ITE
Placement Handbook
2015-16
Generic Information for all Courses
Introduction
3
GENERAL INFORMATION
4
University Contact Details
5
ROLES AND EXPECTATIONS
6
Responsibilities of the Trainee
7
Roles and Responsibilities ITE Co-ordinators
8
Roles and Responsibilities of the Mentor
8
Roles and Responsibilities of Host Teachers
10
Activities Before and During Placement
10
Mentor activities before and during placement
10
Host Teacher activities before and during placement
11
Roles and Responsibilities of Link Tutor
12
Link Tutor Activities before and during placement
14
Roles and Responsibilities of the Partnership Development Co-ordinator
(Placements)
16
Roles and Responsibilities of the Personal Tutor
16
Roles and Responsibilities of External Examiners and Moderators
17
Roles and Responsibilities of the Partnership Office
18
ITE PLACEMENT INFORMATION FOR TRAINEES
19
Professional Expectations of Trainees
20
Placement Expectations
23
Checklist for Trainees on ITE Placement
25
Trainee Placement Files
26
Placement Planning File
27
Standards for Teachers
28
Support in evidence for the standards
29
ITE PLACEMENT INFORMATION FOR MENTORS
30
Mentors will need to fill in:
31
Mentor Checklist
32
School/Setting Lesson Observation Feedback Form LO1
33
Weekly Review and Targets
34
REPORTING PROCEDURES
36
Trainee Attendance
38
1
Early Intervention Plan and Cause for Concern
39
Early Intervention Plan and Cause for Concern Flow Chart
41
Re-sit / Deferral Turnaround Plan
42
Early Intervention Plan (EIP) - Individual Action Plan (AP1)
43
Cause for Concern (FCFC) - Individual Action Plan (AP2)
44
Turnaround Plan Form
45
POLICIES
46
Disclosure & Barring Service (DBS) Checks
47
Evaluation of the Placement
48
ITE Placement Travel Policy 2015/16
49
2
Introduction
The ITE Placement Handbook has been prepared to guide Trainees, Headteachers, Mentors
and Link Tutors through the Initial Teacher Education Placement process. It is essential
reading for working in partnership with Leeds Beckett University Initial Teacher Education
courses leading to Qualified Teacher Status (QTS).
This handbook provides generic practical guidance on expectations and processes for
schools and settings placement experience and will be accompanied by an Age Phase
specific Supplement.
The information gives guidance to Trainees, Mentors and Head teachers regarding policies
and procedures relating to trainees on placement. Instructions highlight how both Trainees
and Mentors should prepare for the ITE Placement and exercise their responsibilities during
the placement, it provides placement documentation containing forms that need to be
competed in preparation of and during the placement and separate Supplements and an ITE
Placement Assessment Booklet contains documentation that need to be completed by the
Mentor and returned to the trainee for them to submit a copy to Student Administration.
We hope that you find this information relevant and of use. Please do not hesitate to contact
us at the Partnership Office by telephone on 0113 812 1761, alternatively by email on
carnegie.workplacements@leedsbeckett.ac.uk
should
require further clarification or
information on anything mentioned within this handbook, or indeed should you wish to
discuss issues in relation to ITE Placements.
Peter Mellor
Carnegie Hall Room 110
0113 812 4713
p.mellor@leedsbeckett.ac.uk
Version 3: 15/09/2015
3
GENERAL INFORMATION
4
University Contact Details
UNIVERSITY SWITCH BOARD: 0113 812 0000
ACADEMIC CONTACTS:
Steve Burton
(Course Leader PGCE Early Childhood
Care and Education 0-5)
Dr Liz Chesworth
(Course Leader BA (Hons) Early Childhood
Education leading to QTS 3 year route)
Sharon Colilles
(Course Leader Children in the Early
Years)
Dr Chris Ford
(Course Leader BA (Hons) Primary
Education leading to QTS 3 year route)
Bev Keen
(Course Leader BA (Hons) Early Childhood
Education leading to QTS 2 year route)
Peter Mellor
(Secondary Lead School Direct)
214 Carnegie Hall
S.J.Burton@leedsbeckett.ac.uk
0113 81 23553
217 Carnegie Hall
L.Chesworth@leedsbeckett.ac.uk
0113 81 23672
214 Carnegie Hall
S.A.Colilles@leedsbeckett.ac.uk
0113 81 23376
G04 Carnegie Hall
C.M.Ford@leedsbeckett.ac.uk
0113 812 1747
217 Carnegie Hall
B.Keen@leedsbeckett.ac.uk
0113 81 23618
Louise Nelson
(Primary Lead School Direct)
(Course Leader PGCE Primary 5-11)
110 Carnegie Hall
P.Mellor@leedsbeckett.ac.uk
0113 81 24713
108 Carnegie Hall
L.Nelson@leedsbeckett.ac.uk
0113 81 23529
Yinka Olusoga
(Course Leader PGCE Primary (Early
Years 3-7)
216 Carnegie Hall
Y.Olusoga@leedsbeckett.ac.uk
0113 81 21775
Dr Carl Wilkinson
(Secondary Course Leader)
102 Carnegie Hall
Carl.Wilkinson@leedsbeckett.ac.uk
0113 81 23798
SUPPORT STAFF CONTACTS:
Carnegie Partnership and Employability
Unit
Course Administration
Early Childhood Courses
Primary Courses
School Direct
G02/03 Carnegie Hall
carnegie.workplacements@leedsbeckett.ac.uk
0113 81 21761
G01 Carnegie Hall
childhood@leedsbeckett.ac.uk
0113 81 23167
education@leedsbeckett.ac.uk
0113 81 23537
pgce@leedsbeckett.ac.uk
0113 81 27412
5
ROLES AND
EXPECTATIONS
6
Responsibilities of the Trainee
The ITE course is an academic and professional preparation to teach that is delivered by a
partnership of schools and Leeds Beckett University (Leeds Beckett ITE Partnership) and
trainees are expected to uphold academic and professional standards of conduct.
