Bishop Grosseteste University
Teacher Development Partnership Handbook:
Guidance for head teachers, mentors and trainees.
Version: May 2015
Contents
Title
Page
Section 1
The Partnership Agreement
3
Section 2
The Organisation of the Partnership
9
The University Partnership Structure for Teacher Development
10
The BGU TD Partnership Committee Structure
11
Overview of Courses Leading to The Recommendation of QTS
12
Section 3
13
Check Lists For Schools, Mentors and Trainees
Guidance and Procedures
21
Supporting and Challenging and Able Trainees
23
Guidelines for working with Weaker Trainees
25
Personal Support Plan
28
Cause For Concern Report and Action Plan
29
Moderation Visits for Assessed Placements
30
Guidance for Evaluative Visits
31
Dealing With Unprofessional Conduct on Placement
32
For Mentors and Trainees: Policy on placements
34
Selection and De-selection of Schools
35
Appendix 1: Example – Quality Enhancement Form
36
Appendix 2: Example Improvements and Feedback Form
38
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The Bishop Grosseteste University Partnership
with learners and learning at its heart
The BG Teacher Development Partnership values creativity, research and reflective practice that
impacts on local, regional and wider educational communities. It seeks to develop outstanding
teachers who are committed to making a positive contribution to pupil achievement, aspirations and
opportunities, from the very start of their training. It aims to broaden the horizons of the children
and young people within and beyond our large partnership region. We pride ourselves on our
heritage as a member of the Cathedral Group of Universities, and the caring ethos which enables the
partnership vision to be realised.
Teacher Development Partnership Handbook
This handbook provides guidance and information for all members of the BGU Teacher Development
Partnership. It is a point for reference for trainees, mentors, head teachers and tutors. The first
section outlines the principles, roles and responsibilities of The Partnership, which form core
elements of the Partnership Agreement.
Throughout the document, references to schools are taken to include other settings where trainee
teachers are assessed against the standards for QTS. Early Years settings providing opportunities for
trainees to meet the Early Years Teacher Standards are also included in these principles of
partnership.
Section 1
The Partnership Agreement
Schools and settings with a commitment to training the next generation of outstanding teachers are
warmly invited to be part of the BG Teacher Development Partnership. This is a crucially important
partnership designed to ensure the development of teachers who will put all children and young
people first. The aim is to develop creative and innovative teachers and other education
professionals for the country as a whole and for our region in particular. Schools are expected to
benefit from the work of trainee teachers, working with individuals, groups and classes, making a
positive difference to pupil progress, right from the start of their training,
This document has been refined and developed with school partners, to encompass increasing and
diverse training routes for QTS and, in 2015, Early Years Teacher Status. It covers the general
responsibilities of being part of The Teacher Development Partnership.
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Throughout this document, references to schools are taken to include other settings where trainee
teachers are assessed against the standards for QTS. Early Years settings providing opportunities for
trainees to meet the Early Years Teacher Standards are also included in these principles of
partnership.
Roles and Responsibilities
The BGU Teacher Development Partnership fully embraces the principle that Initial Teacher
Education should be conducted in a genuine Partnership between Schools/settings and the
University. In this, all parties agree to be bound by:
The admissions policies, protocols and practices of The Partnership;
The Initial Teacher Training Criteria and the supporting advice available from
https://www.gov.uk/government/publications/initial-teacher-training-criteria
or in the case of Early Years (0-5) ITT, the relevant guidance for providers available from:
https://www.gov.uk/early-years-initial-teacher-training-a-guide-for-providers
The expectations of the OfSTED ITT Framework and its supporting guidance available from
https://www.gov.uk/government/publications/initial-teacher-education-inspectionhandbook
Quality Assurance and Quality Enhancement processes of the Partnership;
To undertake the processes of assessment and moderation of trainee progress, ensuring
information, including data, is returned to The Partnership central office in a timely manner.
The Partnership is based upon the following principles of good practice:
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Commitment to the highest possible standards of professionalism in the preparation of
teachers as set out in the current standards for the award of Qualified Teacher Status/EYTS;
Regular and effective communication between the University and schools/settings on
matters related to developing effective Partnership;
Commitment to on-going professional development and improvement, ensuring that all
partners have sufficient knowledge, understanding and skills to fulfil their roles, including
mentoring and coaching;
Setting the highest possible standards in training by:
o ensuring that all trainees have access to models of good and outstanding practice;
o observation, feedback and target setting for trainees to enable their progress and
wellbeing whilst ensuring the progress and wellbeing of children and young people.
Ensuring that the sharing of any sensitive data about children and young people is treated
with due confidentiality and sensitivity, with due care taken about who has access to it; with
regard to the Data Protection Act 1998 and the Freedom of Information Act 2000.
Commitment to the Health and Safety of pupils, trainees, and Partnership staff;
Commitment to inclusion, to Equal Opportunities (including the Race Relations Amendment
Act 2000, the Equality Act 2010 and the Human Rights Act 1998) and to encouraging the
widest possible participation in ITE and HE. The University’s Diversity and Equality Policy ;
Accessibility Statement, and Race Equality Policy are available with other policies and
procedures on the BGU website: http://www.bishopg.ac.uk/about//Pages/diversity.aspx
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As part of its responsibilities, the university:
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Ensures that all non-salaried trainees have a satisfactory enhanced Disclosure and Barring
Service check and, in accordance with the DBS code of practice, confirms to schools and
settings that barred list and criminal records checks have been completed and are
satisfactory. In the case of employment based routes, the university makes it clear that the
employing school/setting is responsible for undertaking these checks for a salaried trainee,
and for informing The Partnership accordingly;
Confirms that University Based Mentors are not carrying out any regulated activity with
children and young people when working with school colleagues to support training, and are
not left unsupervised with children and therefore that a barred list and criminal record check
is not required;
Provides a Safeguarding Officer: Dr. Anne Craven;
Transfers Resources where applicable, in line with the relevant annex to either individual
schools/settings or to a lead school (School Direct/clusters).
The University agrees to:
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Support schools/ settings to offer high quality, varied and effective learning experiences for
trainees, enabling the trainees to meet the Teacher Standards in two consecutive age
phases;
Prepare trainees effectively for school experience, sharing this responsibility with schools as
appropriate (e.g. in School Direct);
Produce appropriate documentation for schools/settings and provide appropriate
documentation for the recording of trainee progress;
Ensure resources are available for trainees on the University’s VLE;
Arrange mentor training, briefing and preparation meetings;
Ensure appropriate University Based Mentor contact with individual schools, or with the
schools’ appointed ITT leader where schools are working together (e.g. in a School Direct
alliance of schools or where a cluster of schools are training a specific group of trainees);
Make arrangements for the monitoring and quality enhancement in all aspects of the
Partnership, including obtaining feedback from school partners;
Support and provide moderation of schools’ judgements against the Teacher Standards for a
trainee and for settings’ judgement against the EYTS standards;
Organise effective systems of communication and management;
Provide training on Safeguarding, including e-safety.
