask the trainee to return to the University while the situation is being investigated. S/he will then discuss the situation with the trainee, personal tutor and/or placement supervisor. Confidentiality will be maintained throughout this process.
If a trainee is not able to return to placement every effort is made by the Partnership Team to secure an alternative placement, and in the vast majority of cases this is successful and has no adverse impact on the trainee. However, if these efforts are unsuccessful, in the absence of a placement, the trainee will have to temporarily withdraw from the programme and return the following year. It must be emphasised that this situation is extremely rare.
Trainees with caring responsibilitiesSome trainees may have particular needs, which the Teacher Education Department Partnership Team should take into account when allocating a placement. Some trainees have care responsibilities which 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 these trainees placements appropriate to their needs (where applicable).
Religious ObservanceSome trainees may belong to a religion which requires them to observe particular days as religious festivals. The pattern of most organisations allows for holidays to be taken on Christian festival periods only. It is now common practice for many organisations 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, 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.
If a trainee has very particular needs in relation to her/his religion that may require special arrangements, s/he must negotiate with the University at least six weeks before placement to see if these needs could be met in any way.
Appendix 2: Course Modules and assessment tasks
Professional Practice 1and 2 (20 credits each module)These modules prepare trainee teachers to meet the national professional standards and focus on a Professional Portfolio in which trainees record their on-going development throughout the course. The modules offer a model of continuing professional development and demonstrate how trainees are meeting the Professional Standards. In these modules practical teaching is assessed and graded using the Ofsted 1-4 system. The Professional Portfolio and practical teaching are the assessed components of each of the Professional Practice modules. As a teacher it is expected that trainees will continuously develop their teaching practice, and this module offers them the opportunity to create a body of work that they can use to gain professional recognition status following completion of the programme.
Introduction to Learning, Teaching and Assessment {20 credits)In this module trainees develop skills in planning and delivering teaching sessions, and assessing learning, ensuring that individual learners' needs and curriculum requirements are met. They are expected to engage in personal reflection of their own professional practice, making links between theory and practice, including reference to appropriate literature on teaching, learning and assessment. Assessed work is a reflection of a micro-teach.
The Learner Experience (20 credits)This module gives trainees the knowledge, understanding and skills to understand learning from the perspective of the individual learner, and consider the implications of individual learner needs for planning and delivery. Trainees explore theories and strategies of communication and behaviour for learning, and apply these to their practice in order to promote effective support for learning. The assignment for this module is an in-depth situational analysis.
Extending Teaching for learning (20 credits)This module aims to extend knowledge and understanding of effective teaching, learning and assessment in a specialist context using technology. As teachers we are exposed to on-going changes in the use of technology. This module provides an opportunity to develop trainee understanding of theoretical approaches to curriculum design and consider how new and emerging technologies can be used to enhance learning. Assessed work is the design and review of an electronic resource.
Exploring your Specialist Context (20 credits)This module encourages exploration of the factors that influence a context and curriculum, in order to develop understanding of 'the bigger picture'. As teachers we are influenced by many external agencies and bodies, from Government policy, Ofsted, new initiatives, and curriculum changes. This module introduces methods of small scale research and encourages trainees to take a questioning and reflective approach to the current issues that impact on our learners and our practice. Assessment is oral (presentation), with supporting materials.
Appendix 3: Trainee Support and Impact Plan
As a training partnership (settings and universities), we believe our role is to support trainees in achieving their full potential as teachers and educators. In order to do this, we support trainees’ trajectory to meet the Professional Standards for PCET at a high level by the end of the course.
Trainees may require extra support at different stages of what can be a very challenging year. This can be for a range of reasons, and support will always be focussed on strategies that have the greatest impact possible. Experience tells us that there are sometimes unforeseeable circumstances that affect trainees. These may be outside the trainees' control, for example illness (trainee or mentor), bereavement or circumstances impacting the availability or quality of in-setting support.
Communication between the supporting parties is key to resolving any issues which may arise. Experience also tells us that settings which are fully engaged with the programme and which work effectively with tutors, and understand a trainee’s specific learning needs, in the vast majority of cases, overcome difficulties effectively. Trainees must not feel that they are failing if they are identified by others as requiring extra support with any aspect of their training or development. However, at times formal procedures need to be instigated and the details of these are listed below.
It is important to make the tutor aware, as quickly as possible, of any challenges and issues the trainee or setting may be having so that appropriate extra support can be agreed and implemented immediately. This will provide opportunities for tutors and mentors to work together to identify specific training needs and/or concerns. Being proactive and early recognition of potential challenges often prevents the need to be reactive, and can avert difficulties. The partnership is committed to developing highly effective teachers by the end of the course; therefore there are a wide range of situations that may result in extra help.
