School self-evaluation of working within ITT Partnership
Name of School:
Quality Indicator
ITT Lead Coordinator
/ Professional
Coordinating Mentor
(PCM) Support
Report completed by:
RAG
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School Induction
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School based training
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Subject knowledge
support and
assessment
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Date:
Examples of effective practice
-There is a designated senior member of staff with overall responsibility for Initial Teacher Training (ITT).
-The lead for ITT:
 meets regularly with trainees to discuss their progress and wider school issues.
 supports mentors in their role.
 selects appropriate staff to be school mentors.
 meets with the link University tutor.
 monitors trainee progress.
 disseminates information from Partnership, e.g. changes in Teacher Standards
 is involved immediately with any trainees causing concern.
-Trainees:
 are welcomed and introduced to key personnel.
 have full access to resources, keys, name badges, ICT etc.
 have access to all appropriate policies and school information.
 are made fully aware of the issues of professional confidentiality.
-undergo an organised induction programme.
-Induction process is of high quality and includes opportunities to observe/work with the wider workforce and across the different age ranges
e.g. job shadow, pupil tracking, specialist staff etc.
-mentors are involved in induction programme.
-There is a rationale for the training programme in school.
-There is a well-structured programme of school based training published to trainees.
-School-based training:
 is integrated with the central training programme at Middlesex.
 draws upon staff expertise.
 includes a focus on National Priorities: teaching phonics, communication and language development, mathematics, meetings needs
of pupils with EAL, SEND and managing and promoting good behaviour.
- Mentors know how to support trainees with subject knowledge development.
-Other staff provide guidance e.g. the curriculum in Foundation years, phonics, EAL, SEN, active learning, pedagogical knowledge etc.
-Specific training is given to develop subject knowledge
-Opportunities to observe good practice are made available.
-Trainees are given guidance in the school’s assessment policies and procedures which is specific to subjects and pupil groups for which the
trainee is responsible.
-Teachers support trainees in planning for pupil progress.
-Trainees’ existing and developing subject strengths are recognised shared and nurtured by the school.
-There is evidence of subject knowledge development in improved practice and pupil performance. This can be tracked via observations,
weekly mentor meetings and lesson plans.
Formative and
Summative reporting
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Quality Assurance
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Involvement in
leadership of ITT
Partnership
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Teaching experience
on placement
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Action Points for quality indicators:
-Judgements and grades are consistent with recorded targets on weekly meeting records and have been discussed with the trainee.
-Formative and Summative reports contain explicit action points for subject knowledge development.
-Summative reports provide the trainee and the trainee’s next school with a clear understanding of his/her strengths and areas for
development, including subject knowledge.
-The ITT lead quality assures the work of mentors, e.g. through joint lesson observation with mentors, sampling trainee files, ATS and weekly
mentor meeting records.
-ITT Lead meets with link tutor tutors to discuss working towards consistency between schools across all areas of school work with trainees.
-There is some whole school moderation of lesson observations and feed back in order to reach consistently high standards e.g. some cross
teacher/department observations.
-The ITT Lead supports mentors in completion of documents to achieve consistent high quality practice.
- All mentors have received mentor training.
-Schools are systematic in collecting trainee feedback and using it to consider action for improvement.
-The impact of trainees on pupils progress is tracked.
-There is clear documentary evidence of QA processes and procedures that are reviewed regularly.
-Information about NQT progress and impact is exchanged with Middlesex University.
-School contributes to Partnership Steering Group meetings.
-There is evidence of sharing best practice between schools e.g. mentor and PCM conference.
-There are opportunities for staff to involve themselves with other Partnership activities e.g. interviewing and central training.
-ITT Lead keeps the Head teacher and all relevant staff abreast of Partnership developments.
-ITT Lead is able to say how some Middlesex Improvement Plan Priorities may be addressed by the school.
-Partnership working with Middlesex is an item on the school’s improvement plan.
-An appropriate programme of timetabled lessons and other experiences is planned with the trainee to enable them to make progress against
the teaching standards.
-There is effective modelling of quality teaching by host teachers and other key staff in school.
-Effective use of TAs and other support staff is planned.
-Trainee is required to plan alongside the class teacher if relevant.
-Class teacher supports the trainee to improve teaching and learning of pupils.
-Trainees have opportunities for team and solo teaching as appropriate.
-The mentor supports the trainee’s engagement with central and school based training tasks and assignments and seeks out opportunities for
the trainee to complete these tasks
-There is evidence of personalisation in the teaching programme and other opportunities are offered to enable trainees to develop their
knowledge, understanding and practice e.g. participation in extra-curricular and out of school activities, INSET, subject enhancement etc.
-School encourages trainees to share findings of tasks and assignments with appropriate school staff.