Schools/settings’ responsibilities include:
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Ensuring the health, safety and wellbeing of trainees, including ensuring that appropriate
insurance likely to be in place for staff, parents and volunteers also covers trainee teachers;
Identifying a suitably experienced and trained member of staff, with QTS or equivalent, to
work with the trainee as School Based Mentor;
Ensuring School Based Mentors are appropriately enabled to undertake their role, for
example by:
o releasing mentors for mentor training and for mentor briefing purposes;
o enabling them to meet with University Based Mentors for joint observations of
trainees;
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joint feedback and discussions which include professional development for mentors;
allowing School Based Mentors time to observe trainees teaching, and conduct
regular review meetings with their trainees;
o enabling other school based colleagues, for example senior leaders and subject
experts, to undertake joint observations of trainee teaching , sharing good practice
in giving expert feedback and providing sharp targets.
Providing appropriate induction into the school/setting, including briefings on:
o safeguarding procedures, ensuring trainees know the name of the designated
member of staff for reporting suspected child abuse incidents;
o emergency procedures; the school’s Health & Safety policy; procedures including the
reporting of accidents and incidents and the assessment of risks;
Avoiding the use of trainees as supply cover during placements;
Ensuring the trainee is always supervised in any higher risk activity, e.g. PE or playground
duty.
Contribute to the recruitment and selection of trainee teachers, for example by:
o giving feedback on the quality of trainees;
o providing pre-application experiences and references for aspiring teachers;
o providing an appropriate member of staff to interview applicants alongside
university staff;
o taking a lead role in School Direct recruitment, supported by university staff;
Employing School Direct salaried trainees in accordance with the ITT training requirements,
for example as unqualified teachers, with no more than 90% of the teaching load. Where
employing EYTS trainees in a setting offering early years provision, to do so in accordance
with the Early Years ITT training requirements, including ensuring they are not required to
perform more than 90% of the duties of a full-time Early Years teacher.
o
o
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•
Schools are also requested to inform BGU of the arrival and outcome of a school’s OfSTED
Inspection.
School/settings’ mentors agree to:
•
•
•
•
•
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•
Provide timely information for trainees on the day to day running of the school and the
school’s expectations of the trainee;
Provide sufficient planning information during preliminary visits to allow the trainee to
prepare for the school experience;
Provide planning, preparation, assessment and professional development time for trainees
in line with programme-specific guidance;
Provide sufficient learning resources, as would normally be needed by the teacher, to
enable the trainee to plan, teach and administer effectively;
Facilitate trainees in conducting research, within ethical guidelines, particularly ensuring the
sharing of data is treated sensitively and with due confidentiality;
Include the trainee, as appropriate, in the corporate life of the school, e.g. staff meetings,
staff development days, parental consultation meetings and out-of-school learning;
Take responsibility for the assessment of trainee progress against the Teacher Standards,
allowing University Based Mentors to support and moderate, and complete the required
documentation promptly and accurately, ensuring documentation is returned to the
university in a timely manner;
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•
•
Contribute to the review of the placement and to QA procedures in the Partnership, e.g.
during moderation, External examiner and Ofsted visits;
Contribute to the leadership of The Partnership through evaluation and dialogue.
Where a school partner is unable to fulfil its responsibilities for training, the university will seek to
provide additional support for the school or negotiate a transfer of the trainee to another school.
Under very rare circumstances, such as a school being unwilling to fulfil its commitments to training,
the processes of deselection, further detailed in the accompanying Partnership Handbook, may need
to be applied.
Monitoring, Moderation, Quality Assurance and Quality Enhancement Processes include:
• University Based Mentors, or the school-appointed Lead Mentor (School Direct/cluster)
undertake joint observations of trainees with School Based Mentors which allows for
monitoring, professional dialogue and the moderation of judgements;
• University Based and School Based Mentors jointly review evidence of trainee competence;
• The University or a Lead School arranges internal monitoring and moderation, for example
by visits to samples of schools and trainees using suitably experienced staff from the
university or schools;
• External examiners moderate judgements towards the end of training;
• Moderation meetings of mentors, and cross programme placement panels;
• Regular feedback sought from schools, trainees and university staff, by survey and by
dialogue;
• Improvement planning at course level through Annual Monitoring Review; action plans
updated and reviewed at Phase Committees, with schools represented;
• Partnership Improvement Planning reviewed through the School of Teacher Development
and University processes, including committee structures which are outlined further in the
Partnership Handbook.
Allocation of Resources
Bishop Grosseteste University provides major services for teacher education programmes. These
include:
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The provision of suitably qualified staff;
The provision of an appropriate learning environment, which includes specialist facilities;
Extensive library services, including resources for trainees to use in schools;
Student support services;
Specialised admissions processes;
Technical and administrative support services, including the provision of a Virtual Learning
Environment;
Subsidised transport for students to enable access to schools where public transport is
limited;
Full infrastructure required for degree awarding status;
The costs of internal and external moderation, including external examiners.
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Transfer of financial resources to individual schools, where applicable, are in line with specified
annexes. Resources transferred to School Direct and cluster lead schools are used for purposes of
the training of a group of trainees, and decisions on the distribution of the resource are the
responsibility of the lead school.
The next section of this handbook gives further information on the organisation of the partnership,
followed by checklists to support all parties in Section 3. Section 4 gives guidance outlines of
procedures for reference by all members of the partnership.
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Section 2
Organisation of the Partnership
The BG partnership is responsive to schools’ agendas, and includes:
• individual schools/settings;
• groups of schools working informally in collaboration;
• groups of schools forming a cluster, appointing a lead school mentor for the cluster through
a lead school;
• groups of schools working through a lead school to run School Direct provision.
The following organisation relates to placement activity with substantial elements of training and
assessment of trainee competence across all Teachers Standards.
School
partnership type
Individual school or
setting
Groups of schools
working informally
Schools provide
School Based Mentor assigned to
each trainee.
A senior member of staff assigned as
point of contact/ITT co-ordinator.
If SBM/class teacher is untrained or
inexperienced, schools are expected
to provide a trained mentor.
School Based Mentor for individual
trainees
Co-ordinator of informal cluster from
within school groups.
Clusters of schools,
SBM for individual trainees
including SD
Lead school for transfer of resource.
Lead Mentor from within the school
cluster to coordinate additional
school centred training and to
support and moderate the work of
SBMs.
Schools also provide training for individual or groups of trainees
for enrichment/enhancement of their experiences. This may
include working with bilingual learners, or to learn from
specialist provision. In these placements, schools are asked to
provide a key point of contact for trainees, to give them every
opportunity to learn from the provision, including observing
and working alongside expert teachers, and to support them to
undertake tasks required to complete their course of training.
University provides
University based mentor assigned to each
trainee. Normally a school with multiple
trainees will have one UBM.
Where a school is unable to confirm a trained
mentor to support a trainee, additional support
will be provided or brokered by the university.
Regional leaders support UBMs and to act as
liaison with schools.
UBM for each trainee
Regional lead in regular contact with coordinator; regular meetings to review provision.
SBMs and trainees are supported by either the
Lead University Mentor OR the Cluster Lead
Mentor.
Lead University Mentor to work with the
cluster.
In all cases, the university provides a two day
mentoring and coaching course, with subsidy to
schools to contribute to supply costs, with an
optional third day focused upon school
improvement. There is also an opportunity to gain
30 credits at Masters Level on Mentoring and
Coaching. All these courses are without charge to
BG Partnership mentors.