The following diagram outlines the three stages of the Trainee Support and Impact Plan:
1. A period of EXTRA HELP;
2. A period of CAUSE FOR CONCERN;
3. A final period of SUSTAINED CONCERN.
1. Extra help:An initial meeting between the trainee, setting and university is convened. This will usually mean attendance from: the Trainee, Subject
Mentor and Tutor.
All present will have the opportunity to: Highlight trainee strengths in relation to the Professional Standards Formalise concern/s regarding the trainee’s progress in relation to the
Standards Explore the training provision that is in place Form an initial action plan with specific targets based on the
Professional Standards. The action plan will outline the specific, measurable impact expected in the trainee's practice.
Agree the length of time this phase of EXTRA HELP will last (typically about four weeks but at the discretion of those involved) and agree a date for the review meeting.
At the first review meeting the trainee's progress will be considered against the targets set by the group from the initial meeting (see 1 above). Either the student has made sufficient progress against the targets, in which case the support framework comes to an end; or, if there has been insufficient progress against the targets, a period of CAUSE FOR CONCERN is instigated. The review meeting will: Highlight developing strengths the participant has in relation to the
Standards Ensure that agreed support has been provided Explore further training provision Create a second action plan with the same targets based on the
Professional Standards being carried forward Agree the length this phase of CAUSE FOR CONCERN will last (typically
a further four weeks, but at the discretion of those involved) and agree a date for a second review meeting.
2. Cause for concern:At the second review meeting the trainee’s progress will again be considered against the targets set by the same group of people who attended the meetings so far (see 1 above). Again one of two outcomes is likely: either the trainee has made sufficient progress against the targets in which case the support framework comes to an end; or again, if there has been insufficient progress, a period of SUSTAINED CONCERN is instigated. This second review meeting will: Highlight any developing strengths the trainee may have in relation to
the Standards Ensure that agreed support has been provided Explore further training provision Formulate a final action plan with the same targets based on the
Professional Standards being carried forward again Agree the length of time this final phase of SUSTAINED CONCERN will
last (typically a further four weeks, but at the discretion of those involved) and agree a date for a final review meeting.
3. Sustained concern: At the third (and final) review meeting the trainee's progress
will be considered against the targets set for the last time by the same group of people (see 1, 2 and 3 above). At this final meeting
one of two outcomes is likely: either the trainee has made sufficient progress against the targets in which case the support framework comes to an end; or there has been insufficient progress, in which case there will be a meeting with Head of Area Post-16 to discuss further actions. (This process is subject to being personalised based on the initial concerns raised, the timings may change accordingly)
At each stage the Head of Area (or nominated deputy) will confirm the agreed actions and dates in writing, which the participant will sign as indication of understanding and agreement.
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-1
0
1
2
3
4
5
6
7
8
9
10
11
12
Problem identified with trainees’ work in placement
Targets discussion between trainee mentor(s)/tutor(s)
2-4 specific targets agreed
Formal meeting with the personal tutor
Timeline agreed Paperwork completed
Period of EXTRA HELP
Review meeting 1
Trainee progress against the targets is reviewed
Targets met OR not metPeriod of CAUSE FOR CONCERN
Targets Agreed Timeline agreed Review meeting set
Review meeting 2
Trainee progress against the targets is reviewed Targets met OR not met
Period of SUSTAINED CONCERN
Targets Agreed Timeline agreed Review meeting set
Review meeting 3
Trainee progress against the targets is reviewed Targets met OR not met If targets NOT met meeting to discuss further actions with
Head of Area Post-16
Period of Extra Help
Name of Trainee Name of College/ Setting
Mentor Tutor
Problem identified with trainee's work in setting:
Training provision in place to support trainee:
2-4 targets agreed (link to Professional Standards)
Action to be taken by Trainee
Additional support from Placement and University
Evidence and outcomes
Date: Next Review Date:
Cause for Concern Improvement PlanName of Trainee Name of
College/SettingMentor Tutor
Current strengths of the trainee in relation to the Professional Standards
Has agreed support from the period of Extra Help been provided? Yes/NoIf no please provide details:
Current development needs of the trainee carried forward
Status of Work of the trainee: Satisfactory/ Cause for Concern/ Unsatisfactory
2-4 targets agreed (link to Action to be Additional Evidence and
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Professional Standards) taken by trainee
support from Placement
outcomes
Date: Next Review Date:
Period of Sustained ConcernName of Trainee Name of
College/SettingMentor Tutor
Current strengths of the trainee in relation to the Professional Standards
Has agreed support from the period of Cause for Concern been provided? Yes/NoIf no please provide details:
Current development needs of the trainee carried forward
Status of Work of the trainee: Satisfactory/ Cause for Concern/ Unsatisfactory
2-4 targets agreed (link to Professional Standards)
Action to be taken by Trainee
Additional support from Placement
Evidence and outcomes
Statement: "I acknowledge that failure to achieve these targets may require my withdrawal from the programme".