The Teacher Standards include a clear statement of professional expectations which trainees
are expected to demonstrate throughout their course: A teacher is expected to demonstrate
consistently high standards of professional conduct. Teachers uphold public trust in the
profession and maintain high standards of ethics and behaviour, within and outside school.
Teachers must have proper and professional regard for the ethos, policies and practices of
the school in which they teach, and maintain high standards in their own attendance and
punctuality (Teachers Standards 2011, updated 2013).
Leeds Beckett University also has policies and codes of practice relating to student conduct,
regulations and procedures relating to professional suitability or professional misconduct.
Further information can be found on the Student Regulations page of the Leeds Beckett
University Website (http://www.leedsbeckett.ac.uk/public-information/student-regulations/)
under the following headings:
Student Regulations
 Data Protection
 General Regulations
o General regulations: Leeds Beckett University students
o General Student Regulations
 Other Regulations
o Academic Regulations
 Research
 Safeguarding Young People & Criminal Records Vetting
 Safety, Health and Wellbeing Policies
 Student Complaints
 Student Conduct
o Student Code of Discipline
o Fitness to Practice Policy
Throughout their ITE course trainees are expected to act and behave professionally and
responsibly in line with professional and academic expectations. Trainees must observe and
implement fully the policies, procedures and requirements of Leeds Beckett University and
the schools in which they are placed; and are expected to be proactive and aspirational in
their self-preparation to become well-qualified, reflective and self-motivated teachers, and to
promote the learning, development and well-being of the children with whom they work during
their initial teacher training.
In addition to observing professional and university expectations, trainee teachers are
required to:
 conduct themselves in accordance with the professional expectations of the Teacher
Standards and work consistently towards exceeding the Teacher Standards
requirements;
 demonstrate a professional attitude to ITE Partnership staff, parents, pupils and
course commitments;
 understand and operate within the provisions of all relevant legislation that applies to
schools and young people including equality and diversity law;
 ensure that they are fully cognisant of, and work within, the health and safety
arrangements in their schools, including safe guarding and child protection, and the
school’s policies, procedures and codes of conduct. They must immediately inform the
host teachers or other member of staff if they have any concerns for a child’s welfare;
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complete all required tasks, assessments, assignments, duties and directed activities,
including reading tasks and pre-session preparation and planning required by the
university and their schools in relation to the ITE course;
maintain full, accurate and up-to-date records of their progress and of feedback and
target setting with their host teacher, mentor and Link Tutor and share and critically
discuss these reports and records with all ITE partner staff when required;
respond constructively, with academic and professional integrity, to advice and
guidance offered by trainers and others during their course; and when discussing their
own, or their pupils’ progress; take responsibility for their own learning and selfdevelopment; and complete all activities, tasks, assignments and documentation to
time and with evident commitment;
attend punctually all elements of the course including training days in school, and
follow absence procedures (p. 37) in schools and in the university;
maintain effective communications with the university, their placement schools and the
individual staff and ITE trainees with whom they train, and ensure that all relevant
partners have up-to-date contact details for them throughout the ITE course;
prepare themselves appropriately for each school-experience placement by
familiarising themselves with the school’s ethos and context, by researching publicly
accessible data including the school’s website, prospectus, Ofsted report and data
dash-board or other relevant DfE data on the school.