Schools also provide training for individual or groups of trainees for enrichment/enhancement of
their experiences. This may include working with bilingual learners, or to learn from specialist
provision. In these placements, schools are asked to provide a key point of contact for trainees, to
give them every opportunity to learn from the provision, including observing and working alongside
expert teachers, and to support them to undertake tasks required to complete their course of
training.
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The University Partnership Structures for Teacher Development
Committee
Partnership
Steering Group
(formerly JPSG)
Chaired by school
colleague
Phase Committees:
Primary, secondary
Lifelong Learning
(FE and PDE)
Role (title)
Head of
Development:
Partnerships
Professional Coordinators
University Based
Mentors (UBMs)
Academic Coordinators and
Course Leaders
Personal tutors
Partnership Office
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Responsibility
Strategic direction of
partnership.
Membership
Membership includes HoD
Partnership and members
of TD Management Team.
Function
Advisory body of the university
Ongoing review of
programmes.
Review of cumulative
actions from Annual
Monitoring Reviews of
provision at course
level.
Responsibilities
Development,
leadership and
management of The
Partnership.
Membership includes
school partners, academic
staff and trainees.
Central committee of the School
of Teacher Development. First
stage where formal
recommendations for changes to
programmes are heard. Reports
to School Board and hence to
central university boards.
Link between course
specific requirements,
ensuring academic and
professional
requirements cohere.
Supporting School
Based Mentors in
training new teachers
Responsible for the
integrity of each
programme or
pathway.
Responsible to
students/ trainees,
supporting academic
progress, providing
pastoral care and
professional guidance
Responsible for
confirming placements
of trainees and
students on all BGU
programmes
Relationships
Key liaison with school partners and member of Partnership
Steering Group.
Member of TD Management Team.
Reports to Head of School.
Line manages professional co-ordinators and UBMs and Works
closely with Regional leaders and Lead University Mentors for
cluster working. Works closely with The Partnership office
manager.
Named individuals, linked to specific course or cohort.
Report to HoD Partnerships
Responsible for briefing UBMs on course specific requirements.
UBMs provide the link between centre based and school based
training. Most members of the academic staff of Teacher
Development work as UBMs, Regional or cluster leads. In
addition, there are a number of highly experienced UBMs,
available to work flexibly in schools in support of schools’
training and trainees.
The main point of reference for trainees who are experiencing
difficulties – for example suspending studies. Will advise
students on seeking support from central university services.
Directly with students or student group
A trainee on practice may contact their personal tutor for
advice and support. Personal tutor will liaise with course leader
and/or professional co-ordinator as appropriate.
Reporting to HoD partnerships and liaising with Regional leads,
Professional Co-ordinators, UBMs and trainees.
The partnership office provides a single point of contact for
schools/settings
contacting
the
university
on
partnership@bishopg.ac.uk
Version: May 2015
Senate
Academic Enhancement
Committee
School Board
Masters and CPD
Phase Committee
Secondary and F.E.
Phase Committee
Primary
Phase Committee
School of TD
Management Team
Partnership
Steering Group
Partnership
Sub Groups
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School Direct
Steering Groups
Cluster
Steering
Groups
Version: May 2015
Beyond ITE
Steering Group
Course Leaders
Subjects
Groups
Course Teams
Trainee
Evaluation
Groups
Coordinators
Groups
Beyond ITE
Sub Groups
Overview of courses leading to the recommendation for QTS.
All teacher education programmes at BGU have three substantive phases of training, as follows:
1. Introductory phase: the beginning stage of training characterised by learning, observing,
teaching small groups and individuals, building to teaching sequences of lessons. Most
trainees will evidence a minimum level of competence against the Teacher Standards.
2. Developing Phase: building to teaching up to a maximum of 80% whole class and groups,
with sequences of lessons across the curriculum .Most trainees will meet the Teacher
Standards at a good level.
3. Extending phase: teaching up to 80% of the time and most will meet the standards at a
good/outstanding level.
Trainees must demonstrate they have met the standards in two consecutive age phases and
have undertaken substantial experience in at least two schools/settings. In addition to the three
substantive phases of training, the BGU Partnership also provides ‘enrichment’ placements
which are short, focused opportunities to work in a variety of settings to enhance a trainee’s
experiences.
The recommendation for QTS/EYTS relies upon evidence of competence against the Teacher
Standards, which are fully assessed in schools/settings. All coursework assignments are designed
to equip new teachers with the knowledge of subjects and pedagogy, together with
understanding of learners and learning theory. The coherence of the programmes depends upon
the synthesis of theory and practice through specific course related tasks, observations,
reflections and small scale research projects. Placement documentation gives further
information on the course structure, a summary of which is provided here.
Programme
Introductory phase
PGCE full time, Autumn term
including
SD
Primary
Secondary
EYTS
Part time (flexible)
PGCE
PGCE course work,
centre
based
training
offer
(summary)
Two 30 credit
assignments
contribute to the
award of PGCE
Developing phase
Spring term, second
school,
usually
in
adjacent age phase
(primary). Designed as a
paired placement
Extending phase
Summer term, often
returning to ‘base
school’ from autumn
term. Age phase must
be adjacent to Spring
term
placement
(primary)
2 days a week for extended Full time practice of 6-8 Full time practice of
period, up to a year
weeks in term following up to 8 weeks in term
introductory phase
following developing
phase
Professional Teaching Unit 1 Professional Teaching
Final audits and target
including curriculum studies, Unit 2:centre based or
setting,
learning theory, assessment, school based
Preparation for NQT,
behaviour, subject and
(SD/cluster),
Transition to
pedagogical knowledge for
employment.
Applying for jobs,
teaching including in
Careers Fair;
primary: English, Phonics,
Enrichment activities,
mathematics. Portfolio
diversity and inclusion
supported by centre based
Individualised support
sessions, self- study, audits,
Research module:
and school based elements.
Classroom Focused
Programme
Introductory phase
30-credit module related to
subject and pedagogical
knowledge.
Developing phase
Development
Extending phase
Undergraduate BA
(Hons) Primary
Education: school
based training
First year placement:
Second year placement:
solo in defined age
phase
Third year placement:
solo in adjacent age
phase to developing
placement
Group/pair/solo. Working
across primary age phases,
depending upon school offer.
Selects two primary/EYrs age
phases at the end of the year.
BAPEd programme Introduction to teaching,
Special Educational
Research dissertation.
overview
professional expectations,
Needs, diversity and
Preparing for
(summary)
learners and learning;
inclusion, with
employment –
Subject and pedagogical
additional short,
transition to NQT,
knowledge for teaching
focused school
including a transition
English, phonics, primary
experiences, Specialist
placement.
mathematics, assessment
subjects.
BA (Hons)Primary Tasks and teaching in
6-week practice +
6-week practice +
Teaching Studies
employing school alongside
preliminary days,
preliminary days
(Undergraduate
duties as a Teaching
usually in a second
usually in the
top up from
Assistant.
school
employing school.