Date: Next Review Date:
Signed:Trainee
Signed:Tutor
Signed:Mentor:
SignedHead of Area
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Appendix 4: Partnership Agreement
In partnership with many placement providers, Sheffield Hallam University aims to secure excellent learning experiences for our trainees. We value the relationships we build with our partners in a range of partnership activities. By signing this agreement, partners confirm their understanding and acceptance of information provided in course-specific handbooks.
The Partnership will:• select, train and (where appropriate) assess students in education
based courses;• support and facilitate high quality training experiences;• ensure high quality support for all stakeholders;• engage together in effective communication for the benefit of our
students.
Sheffield Hallam University will:• where appropriate, provide training for supervisors and prepare
students for their placement;• administer the placement experience;• respond to feedback from partners with appropriate support;• adhere to the requirements of the Independent Safeguarding
Authority and Disclosure and Barring Service;• provide appropriate guidance handbooks and documents to clarify
procedures and expectations;• manage partnership data;• process the appropriate payment to placement providers.
The Placement Provider will:• ensure that students are covered under the health and safety
procedures, and risk assessments already in place for existing employees;
• provide a range of placement experiences appropriate to students' courses;
• ensure that students have access to necessary records, resources, etc., in order to provide appropriate lessons;
• provide supportive supervision as appropriate to the placement;• carry out assessment where appropriate and report to the
university as required;• notify the University of any changes in circumstance relevant to
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student placement;• communicate with the university over specific student related
issues as appropriate.
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Appendix 5: Placement Report
Summative Report PGCE/Cert Ed: Post-16 and Further EducationTrainee: Placement Provider:
Year/Semester: Date:
Placement Supervisor:
Provide a summative statement about performance in each section, indicating particular strengths and areas for future development. Indicate level of performance achieved in each section:
1: You have met this criterion at a level which is appropriate.
2: This is demonstrated. You need to consider how to develop this further in your future professional practice.
3. At present you are not meeting this criterion although the opportunity is available. This needs to be considered a priority area for your development.
4: There is little or no opportunity to address this criterion
Knowledge and understanding of the curriculum
The trainee demonstrates that s/he knows and understands the purposes, scope, structure, content of his or her curriculum area within the post-compulsory sector.
Grade
1 2 3 4
Application of theory to practice
The trainee demonstrates an understanding of learning theory and is able to apply these to the learning needs, capabilities
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Appendix 6: Course Calendar
SHU wk w/c date M T W Th F Notes
6** 29-Aug
7 05-Sep Enrol SHUSHU SHU SHU Enrolment and course induction (SHU)
8 12-Sep 1 1 1 1 1 Placement induction9 19-Sep 1 1 1 SHU SHU Course introduction
10 26-Sep 1 1 1 SHU SHU11 03-Oct 1 1 1 SHU SHU12 10-Oct 1 1 1 SHU SHU13 17-Oct 1 1 1 SHU SHU14 24-Oct15 31-Oct 1 1 1 SHU SHU16 07-Nov 1 1 1 SHU SHU17 14-Nov 1 1 1 SHU SHU18 21-Nov 1 1 1 SHU SHU19 28-Nov 1 1 1 SHU SHU20 05-Dec 1 1 1 SHU SHU21 12-Dec 1 1 1 SHU SHU22 19-Dec TLE submission
23** 26-Dec
24** 02-Jan 1 1BF (Setting BF (SHU) Behaviour Forum
25 09-Jan 1 1 1 SHU SHU ILTA submission26 16-Jan 1 1 1 SHU SHU PP1 submission27 23-Jan 1 1 1 SHU SHU28 30-Jan 1 1 1 SHU SHU29 06-Feb 1 1 1 SHU SHU30 13-Feb 1 1 1 SHU SHU31 20-Feb
32 27-Feb 1 1 1 SHU SHU33 06-Mar 1 1 1 SHU SHU34 13-Mar 1 1 1 SHU SHU35 20-Mar 1 1 1 SHU SHU36 27-Mar 2 2 2 SHU SHU Alternative placement37 03-Apr 2 2 2 SHU SHU Alternative placement
38** 10-Apr39** 17-Apr40 24-Apr 1 1 1 SHU SHU Return to core placement
41** 01-May 1 1 SHU SHU EYSC submission42 08-May 1 1 1 SHU SHU
43 15-May SHUSHU
SHU SHU SHU Viva assessments ETFL submission
44 22-May SHUSHU
SHU SHU SHU Viva assessments PP2 submission
45** 29-May46 05-Jun 1 1 1 1 147 12-Jun 1 1 1 1 148 19-Jun 1 1 1 1 149 26-Jun 1 1 1 1 150 03-Jul51 10-Jul52 17-Jul
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