Roles and Responsibilities ITE Co-ordinators
Schools with more than one ITE trainee or mentor usually appoint an ITE Co-ordinator to
have oversight of ITE within the school. In smaller schools a senior leader may undertake this
role. The role is to:
moderate ITE training and assessment across the school to ensure effective, fair and
consistent approaches, outcomes and standards across the school ITE training
provision;
 support individual mentors in securing high quality training provision for, and accurate
assessment of, each ITE trainee;
 support mentors and host teachers to carry-out their roles well, develop their ITE skills
and experience, and embed their learning from their ITE roles into their school-facing
roles;
 oversee their school’s implementation of the ITE Partnership’s policies, codes of
practice and expectations; the return of data on each trainee teacher’s performance
and grades; the evaluation of the ITE training provision and the development and
implementation of responses to evaluation feedback;
 ensure effective feedback and communication between school ITE support staff and
the school senior management teams and between the school ITE personnel and the
university;
 engage in cross-school moderation of ITE within their school;
 support the ITE Partnership in developing new approaches to ITE training and quality
assurance and improvement planning,
 support the ITE Partnership, the school and the trainee in developing practices and
approaches that promote the progress and improvement of pupil learning and
outcomes, and ensuring that the impact of ITE training and trainees on pupils is
positive and is tracked and reported by the ITE partners.
Roles and Responsibilities of the Mentor
Schools working in the Leeds Beckett ITE partnership will have teachers who have been
trained as mentors in the Leeds Beckett partnership or the partnership of another ITT
provider. The mentor is a teacher with strong experience in the age phase of the trainee’s
course and, for secondary trainee teachers, the subject of the ITE training.
8
Mentors share responsibility with the university’s tutors for the trainee teacher’s overall course
and for ensuring the integration of the school-based and university-based elements to create
cohesive and integrated learning opportunities and experiences. The mentor carries the main
responsibility for the day-to-day learning and progress of the trainee teacher when they are in
school; the university tutors carry that responsibility when the trainees are in the university.
The mentor is responsible for securing the specific arrangements and programme of learning
and assessment for their mentee in their school. They liaise with the ITT Co-ordinator and
other mentors and host teachers and with the University Link Tutor and the trainee in settingup the programme and in assessing the trainee teacher’s progress and achievements. The
programme arranged by mentors will vary according to the specific school-experience
placement that the trainee teacher is undertaking and additional guidance on specific
expectations and arrangements are provided in the detailed Course Handbooks to which
mentors and trainees should refer.
The mentor is responsible for advising, guiding and supervising trainee teachers in school.
They are expected to observe the trainee teacher’s classroom practice, and support and
critique the trainee’s planning and assessment of pupils. Mentors are expected to meet
weekly with the trainee teacher to provide critical feed-forward and feed-back on their
professional development and their professional performance and to set precise and
achievable targets for the trainee teacher’s self- improvement and development. Progress
against targets should be discussed and monitored in the weekly meeting between the
trainee and their mentor. The trainee should keep notes of the meetings and each meeting
record should be signed by the mentor and trainee. Copies of the weekly meeting record
should be retained and filed in the trainee teacher’s file; these records must be up-to-date and
be available for ITE partners to scrutinise at any time.
The mentor will liaise with the university Link Tutor allocated to each trainee and the Link
Tutor and Mentor will be responsible for agreeing together the interim and final grades
awarded to the trainee teacher against each of the Teacher Standards.
The Link Tutor should always be the first point of contact for mentors and other school staff,
and for the trainee teacher in relation to all matters regarding processes, administration, and
the progress of the trainee in the school-based experience. The Link Tutor will ensure
effective access by all parties to other university staff within and without Leeds Beckett
University and the School of Education and Childhood.
Whilst the programme and assessments organised by mentors will vary according to the
requirements of different placements, aspects of the mentor role that are common to all
placements include the provision of:
 induction into the school and its policies, codes of practice, and other arrangements
and expectations, including dress and self-presentation of teaching staff and trainee
teachers;
 access to relevant internal documentation and clear guidance on protocols and
limitations as to their use;
 a programme of structured observation, teaching, assessment, marking, and parental
engagement relevant to the stage of training and the placement phase.
 opportunities to observe a wide range of formats and styles of teaching and learning,
and different teachers especially those with high expertise in specific aspects of
teaching, learning and management;
 opportunities to engage with staff meetings, in-service training, meetings for parents
including meetings regarding pupil progress; transitional arrangements across
relevant key stages (e.g. KS2 to KS3);
 regular observation, feedback and target setting by the mentor and host teachers, of
the trainee teacher’s work and progress in school including the provision of oral and
written feedback, using the Leeds Beckett ITE Partnership forms and formats
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a scheduled weekly meeting with the trainee–teacher to discuss and monitor
progress, agree and set improvement targets;
appropriate and up-to-date records of each trainee’s training and progress, with
written records signed by the mentor and trainee of their weekly meetings, the targets
set and the trainee’s progress towards the achievement of targets;
fair, consistent and accurate assessment of their trainee/s, and discussion and
reporting of assessment grades to ITE partners, including the trainee. Interim and final
school-experience grades, as specified in Course Handbooks, must be agreed with
the Link Tutor and discussed with the trainee-teacher, and must be reported to the
University in accordance with the specified timetable and the format.