Foundation
Must be adjacent age
Degree for
phase to developing
employed TAs)
placement
BA PTS
Subject Knowledge module includes the Learning and Teaching portfolio of tasks
four 30-credit
which are completed throughout the course
modules. Trainees Research module involves carrying out research in school
are also working
Professional Issues module includes assignments and a presentation which
for a minimum of
reflect on trainees first hand understanding of key aspects of school practice
2 days per week as
TAs
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Section 3
Check Lists for Schools, Mentors and Trainees
Head Teachers or ITT co-ordinators
Preparation
Trained School Based Mentor(class teacher or other) allocated
Allocate class, check documentation is received and prepare to welcome the trainee
Provide a tour of the school
Ensure the trainee is informed of key processes and policies, including Health and safety,
safeguarding (including the designated safeguarding staff member), emergency
procedures, reporting of accidents.
Provide information for trainees on the day to day running of the school and the school’s
expectations of the trainee.
Enable access to other policies (eg through web access)
Ensure School Based Mentor is given time to brief trainee and allocated time to attend
placement briefings, meetings with University based Mentors, and weekly meetings with
trainee.
Contribute to the recruitment and selection of trainee teachers through willingness to
provide an appropriate member of staff on a choice of dates to interview applicants
alongside university staff. In the case of School Direct, take a lead role in that recruitment,
supported by a member of the university staff.
During the placement
Support the School Based Mentor and trainee in accessing training opportunities
throughout the school and in the wider networks.
Ensure Quality assurance of work in conjunction with the School Based Mentor by making
regular checks on teaching, training process, mentoring and assessment;
Keep the University informed through the UBM of any difficulties that may occur at any
stage.
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School-Based Mentors
On preliminary days
Discuss trainee’s strengths and targets from any previous experience. Ascertain wider
training needs and opportunities which may be served through negotiation with staff
within the school or other networks. Discuss with senior leaders/ITT co-ordinator as
appropriate to facilitate wider training. Note that trainees are entitled to a minimum of
10% CPD time and 10% PPA time.
Brief TAs and other adults regarding the trainee and their role in consideration of their
work in the classroom.
Introduce trainee to TAs and other adults who may work in the classroom.
Provide timetable, planning, classlists, assessment records and access to relevant
policies.Ensure the trainee has access to pupil progress data, with information about
school protocols regarding appropriate handling of confidential data.
Inform the trainee of pupils’ special educational needs, emotional/behavioural issues,
school action levels and other factors influencing pupils’ learning in the class(es) taught by
the trainee.
Induct trainee into school’s expectations of planning and assessment. Discuss with trainee
how additional expectations on trainee teachers can be managed, for example by
extension to school planning formats.
With the support of the trainee, ensure you have access to the electronic record of
professional development (eRPD).
Note the date and venue of mentor briefing meetings. For new mentors, arrange to attend
mentoring and coaching training, for which a contribution is made towards supply cover.
During placement
In addition to the informal and ongoing discussions with your trainee, set aside and
protect a regular time each week for the formal mentoring meeting. Ensure clear, ‘smart’
targets are set on a weekly basis, paying particular attention to the impact of teaching on
pupil progress.
Plan appropriate opportunities for the trainee to learn from good practice through
focused observations, co-planning, co-teaching, co-assessment and co-evaluation
exercises.
Provide feedback on trainee’s planning, before lessons are delivered, as appropriate and
according to their stage of competence and confidence.
Provide feedback on trainee’s assessment of pupil progress, including their marking/oral
feedback on pupil’s work, as appropriate.
Decide when formal observations will be carried out, in line with the placement schedule.
Arrange for observations by other colleagues, for example subject leaders, as appropriate.
Offer evaluative and constructive oral and written feedback to the trainee about strengths
and possible areas for improvement.
Regularly check the trainee’s planning and assessment through their placement file, and
the electronic RPD (eRPD)
Ensure you are aware when the University Based Mentor will be visiting and where
possible, undertake joint observations with them. Set time aside to meet with the UBM
separately.
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Facilitate CPD opportunities to learn from other colleagues, for example from NQTs who
can advise and support transition into the profession, and from examples of good practice
across the curriculum and age phases.
Provide sufficient learning resources, as would normally be needed by the teacher, to
enable the trainee to plan, teach and administer effectively.
Include the trainee, as appropriate, in the corporate life of the school, e.g. staff meetings,
staff development days, parental consultation meetings and out-of-school learning.
Depending upon the placement requirements, facilitate research, checking that all
proposals are within the school’s policy guidelines and any necessary permissions are
sought. Refer the trainee to their Academic Co-ordinator if there are any questions about
research ethics.
Avoid the use of a trainee as supply cover during placements.
Ensure the trainee does not lead in a risk activity unsupervised, for example PE or
playground duty.
If problems are identified complete a Personal Support Plan (PSP) or a Cause for Concern
(C4C) form and contact the University Based mentor immediately.
Ensure headteacher/ITT co-ordinator is appraised of trainee’s progress.
At the end of the placement
Take lead responsibility for the assessment of trainee progress against the Teacher
Standards, allowing University Based Mentors to support and moderate, and complete the
required documentation promptly and accurately, ensuring documentation is returned to
the university in a timely manner.
Contribute to the review of the placement and to QA procedures in the Partnership, e.g.
moderation, External examiner and Ofsted visits. Contribute to the leadership of The
Partnership process through evaluation and dialogue.
In addition, school based mentors and senior leaders are asked to contribute to the recruitment and
selection of trainee teachers by interviewing applicants alongside university staff.
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University- Based Mentors
The main role of the UBM is to support, and ensure the quality of, the training within the school
Premilinary contact: during, or at conclusion of, preliminary visits.
Contact the trainee and the school early in the professional practice. Establish email or
other appropriate contact details. As appropriate and practical, this can be by visit, phone
or email. Set up diary dates for contacts and visits to the school. Ensure all parties have
your details should there be any concerns.
Arrange to speak to the school based mentor to ensure all the expectations of the school
experience are clear. If required, resend key documentation. Check the mentor’s details,
including direct email address, and whether the mentor has had training. Advise of dates
to mentoring and coaching dates if applicable. Advise of dates and times of mentor
briefing meetings. Pass details of the mentor’s email address (with permission), and status
of mentoring qualification, to the partnerhip office.
Correspond with, or meet, to check the trainee is prepared for the commencement of
their practice. Check their placement file is set up and that they are familiar with the eRPD
or equivalent. Review trainee’s targets, including subject knowledge audits, and ensure
the trainee has a plan to address their targets whilst on their school experience.
Observation visits: the number of visits in alginment with course/stage specific
expectations
Undertake a formal observation of teaching. Normally this is jointly undertaken with the
SBM/class teacher. Follow the mentor guidance for observations. Confer with the SBM
about judgements, and if the opportunity arises, allow the SBM to debrief the trainee and
support the quality of oral feedback and target setting.
Check school files and eRPD for evidence. Clarify as required for trainee and SBM,
ensuring that the eRPD or equivalent is being used effectively to set targets, focused on
evidence of pupil progress over time. Ensure all parties know how to check progress
against the standards at key points during the placement.
Ensure the trainee is making good progress. Initiate PSP (or C4C) if there are any issues.
Support the school in ways in which training may be enhanced – for example by
encouraging the observation of a range of examples of good teaching or working with
NQTs to support transition.