Roles and Responsibilities of Host Teachers
Host teachers support trainees with elements of their school-based training. They may offer
specialist curriculum and pedagogic expertise, for example in phonics, mathematics,
behaviour management, inclusion, assessment. They may also receive trainees within their
classroom to offer opportunities for collaborative teaching or experiences with different groups
of pupils and teaching and learning arrangements.
Host Teachers are responsible for supporting, advising and monitoring trainees on discrete
aspects of their work in school, within the Host Teacher’s classroom. Host Teachers are
expected to:
 set this support within the overall programme of experience and learning set-up by the
mentor;
 discuss with the trainee their learning, targets and progress in the specific areas that
they are supporting;
 report to the mentor on the trainee’s progress and input into the weekly meetings and
reporting templates as appropriate;
 contribute to the interim and final assessment of trainees.
Activities Before and During Placement
Mentors, Link Tutors and trainee teachers are required to observe and implement the Leeds
Beckett ITE Partnership procedures and processes, and mentors are expected to ensure
these are appropriately upheld in the school context including the provisions and forms
relating to:
 absence and illness of trainee;
 Early Intervention and Cause for Concern (concern about trainee progress on schoolexperience placement);
 complaints (by schools or trainees);
 appeals by trainees (these are governed by Leeds Beckett University Appeals
processes);
 time frames and formats for reporting school-experience teaching grades
 mitigations requested by trainees (these are governed by Leeds Beckett University
mitigations processes);
 assessment procedures for recording performance against the Teacher Standards.
Mentor activities before and during placement
Before the Block Experience
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Attend Mentor training
Make arrangements for the trainees to be placed in classes.
Ensure class teachers are aware of the responsibilities when trainees are in their classes
Trainee’s Preliminary Visits
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Welcome trainees to the Placement Setting and induct trainees into the life of the
Placement Setting.
Provide and discuss relevant policies and procedures including Health & Safety
safeguarding on child protection behaviour management,
Discuss with the trainee, any specific expectations of the placement or setting especially
in relation to dress, conduct, attendance, reporting and record keeping, extra-curricular
activities, parents’ events and open meetings, staff meetings, approaches to
Fundamental British Values
Discuss the trainee’s targets for ITE placement and strategies for meeting them
Check and approve trainees’ files (p. 26). Where planning is unacceptable, liaise with the
Link Tutor at Leeds Beckett University to agree any variations to expected practices or
training provision during the placement
During the Block Experience
 Inform and liaise with host teachers and other relevant staff to support planning and
teaching, utilising this ITE placement handbook, and to receive reports on the trainee’s
progress in host-teacher lessons.
 Check ITE placement file to approve planning and evaluation each week
 Observe one teaching session per week and outline a focus for that observation.
 Write a formative report utilising the forms provided and allocate copies as indicated.
 Arrange a specific weekly allocated time for formative verbal and written feedback to
trainees on their progress, discussing and agreeing with the trainee strengths and targets
for development.
 Discuss trainees’ progress to meeting the Teachers’ Standards (see p. 28).
 Liaise with and inform the Link Tutor about trainees’ progress.
 Carry out a joint observation with the Link Tutor.
 Facilitate opportunities for trainees to meet the Teachers’ Standards.
 Should the Mentor have concerns about trainee professionalism or performance, these
should be raised with the Link Tutor as a matter of urgency. The mentor should check
whether the Cause for Concern procedure (p. 39) is required.
 Assist trainees in keeping the attendance log and sign this on completion of the
placement.
 Notify the Partnership Office and/or Link Tutor of any trainee absence where a trainee
has not telephoned in by the start of the day. (p. 37)
 Return to Leeds Beckett University copies of all lesson observations and ITE placement
Assessment Booklets as indicated.
 Complete the evaluation of placement (p. 48) once the placement has ended. This helps
the University to note any improvements we can make or any successful practice that
you may have encountered.
 Assessment roles:
 The Mentor has a very important role in assessing the trainee formatively and
summatively. The following operations are essential components of the Mentor role and
should be completed promptly. The link Tutor and Mentor should discuss assessment
and progress of each trainee and share their reports and views with the trainee.
1. During the placement, complete the ITE Placement Assessment Booklet giving a
formative assessment of trainees and any targets for development.
2. Conduct a mid-placement review to discuss performance and progress.
3. Complete an end of placement assessment and review of the trainee’s
performance as judged against the Teacher Standards (p. 28) and Leeds Beckett
University grade descriptors
Host Teacher activities before and during placement
Before the Block Experience
 Provide appropriate information on the classes or groups the trainee will be teaching or
observing, including cohort and individual performance data, , IEPs and other targets
11
 Identify any specific topic-areas the trainee will be teaching, co-teaching or any focused
group support work
 Share class and placement setting routines and procedures with the trainee.