As appropriate, check progress against subject knowledge audits and training experiences
recorded in documentation other than the school file (eg portfolios of tasks).
Check progress towards any other course related tasks, for example a research project.
Additional visits or contacts may need to be made to support the school in the event of a
trainee having difficulties. In this event, the PSP/C4C procedures must be used. Ensure the
key point of contact at the university is kept informed of any trainees not making the
expected progress.
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Finalising
Towards the end of the school experience, join the SBM in a review of the evidence, and
moderate the school judgements of outcomes against the standards. If the trainee is in
danger of having failed a placement, or if the judgements of SBM and UBM differ, arrange
for an evaluative visit.
Ensure all data is entered securely into the eRPD or equivalent, and keep e-copies of the
final profile for yourself.
Arrange for the SBM to complete a partnership survey.
If a final placement, complete the NQT transition documentation with the trainee,
ensuring a copy is returned to the university.
Thank the school for hosting trainees and, where appropriate, clarify the arrangments for
future trainees.
After the placement
Complete trainee’s reference template. If supervising a final placement trainee, any earlier
references must be updated to fully reflect the final judgements. Comments in the
reference must match the gradings.
Ensure all necessary data is returned to the university.
Attend moderation meetings as required.
Submit all claims prmptly - eg for mileage.
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Check list for Trainees
Support the Principles of Partnership, and in particular to be professional, prepare thoroughly, and
participate. At all times trainees are expected to display the highest levels of professionalism as
required by part 2 of The Professional Standards and that you uphold guidance received on
professional values and practice. This includes ensuring that you observe the school’s normal
expectations and codes of professional behaviour and dress and are particularly mindful of
expectations in relation to safeguarding and e-safety. This includes protocols about the use of social
media, particularly in relation to your work within The Partnership. You should also ensure you are
familiar with your legal responsibilities as a teacher, for example by challenging any forms of
discriminatory behaviour and bullying.
Preparation
Familiarise yourself with information about the partnership school through the
school’s website, reading a summary of the latest OfSTED isnpection and locate
information such as the school’s prospectus and policies. Check the location on a
map, and if practical, familiarise yourself with the location, commute time etc. Take
time to walk around the locality, noticing local services and the immediate
environments.
Contact the school and send a short email introducing yourself to the school.If
appropriate, telephone the school to confirm arrangements for your arrival on your
first day.
Take notes about key processes and policies, including health and safety,
safeguarding (including noting the name of the designated safeguarding staff
member), emergency procedures, reporting of accidents, ensuring you understand
and comply accordingly.
Note the procedures, explained by University and the school, for notification of
absence; and the expectations for timekeeping, which will include reasonable time
at the beginning and end of the school day for preparation and discussions
Familiairise yourself thoroughly with the requirements of the placement. Negotiate
key diary dates, such as the regular time for a formal weekly meeting with your
mentor.
Share previous experience, progress, targets and strengths with your mentors.
Take note of school routines and ensure every courtesy is afforded to the host
school. Ask about the use of school resources, eg the use of the photocopier.
During the placement
Use your time in schools effectively and be proactive in your own professional
development. Seek opportunities to observe and work with colleagues across the
school, seeking permission to do so from your own mentor and senior leaders.
Remember to thank others for the opportunities they provide.
Ensure all planning is undertaken in a timely manner. Expect to have your planning
checked by your mentor before delivering lessons. Ensure planning is in place for all
your teaching, including groups, and that the planning meets the requirements of
both your host school and for the evidence you require as a trainee, for example by
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using school planning formats with additional sections or annotations, or by using a
BGU lesson format. Ensure pupil progress is clearly indicated on your plans.
Ensure you reflect upon your teaching through reference to pupil progress.
Individual sessions can be annotated whilst formal evaluations should be
undertaken in line with the schedule in your placement information. Evidence of
pupil progress and your evaluations are brought to each formal mentor meeting.
Maintain your school placement file to the highest standard. Treat this as a
professional document, and be very mindful of the confidential nature of pupil data.
Keep the Electronic Record of Professional Development up to date. Ensure that you
have updated evidence of how you are meeting the Teacher Standards lodged in
the eRPD, if necessary backing this up with a file of evidence (for example where
connectivity is very slow)
Share progress and concerns with mentors during the placement. Respond
positively to the process of training and assessment.
If undertaking research, share all proposals with your mentors and ensure that you
are undertaking research in accordance with the University’s ethical guidelines and
that full permissions are sought from the school.
At the end of the placement
Check that all resources belonging to the school are returned.
Ensure that all records on pupil progress are updated for the school
Extend all the courtesies you would expect to the pupils, the staff and your
mentor/s. Remember to thank the head teacher for agreeing to host your
placement.
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Section 4
Guidance and Procedures
The focus of lesson observations is the progress made by the pupils over time. This has a direct
impact on the judgements made.
Before:
•
•
•
•
•
•
•
•
•
Trainee brings evidence of pupil progress to date to contextualise the lesson and provides
placement file and lesson plan for the observer;
Ensure that Health and Safety issues are fully addressed;
Time for the observation is agreed;
Lesson plan is discussed;
Focus for the observation should be agreed, normally based upon professional targets being
addressed;
Clarify what the role of the observer will be during the lesson e.g. sit and take notes? Talk to
children? Work with a group? Review previous work in books? Check marking and feedback?
Observer should have everything needed to hand, especially lesson plans, observation sheet,
watch, pens and trainee files;
Observer should arrange not to be disturbed except in an emergency;
Negotiate how to react in case of a problem occurring in the room;
During:
•
•
•
•
•
Observer to have a copy of the QTS Standards for cross referencing the trainee’s
achievement against them;
Have subject specific observation formats where applicable;
Observer may keep a running record of the lesson, with timings down the side acts as the
evidence for summary and targets;
Observer normally keeps a low profile whilst being ready to engage with learners when the
opportunity arises to observe or discuss their learning;
Notes to be made on pupils’ progress in the lesson.
After: Debriefing session
•
•
•
•
Arrange for feedback as soon as possible after the lesson, or arrange a specific time to meet
to discuss feedback;
Find a private place to talk;
Trainee to say what they thought of the lesson first, as this allows open professional
dialogue. This provides an insight into what the trainee already understood and allows
mentor to adjust comments appropriately.
Mentor to provide positive comments and feedback before highlighting key areas for
development. Mentors should be sensitive, and trainees should be careful not to internalise
critique personally. For some trainees, this experience can be felt to be a criticism of
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•
themselves as people rather than specifically upon how to develop the emergent skills
demonstrated by a trainee teacher.
Discuss any previously agreed focus for the observation in more detail.
Set clear targets. Agree a maximum of three points for improvement. It is helpful to relate these
targets to:
1. Planning. Check this is focused upon learning and pupil progress rather than simply activity;
2. In-class performance: what can the children do at the end of the class that they could not do
at the beginning;
3. Post-lesson evaluation or assessment of pupils' work, including evidence of progress over
time.
This is a manageable number and enables the trainee to focus on one point at a time in each phase
of the planning, teaching and evaluation cycle.
Mentors to ensure trainees know how to address their targets. For example, discuss arrangements
for CPD activities to support, eg taking opportunities to learn from observation of expert teachers
across the school and in others schools within a network; joining a planning meeting or attending a
moderation event.