Discuss and agree trainee’s preparation and main targets for their first week During the
Block Experience
 Report to the mentor regularly on the trainee’s progress in your lessons and any areas of
concern,
 Support the trainee in preparation of short term plans
 Give practical guidance in the content of planned activities
 Be available, in the classroom as necessary, for situations which may raise Health and
Safety issues e.g. PE
 Model appropriate professional practice
 Allow trainee space to develop his or her own style of teaching by withdrawing from the
class when confident to do so
 Work under the direction of the trainee as a Learning Assistant when requested.
N.B. At any time host teachers are expected to raise any unprofessional practice,
which may potentially lead to a cause for concern for trainees. Early identification is
required for trainees to make reasonable adjustments.
Roles and Responsibilities of Link Tutor
An ITE Link Tutor is allocated to each trainee at the start of each assessed school experience
placement. The Link Tutor is responsible for quality assuring each trainee’s experience and
training in school and for providing advice support and guidance to the trainee in collaboration
with the school mentor.
The Link Tutor is the first point of contact with the University for all matters concerning the ITE
course and Leeds Beckett trainees on school experience. The Link Tutor will support the
school in making contact with colleagues in the ITE Partnership and Leeds Beckett
University. Where more than one trainee is placed in a primary school, the same Link Tutor
will normally be allocated to support each trainee individually, so that the school and the Link
Tutor are able to build a strong and reciprocal training relationship.
The role of the Link Tutor is to:
 quality assure the trainee’s experience in school by promoting and monitoring the
implementation of ITE policies, procedures and reporting requirements in the school
setting;
 work closely with headteachers and senior managers to ensure that the school’s link
with Leeds Beckett University is developed and enhanced to the benefit of all parties
 liaise with school staff, university academic and administrative staff, and trainees in
support of trainees’ progress on placement;
 provide expertise, support, advice and guidance to trainees, mentors and other staff
working in the ITE Partnership;
 assess and monitor trainees’ progress on placement, and secure high quality training
and outcomes for each trainee in their school experience placement;
 ensure that all partners evaluate the school experience, its integration with other ITE
Partnership training provision, and its outcomes, and identify areas for course
improvement;
 remain up to date with Teacher Training policy, regulation and practice in England
and, through attendance at all training meetings, fully and effectively support and
comply with Leeds Beckett ITE Partnership procedures and practices.
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1. Quality assure the trainee’s experience in school, by promoting and monitoring the
implementation of ITE policies, procedures and reporting requirements in the
school setting.
ITE Link Tutors will ensure the correct processes are being followed by partnership schools
and trainees and that timely interventions occur where appropriate. They will monitor and
facilitate student progress and provide advice and guidance to mentors and others on the
implementation of the ITE Partnership Agreement, and the expectations and requirements
described in the Partnership Handbook and other ITE course documents.
2. Work closely with headteachers and senior managers to ensure that the school’s
link with Leeds Beckett University is developed and enhanced to the benefit of all
parties.
The Link Tutor is a representative of the university and is a key person in securing effective
communication and partnership between the university, the School of Education and
Childhood and our school partners. The Link Tutor should engage with senior leaders to
evaluate, enhance and develop partnership working in ITE and other activities.
3. Liaise with school staff, university academic and administrative staff, and trainees
to support and promote trainees’ progress on placement.
The ITE Link Tutor role is most effective when regular contact allows them to identify when
intervention may be necessary and what support and guidance is required. Face to face
contact is important in the relationship and regular email or telephone contact will also allow
monitoring to take place. It is important to develop a dialogue and effective working practice
between the partner organisation, the trainee and the ITE Link Tutor in order to identify
weaknesses or challenges in the placement.
The Link Tutor must ensure that that regular feedback from mentors and others enables the
trainee to make good progress during their time in school.
4. Provide expertise, support, advice and guidance to trainees, mentors and other staff
working in the ITE Partnership.
Building on their expertise and experience Link Tutors should, as academic appointees, work
closely with partners to secure effective, strong, and responsive practices in Leeds Beckett
University’s ITE Partnership training and should provide appropriate support and guidance to
school partners and trainees to effect high quality training that promotes good progress by
trainees.
Using pre-agreed templates, the ITE Link Tutor will provide a placement report to the
University Head of School, or nominee, on issues of note from liaison and monitoring of
activities with the partner organisation. The purpose of the placement report is to provide an
opportunity to reflect on the operation of Partnerships and placements for the University’s
Annual Monitoring and Review process. It is important to identify any potential problems in a
collaborative programme as they arise and ITE Link Tutors will be encouraged to submit
potential issues early in a placement phase. ITE Link Tutors should immediately notify
appropriate staff of any concerns or issues to the individuals named below and / or pass on
requests for assistance to service teams such as Partnership Manager, Course Leader or
Placement office according to the nature of the problem. The ITE Link Tutor report should
normally be made available after a phase of placement. Arrangements that are working
particularly well should also be reported so that good practice can be disseminated. Copies of
the report should be sent to the Carnegie Placement and Liaison Office where appropriate
dissemination will take place for quality assurance meetings.
5. Assess and monitor trainees’ progress on placement, and to secure high quality
training and outcomes for each trainee in their school experience placement.
In partnership with the mentor and other school staff, the Link Tutor will guide and support the
trainee and assess their performance against the Teacher Standards using the forms and
templates provided in the course and placement documents.
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Link tutors will agree with each mentor the final grades for each student using the Leeds
Beckett ITE Partnership grade criteria to assess the student against the Teacher Standards.
The Link Tutor will submit the agreed final grades electronically to the university using InPlace. The grades must be submitted on or before the final day of the assessed placement
and the grades must be determined within the last week of the placement.
6. Ensure that all partners evaluate the school experience, its integration with other
ITE Partnership training provision, and its outcomes, and identify areas for course
improvement.
Link tutors should support mentors and other relevant school colleagues to ensure that
evaluation of school placements occurs and that responses to evaluations of the partnership
and placement are completed and returned to the university. Link Tutors should discuss
these evaluations with school partners to ensure that their role and importance is understood.
7. Remain up to date with Teacher Training policy, regulation and practice in England
and, through attendance at all training meetings, fully and effectively support and
comply with Leeds Beckett ITE Partnership procedures and practices.
ITE Link Tutors should be pro-active in keeping abreast of changes in Education and Initial
Teacher Education policy and practice and must attend Link Tutor meetings, partner
organisation meetings (if requested) and feedback information and advice as appropriate.
Link Tutors contracts include payments for attendance at meetings and for training.
Link Tutor meetings play a key role in keeping up-to-date with academic, regulatory and
sector developments. The Partnership Manager for ITE will organise Link Tutor meetings
three times a year in September, January and June. There will also be a Partnership
conference for ITE Link Tutors to attend in September and it will be expected that Cluster
meetings between Cluster Managers and partner organisations will take place twice a year in
November and February. The Cluster meetings will provide a platform for the sharing of
effective practice in pedagogic and partnership matters, and the dissemination of updates to
The University policies and regulations. Mentor training will also be provided for partner
organisation staff that will be responsible for mentoring Leeds Beckett University Trainees.
Training is open to all stakeholders with responsibility for collaborative ITE provision. The
scheduling of ITE Link Tutor inductions and training will be considered at the Link Tutor
meetings as appropriate by the University's Partnership Manager for ITE.
Link Tutor Activities before and during placement
Pre-Placement
 Contact the Placement Provider during the preparation week to ensure Placement
Provider and trainee are clear about expectations and provide clarification where
necessary
 Approve the trainee’s file before ITE placement and ensure that Leeds Beckett University
requirements (in terms of procedures and rigour) have been addressed
During Placement
 It is important to meet with the ITE co-ordinator, the Mentor and the trainee during the
course of the visit
 Speak with Mentor re trainee’s progress
 Speak with trainee about how best to support lesson delivery
 Joint observation/moderation observation/phonics observation
 Reflective Feedback session
 Checking (ITE placement file with Placement Provider information and lesson plans, and
professional development portfolio/e-portfolio with evidence of achieved standards
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 Set appropriate targets for development of the trainee
 Be aware of any problems or absence and arrange Cause for Concern if necessary
including another visit subject to university approval
 Assist Mentor in grading trainee’s teaching performance through moderation/paper
evidence trail
 Assist Mentor in evidencing trainee standards and completing summative placement
documentation including the attendance log
Post Visit
 Arrange a final grade meeting with Mentor for the last week of placement. (Actual visit or
telephone or Email conversation)
 Ensure the final grade has been agreed with the mentor and is sent to University admin via
‘In Place’ by the last day of the trainee’s placement
 Arrange to see trainee after placement to sign off teaching portfolio
 Attend moderation meetings if necessary at university
 Send all Lesson Observation forms to Carnegie Student Administration
15
Roles and Responsibilities of the Partnership Development Co-ordinator
(Placements)
The main duties and responsibilities include:
 Identifying and reviewing, suitable ITE placements for teacher trainees on undergraduate
and postgraduate routes
 Developing partnership initiatives, including appropriate regional and national TDA
initiatives
 Working with the Carnegie Partnership and Employability Unit to organise and quality
assure ITE placements, supervision and assessment.