Mentors to recap all positive feedback and end on an encouraging note.
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Supporting and Challenging Able Trainees
Some trainees will come to the course with expertise in a number of activities and experience of
working with young people. They may already be confident in front of a class and be capable of
organising and managing a safe learning environment.
Surprisingly often, some other trainees develop these skills relatively quickly, despite a lack of
previous experience.
It is a very enjoyable experience to work with an able trainee, and the trainee's success reflects well
upon the mentor.
It is vital for the profession that such trainees are appropriately challenged, moved forward and not
allowed to reach a plateau in their development. Alongside appropriate challenge will need to run a
complementary level of support, which becomes closer in nature to peer-mentoring as time goes on.
When a trainee is progressing well, it is easy to forget to ask if they could be doing even better.
It is not possible to predict how this will work out in every case, but some examples of the kind of
challenges and support might be helpful and are drawn together in the following table.
Challenge
Moving more quickly
through the developmental
stages of learning to teach.
Support
Careful monitoring of progress, so
the trainee does not get out of their
depth.
Example Targets?
Look at the Outstanding criteria outlined
in the QTS Standards.
2
Broaden the teaching
repertoire.
Try more group work / discussion /
practical work / investigative work / etc.
as appropriate
3
Use a full range of
assessment methods.
Provide further, more challenging
example teaching activities for the
trainee to observe, critique and
develop in their own practice.
Team teach with the trainee.
Video/ stream teaching sessions.
Provide example assessment
activities for the trainee to observe
and emulate, across the range of
formal, informal, written, oral,
mental and practical.
Involve the trainee in assessing
pupils' work over the longer term,
not just a lesson or a topic, but
perhaps a whole term’s work.
1
Involve in both formative and the
use of summative assessment data.
Attend pupil progress meetings and
contribute if appropriate.
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Assess pupils’ work through oral /
practical activities, or as they work in
groups assess the individual’s
contribution, as appropriate?
Trainee to think more closely about how
to provide evidence of pupils' learning
across a range of teaching objectives, and
develop a depth of understanding in
regard to assessment without levels
Accelerating the progress of “unseen
children”
Trainee to plan how to feedback with
evidence on the progress made by the
Version: May 2015
4
Improve the trainee's ability
to differentiate in their
teaching.
5
Develop peer-mentoring
projects including Lesson
study
6
To develop a clearer and
deeper educational
philosophy.
7
To develop meta-cognition
of their own learning, and
support Masters level work.
8
To develop the trainee’s
level of professional
contribution beyond the
classroom.
9
Get trainees to identify the
reasons for their success.
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Encourage the trainee to particularly
monitor the learning of target pupils
at each end of the ability spectrum.
Plan for accelerated progress
Ask the trainee which aspect of their
teaching they would like to work on,
and design a project where you also
work on the same aspect of your
teaching, and share notes on
progress. Leeson Study can be used
to accelerate development
Require trainees to think more
deeply about the “why” questions –
e.g.
“Why do we teach this topic?”
“Why did this activity go well or
badly?”
“Why should we approach it like
this?”
Get trainees to regularly report on
their own learning from the
classroom experiences.
Involve the trainee in small-scale
research projects, and engage in the
teacher-as-researcher vision.
Consider contributing an article to a
professional journal, perhaps jointly
with the trainee.
To contribute to curricular
developments for the school to use
when the trainee has departed.
Help them to see the situational
features of the school that provide a
supportive environment for
professional development, and
develop a wider perspective of
school management and ethos.
pupils in their class.
Provide extension and/or support
material for the department? Ensuring
good progress for all groups
Mentor and trainee focus on the progress
within the lesson and over time
Ask the trainee to develop their own
theories about why particular approaches
work, and to test those theories in
practice
To contribute to staff meetings by making
inputs on their areas of expertise?
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Guidelines for Working with Weaker Trainees
The definition of a ‘weaker’ is a trainee who is trying their best in circumstances they find difficult or
unfamiliar - and is therefore deserving of our support. ‘Weaker’ does not automatically denote that
they will not be able to achieve QTS.
There are a variety of reasons why a trainee might initially appear to be weak, yet have further
potential. These include:
•
The placement may not be intended as a full teaching practice, but merely be a ‘school
experience placement’ i.e. beginning to find out about schools.
•
Where trainees own schooling was very different in nature to the placement school, and
there is 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 from one placement to the next takes a period of readjustment and this
can cause problems at the start of subsequent placements.
•
Coming from an academic subject background which does not directly match the current
school curriculum e.g. mature entrants. It is worth remembering that subject knowledge is
an ‘exit requirement’ for ITE programmes.
Weaker trainees may well be deserving of our help, however this must not be at the expense of:
• Harm to pupils’ overall progress
• Excessive demands on their mentor
• Unreasonable stress upon the trainee
• Damage to the Partnership.
In particular, 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 coherent, documented process.
Schools that are allocated a trainee who is considered at that stage to be a Cause for Concern (see
below) will normally be contacted in advance and discussions will take place as to the support
needed for that trainee. Targets will be discussed and strategies put into place before the start of
the placement to assist the trainee to meet those targets. The University Based Mentor will arrange
an early visit to the school to ensure that the trainee is settling in and showing progress and will, if
necessary, give further support to the school.
Trainees who have been a Cause for Concern in the past, but have subsequently met their targets
are not now considered to be in this category. However, schools will be informed of this where it is
relevant to the placement.
The BGU Partnership does not fail trainees part way through a placement, except in the very rare
case of Unprofessional Conduct.
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Stages for Development
Note: It can be difficult to identify problems on first school experiences (Introductory
Placement). The use of team or collaborative teaching is an excellent way of finding out the level
of a new trainee's competence. It is also a useful way of "showing how" to teach, to the great
benefit of weaker trainees. Refer to the initial training audits and placement information for
further guidance and contact the UBM for advice.
Stage 1: a suitable “STEP UP” programme
Reduce the teaching load to a point that recovers the confidence of both trainee and mentor. Keep
the trainee's teaching load down until they demonstrate confident, competent work, and then
gradually build up. It is important to alert the University Based Mentor, even at this early stage and
issue a Personal Support Plan.
.
Stage 2: identify any weaknesses
Identify the key weaknesses and establish targets for improvement. The personal support Plan
should be revised and may either continue, or a Cause for Concern must be issued. If the trainee is in
danger of not being successful, and the UBM should be asked to visit promptly. Begin to
systematically collect an evidence base of targets set and support provided.
Stage 3: liaison
•
•
•
•
•
Mentors and other school staff always need to work together, but particularly so
when dealing with a weaker trainee. Involve appropriate senior staff in the school.
Continue to involve the University Based Mentor at this stage.
Review the Cause for Concern report on a weekly basis.
Remedial action should involve school staff in modelling good practice, either in one
class or several. It is appropriate to show trainees what they are doing wrong and
how to go about rectifying it. Direct the trainee to undertake lesson observations
with a specific focus, so as to help them improve areas for development. Limit their
teaching to an appropriate level where pupil progress is not compromised. Allow
them to work with groups, teach part lessons or team teach.