 Leading, reviewing and monitoring ITE placement lectures for modules and to provide
trainee briefings on expectations for each placement
 Visiting school/settings as appropriate to discuss partnership
 Maintaining up to date knowledge of Placement Providers and settings, their initiatives and
strengths
 To co-ordinate the support for trainee teachers on ITE placement
 To support with Course Leaders and the Carnegie Partnership and Employability Unit to
organise external examiner visits and related subject panels
 Liaising with Course Leaders and Senior Management on OFSTED preparations and
consequent action plans
 Responding to external examiner reports on the relevant ITE placement modules
 Evaluating ITE placements and using this information to inform further developments,
deselecting schools/settings where necessary
Roles and Responsibilities of the Personal Tutor
Pre –placement:
 Check that the trainee fully understands the expectations for the placement
 Go through any targets the trainee may have from previous Placement and discuss how
these will be addressed during the placement
 Planning & Placement file to be checked by Link Tutor
During placement:



To be available for the trainee to provide additional support should the need arise
Any problems with placement need to be addressed to the Mentor/Link Tutor initially
Reports of significant discussions/decisions need to be reported to the Partnership Office
as soon as possible
Post- placement:




Trainee to bring a copy of the Placement assessment booklet for Personal Tutor to file
Discuss the Teachers’ Standards and levels awarded – use this to complete the
Placement Target sheet
Trainee to complete target sheet and send electronic copy to Personal Tutor to add
comments
Save target sheet and email back to trainee (and a copy to Student Administration)
16
Roles and Responsibilities of External Examiners and Moderators
In order to be compliant with the Secretary of State’s ITT Criteria, all ITT providers are
required to:
 appoint external examiners/moderators who can offer an independent perspective on:
• the efficacy of the training programme in allowing trainees to maximise their
achievement/attainment;
• the accuracy and reliability of grading;
• the effectiveness of underlying processes; (Criterion C3.41);
 establish clearly the role of the external examiner/moderator in the Partnership
Agreement (Criterion C3.22).
Leeds Beckett External Examiners and External Moderators (external practice experts) are
appointed, normally for three years, who have no direct involvement with the work of the
partnership. They are required to offer an external perspective on the processes, procedures
and practices of the ITE Partnership, the quality of the training provision across the ITE
Partnership; and the attainment of trainees, and to support verification of the accuracy,
reliability and consistency of the assessments made by the ITE Partnership. The University
operates procedures to ensure that professionals with extensive experience of ITE are
appointed to these roles.
External Examiners and External Moderators will visit partner schools and meet with trainees
and partner staff in order to carry-out their role. Leeds Beckett University is responsible for
identifying trainees to be visited, applying established criteria, and will inform all partners of
the visit timetable. All partners are required to facilitate and support the roles and purposes of
the External Examination and Moderation procedures and processes.
Further details of the activities that External Examiners and Moderators undertake are
provided in the Leeds Beckett ITE Partnership Handbook.
1
See of the ITT Criteria Supporting advice NCTL (2015) pp 26-28
2
ITT Criteria Supporting advice NCTL (2015), pp 22-23.
17
Roles and Responsibilities of the Partnership Office
The Partnership Office (also known as the Carnegie Partnership and Employability Unit) will
act as a trainee centred drop in service to provide administrative support to placement
providers, Trainees and staff in relation to ITE placement. It will provide a consistent level of
high quality administrative support relating to placements across all QTS courses,
standardising procedures and documentation where possible.
 Recruit and log details of Placement Providers offering ITE placements
 Maintain up to date information about Partnership Placement Providers
 Pass details of ITE placement offers to academic staff for trainee matching and confirm all
details with Placement Providers and Trainees
 Co-ordinate/ assist trainees with travel arrangements to ITE placement
 Aid in the organisation and running of all meetings and training sessions with Link Tutors
and Placement Providers
 Liaise with Placement Providers regarding events i.e. training etc.
 Act as point of information and liaison for Trainees and school/setting staff, passing
enquiries relating to academic matters on to relevant staff
 Produce relevant documentation and handbooks
 Liaise with providers and trainees in relation to the collating and logging completion of
post-placement reports, documentation and evaluation
 Monitor trainee attendance and Cause For Concern procedures
 Liaise with Finance and produce payments for Placement Providers
 Support ITE co-ordinator with matching process
 Support the preparation for OFSTED inspection relating to management and quality
assurance of the Partnership
The Partnership Office will be open during standard office hours of 9am to 5pm (weekdays)
and will close for Bank Holidays, the week of Christmas and occasional staff training days.
Should any trainees, staff, school or setting need to contact the Partnership Office outside of
those hours please leave a voicemail message or email which they will respond to when the
office re-opens.
18
ITE PLACEMENT
INFORMATION FOR
TRAINEES
19
Professional Expectations of Trainees
A teacher is expected to demonstrate consistently high standards of personal and
professional conduct. Teachers uphold public trust in the profession and maintain high
standards of ethics and behaviour, within and outside school. Teachers must have proper and
professional regard for the ethos, policies and practices of the school in which they teach, and
maintain high standards in their own attendance and punctuality.
Teachers’ Standards May 2012
Dress
As a professional and a role model for the children, it is expected that students will dress
appropriately and adhere to the school’s dress code, if students are unsure of the school
requirements then they should be pro-active and ask the school, mentor and/or Link Tutor
prior to placement commencing.