Keep clear records of the programme, observation schedule and any specific help
given to address the trainee's targets.
Stage 4: support limited teaching by the trainee and monitor progress
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. Keep the trainee's
teaching load down until they demonstrate confident, competent work, and then gradually
build up. Continue to require them to plan and teach groups, and co-plan and team teach
where appropriate. Continue to allow them to make focused observations of good teaching
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throughout the school. It is counter-productive to get to a stage where teaching
opportunities have to be completely withdrawn from trainees. In particular:
o
o
o
o
o
o
o
Be positive and open with the trainee about their progress in relation to the
Standards.
Continue to involve the UBM
Keep written records of support provided
The School Based Mentor, in liaison with the University Based Mentor, continue to
use the existing Cause for Concern report, issuing an updated report on a weekly
basis.
Keep written records of progress.
Trainees should be referred explicitly to the Standards for self-evaluation.
Only increase the teaching load as and when it is appropriate to do so.
At this stage, a serious lack of effort to respond (as opposed to a lack of ability) would trigger
the use of the procedures for dealing with un-professional conduct, documented elsewhere.
The final stage : failure of the placement
If, despite the best efforts of all involved, the trainee is likely to fail the practice; an
evaluative visit should be requested from an independent BG University Based Mentor. The
trainee must be made aware of the nature of this visit before it occurs. Further written
guidance is available for evaluative visits in appendix XX
By this stage there will be evidence of the failure to meet the standards despite the best
efforts of University Partnership, and school staff. This will take the form of documentary
evidence of clear targets being set and records of the support that was provided to help the
trainee.
Schools will lead on a decision whether the trainee has been successful in meeting the
standards. The BGU partnership representative will moderate the judgements.
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Personal Support Plan
This form may be used at any time and can be used when a student/trainee needs extra support.
The form should also be used where progress is unsatisfactory, especially after an interim review, and/or there is a clear possibility that a
cause for concern may be needed
NAME OF STUDENT/TRAINEE
COURSE – PLEASE CIRCLE
SCHOOL
SCHOOL BASED MENTORS
DATE FORM SHARED WITH STUDENT/TRAINEE
UNIVERSITY BASED MENTOR
DATE OF REVIEW
CONCERN / TARGET
SUMMARY OF PROPOSED ACTION
HOW WILL THIS BE EVIDENCED?
(REMEMBER TO INCLUDE PUPIL PROGRESS)
If targets are not met by the review date then a cause for concern form will be issued.
Copies to be retained by the school, the University Based Mentor, and the trainee.
Please email this form to the relevant Professional Coordinator and the Partnership Office
1. When the form is issued
2. When the form is reviewed
EYTS/BAPE/PTS/PGCE
FULL TIME/PART TIME:
AGE RANGE TRAINING FOR:
REVIEW
(TARGET
MET/PARTIALLY
MET/NOT MET)
Cause for Concern Report and Action Plan
This form can be used at any time.
However, it must to be used where progress is unsatisfactory and is likely to lead to a fail at the end of the placement
NAME OF STUDENT/TRAINEE
COURSE – PLEASE CIRCLE
SCHOOL
SCHOOL BASED MENTORS
DATE FORM SHARED WITH STUDENT/TRAINEE
UNIVERSITY BASED MENTOR
DATE OF REVIEW
CONCERN / TARGET
SUMMARY OF PROPOSED ACTION
HOW WILL THIS BE EVIDENCED?
(REMEMBER TO INCLUDE PUPIL PROGRESS)
Copies to be retained by the school, the University Based Mentor, and the trainee.
In addition, please email this form to the relevant Professional Coordinator and the Partnership Office
1. When the form is issued
2. When the form is reviewed
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EYTS/BAPE/PTS/PGCE
FULL TIME/PART TIME:
AGE RANGE TRAINING FOR:
REVIEW
(TARGET
MET/PARTIALLY
MET/NOT MET)
Moderation Visits for Assessed Placements
The moderation systems across the Partnership depend upon:
 Joint observations and agreements of judgements between school based mentors (SBM) and
university based mentors (UBM);
 Evaluative visits to borderline cases;
 External Examiners visiting a significant sample of trainees;
 University led moderation meetings of mentors and course leaders.
From 2014-15, a sample of trainees are being visited by experienced University Based Mentors
with a particular focus upon the quality of feedback to trainees, and the consistency of
judgements across The Partnership. The aims of these internal moderation visits include
identifying any training needs and to receive feedback on new documentation, processes and
procedures.
Moderators will take account of:
a. The use of the new (draft) grade descriptors
b. The use of the lesson observation grids
c. Target setting, focusing upon pupil progress
d. The use of the e-RPD
e. General feedback from the Partnership.
Some moderation visits are focusing specifically upon phonics or primary mathematics.
Internal moderation visits are preceded by contact with the school, the trainee and the University
Based Mentor, and are designed to be minimal in terms of disruption to schools.
Guidance for Evaluative Visits where trainees may not have met the standards
There are separate guidelines available for moderation visits, which serve a different purpose in the
Partnership. The aims of the evaluative visit are to:
• Check on the soundness of the evidence basis for the assessment of the trainee in
relation to the QTS standards on a pass/fail basis
• Contribute to that evidence basis.
Professional and Academic Co-ordinators should ensure that only suitably experienced and impartial
Bishop Grosseteste University Based Mentors carry out evaluative visits. Before an evaluative visit
takes place:
• The ‘Procedures for Working with Weaker Trainees’ should have been employed,
including the issuing of PSP/C4C
• A provisional pass or fail decision should have been made and conveyed to the trainee
• The trainee must be alerted in writing or by email, at least 24 hours in advance, to the
fact that an evaluative visit has been called and the requirement to bring evidence, e.g.
RPD/ERPD teaching files etc.
During an evaluative visit, the responsibility of the evaluative visit mentor is specifically:
• To conduct a lesson observation of the teaching of the trainee, with a class or a group of
pupils;
• To participate in post-lesson feedback
• To review with relevant Partnership staff all of the evidence available to grade against
the QTS Standards
• To check that there have been clearly set, appropriate and monitored targets, and
assess progress toward meeting those targets.
At the end of the visit, the visit mentor should:
• Ensure that the trainee knows to attend a meeting at Bishop Grosseteste University,
with their Academic Coordinator.
• Remind the trainee of the role of Student Advice services, and encourage the trainee to
make an appointment.
The evaluative visit tutor’s report should include:
• An evaluation of the accuracy of the assessment of the trainee against the Standards
• A judgement on the soundness of the evidence basis.
Completion of the process:
• The draft report is approved by the Professional Coordinator
• A copy of the final report goes to the Professional Coordinator, the Head of Development;
the Partnership Office, the School Based Mentor, University Based Mentor, and to the
trainee
• A copy goes into the trainee's file.
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Dealing With Unprofessional Conduct on Placement
NB: It is only a remote possibility that these procedures will be needed.
NB: There is a separate policy for dealing with, and supporting, weaker trainees.
Professional conduct is as defined by Teachers’ Standards: Part 2 and in this handbook.
Trainees and schools are provided with information in an appropriate form to make them aware of
the policy and procedures with respect to the expectations of trainees conduct whilst on placement.
Trainees are expected to behave as a member of staff, and should be treated as fairly as a member
of staff. They are expected to demonstrate high levels of professionalism as expected in part 2 of the
Teachers Standards.
If an Initial Allegation of Misconduct is made, the following procedures will operate
A trainee may be immediately excluded from school placement pending an Initial Inquiry
Meeting, and required to leave the premises. A particularly extreme case should be referred to
appropriate outside agencies immediately by the Head Teacher. In all cases, the Head Teacher
is to notify the Partnership Office (partnership@bishopg.ac.uk)immediately of the exclusion,
who will forward to the trainee’s academic co-ordinator and acknowledge to the school and
trainee.
The Head Teacher should ensure that information is promptly
provided in writing concerning the circumstances, with the
reason(s) for excluding the trainee. The trainee should also
provide their views of the events in writing. Both documents
should be sent to the trainee’s academic co-ordinator (or
nominee) marked ‘confidential’.
An Initial Inquiry Meeting is to be held by the Academic
Coordinator (or nominee) normally within 5 working days to
consider events and take evidence from the trainee teacher
(who may be accompanied by a friend) and other Partnership
staff as appropriate. The outcome will be discussed with the
partnership school. Three outcomes are possible.
It is decided that it is inappropriate for the trainee to
return to the placement school. The matter is referred
to the University’s standard Code of Practice for
Misconduct.
Note: If a trainee withdraws
themselves from school
placement without the prior
approval of the Academic
Coordinator, this is treated as
Misconduct.
Problem resolved by
mutual agreement and the
trainee allowed to return
to the same school by the
head teacher.
The trainee is fully or largely
exonerated but is unable to
return to the school. Trainee
is to be found another
placement as soon as
practical, with additional
guidance if appropriate.
In the unlikely event that a trainee believes that they have witnessed unprofessional conduct by
Partnership staff (school or University based) during school placement they should immediately
contact their academic co-ordinator for advice.
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Issues and Process
What to do if an issue arises (other than an allegation of misconduct)
1. Issue Raised By Trainee
School Based Mentor / Lead school Mentor
No resolution
University Based Mentor / Cluster Lead
No resolution
Professional Coordinator
No resolution
Head of Development: Partnership
2a. Issue Raised By the school (including
termination of the placement)
University Based Mentor
No resolution
Professional Coordinator
.
No resolution
Head of Development: Partnership
No resolution
Head of School
No resolution
Head of School
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For Mentors and Trainees: Policy on placements
Policy for the Placement of Trainees
The Bishop Grosseteste University Partnership consists of several hundred schools across
Lincolnshire, North and North east Lincolnshire, Doncaster and a large part of the East Midlands to
provide high quality initial teacher education and training. The placing of trainees in schools is
complex and must take account of the availability of suitable training places, the objectives of the
specific placement, the age ranges of the classes required, the location of the placements and the
individual needs of trainees. Therefore, the following principles apply to the placement of trainees:
•
Placements are secured by the Partnership Office or the School Direct/cluster lead school
and trainees must not find their own placements, nor canvas schools with a view to
influencing their placement, unless it is clearly documented requirement of a specific
placement
•
All trainees should be willing to travel to placements, even if this is exceeds their normal
travel distance to Bishop Grosseteste University or their lead school. Where trainees are
driving themselves, there is every attempt to limit travel to 1 hour/40 miles. Details on costs
of travel to placement are outlined in the Transport Policy available on the BG Website.
•
Mature trainees with children or those who are carers will need to be placed in a variety of
schools so will still be expected to travel. However, every effort will be made to ensure their
journey is “family friendly” and as close to their home as practical whilst normally avoiding
the immediate catchment area.
•
BG will provide subsidised transport through buses or taxis where it is considered necessary
to access a particular school or desirable in view of the number of trainees placed in a
particular area
•
Trainees who have a medical reason for requesting a placement close to their term time
address should ensure their request is accompanied by a medical note to this effect or no
action can be taken
•
Trainees with disclosed disabilities will be called to a meeting prior to the placement in order
to ensure that their needs are met
•
Trainees with particular preferences with regard to placement in faith schools may make this
known to the Partnership Office but must recognise that it may not be possible to meet their
request.
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Selection and De-selection of Schools
The Selection of Partnership Schools
The BG Partnership welcomes schools that are an effective place for trainees to learn and develop
their skills as teachers. Partnership schools are asked to agree to the principles of The Partnership
and to sign the Partnership Agreement. They are most welcome to contact the Head of
Development: partnerships to discuss any questions they might have. Schools need to be able to
provide a mentor for trainees, provide access to good models of teaching and fulfil their role in the
development and assessment of trainees.
De-selection
Where a school is not fulfilling the expectations of the BG Partnership agreement, the Partnership
will firstly look to provide support to ensure the requirements are effectively in place. If, despite
arrangements for support for training and development, the school is not found to be an effective
place for trainees to teach, the Partnership may have to consider de-selection through the following
procedure:
1. The Head of School (or nominee) will write to the chair of the Professional Steering Group
outlining the circumstances leading to the recommendation of deselection;
2. Subject to the chair’s agreement, The Head of School (or nominee) will write to the school
explaining the reasons for deselection, with the evidence, and seek to discuss the reasons
further with the school’s leadership;
3. The deselected school will be invited to contact the university should they wish to return to
The Partnership when the conditions that led to their deselection have changed.
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Appendix 1
Example - Quality Enhancement Form
To enhance the quality of our work across the Partnership, we ask School-Based Mentors to work
with University Based Mentors to identify strengths and possible aspects for improvement in the
training provision. This form should be completed at the end of any placement during which the
trainee is assessed against the QTS Standards. Where more than one trainee is in school, only one
form needs to be completed unless there are significant differences between the outcomes for each
trainee.
Course
Age Phase/Year Group
School (optional)
Please rate:
Very good
Good
Satisfactory
The communication between the University and
school
The support for you and mentors
The quality of trainees recruited by the University
The professional attitude of the trainees
Trainee competence in the teaching of English
Trainee competence in the teaching of Phonics
Trainee competence in the teaching of maths
Trainee competence in the teaching of science
Trainee competence in the teaching of the
foundation subjects
Trainee competence in the teaching of the
foundation stage (as appropriate)
Trainees’ ability to work with other adults
Trainees’ understanding of meeting specific needs
e.g. SEN, EAL(appropriate to the stage of their
training)
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Poor
Please rate:
Very good
Good
Satisfactory
Poor
The trainees understanding of Phonic terminology
The trainees enunciation of phonemes
The trainees level of confidence in the teaching of
reading – for this stage of their course
Please rate the following:
For this stage of their training Trainees
development in the following areas:
Very Good
Good
Adequate
Poor
Ability to work with pupils with SEN (with support)
Ability to work with children learning EAL (if
applicable)
Ability to establish and maintain a good standard of
behaviour in the classroom
Please add any comments you wish to make
Appendix 2
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Version: May 2015
Example - Improvements and Feedback Form
As part of our Evaluative Process we Value your feedback regarding our own processes and
establishing areas for improvement.
Please list three Areas or Points in which you think we could benefit in supporting our Partnerships
in the future:
Areas for BGU Improvement
1)
2)
3)
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Version: May 2015