Dress should be ‘fit for purpose’ and conform to health and safety guidelines. In most cases it
is appropriate to dress in a smart but casual way that is also appropriate for the classroom.
Designer and expensive clothing is best avoided in a busy, active and sometimes messy
environment. Likewise, it is also good practice and common sense to avoid any clothing that
may cause offence to a school community such as items that are low cut, rather revealing or
even antagonistic to local culture such as sportswear associated with particular teams.
Students will also be expected to wear appropriate clothing, such as a tracksuit, for PE and
associated lessons.
Schools differ in what they consider to be appropriate dress although they are expected to
respect the religious and cultural values of individual student teachers.
Professional Persona
Students are expected to demonstrate a professional attitude to all school staff, university
staff who may visit, parents and pupils at all times. Students must also be professional and
receptive to feedback offered on their teaching and progress. Students should exemplify a
good standard of spoken English and avoid language that could be misunderstood such as
slang, being overly familiar and any form of swearing.
Use of the Internet and mobile phone use during the school day should be restricted to
private and personal time. Many schools have mobile phone policies for staff and students
should check their particular placement settings policy. Be mindful of discussing any
confidentiality issues inside or outside the placement setting and express any opinion in a
professional manner and refrain from gossip or inappropriate use of social media.
Health & Safety
Become familiar with the health and safety regulations which apply to schools and particular
subjects
Interviews/interactions with pupils should occur in a public place where they can be seen by
other members of staff
Placement Provider Ethos and Policies
Become familiar with the placement provider policies, including handbooks and codes of
conduct
Follow placement provider procedures, safeguarding and behaviour management policies
Become involved in staff meetings if appropriate
Observation
Trainees must spend time observing and acquainting themselves with the placement setting
and the pupil’s interaction with the teacher during the lesson
Observe teachers and their approach to different pupils and aspects of the curriculum
Teaching
20
Take an active role in teaching in a thoroughly committed way
Assess pupils’ achievements and keep records
Work under the supervision of placement provider staff and observe codes of confidentiality
Planning to be completed in a timely manner and to be available at all times
Timekeeping and Punctuality
Students should be aware of the times they should be in school, in lessons, in tutor time, and
be punctual. Whilst in school, students are expected to fulfil the professional role of the
teacher and therefore need to arrive as a minimum at least half an hour before the school day
starts. Start and finish times may well need to be extended according to the amount of
preparation and organisation needed to fulfil your professional responsibilities as a teacher.
Directed Activities
Complete any directed activities as required
Take the initiative in liaising with Mentors to organise these
Extra-Curricular Activities
Participation in extra-curricular activities is an expectation, therefore trainees must show
initiative and not wait to be asked
It is suggested that trainees leave a legacy of extra-curricular activities that can be continued
by other teachers after their departure.
Become familiar with outside agencies and links
Whole School Involvement
Attend parents’ evenings where appropriate
Attend the placement provider‘s professional development days if appropriate
Legal responsibilities
You need to be aware of the school’s statutory legal responsibilities about the following and
ensure you are familiar with them.
 Medicine; do not administer medicines in any form to pupils
 Sex education; do not undertake any teaching in relation to sex education, either as a
planned activity or as it arises in class discussion
 Substance use/misuse; if pupils report to you any issues relating to drug or solvent
abuse, even in confidence, you should immediately report the matter to the host
teachers and/or the head teacher
 Child protection; if pupils report to you any issues relating to physical or sexual abuse,
even in confidence, you should immediately report the matter to the host teachers
and/or the head teacher
 Playground duty and Physical education; a qualified teacher must be present during
playground duty or in the teaching of Physical Education. You must not take sole
responsibility for these or related activities as a trainee.
 Physical contact; you should be mindful of your professional responsibilities and the
legal framework governing physical contact between teachers and children. You also
need to understand the school policy relating to this matter.
 Industrial action; as a trainee you need to discuss your position with the headteacher
regardless of your union status.
21
Trainees Preparing for the ITE Placement
During the course there will be three phases of placement.
Phase 1 is an introduction to teaching
Phase 2 is the trainee as a developing teacher
Phase 3 is the final assessed placement
Assessment of trainee performance will take place at the end of each phase of teaching
against the Professional Standards by Mentors and Link Tutors
Placements at Phase 1 and occasionally at Phase 2 may see two trainees as teachers in one
classroom, a paired placement or individual trainees in separate classes. Increasingly in initial
teacher education (ITE), collaborative teaching is being recognised as a valuable means of
professional development at all stages from student teacher to highly experienced/senior
member of staff. It is widely recognised that people will be working together and supporting
each other in order to achieve mutually beneficial outcomes. Team teaching, mentoring, peer
coaching, joint planning, mutual observation and feedback are increasingly becoming a
normal part of school life. The University recognises the benefits of such collaborative
approaches by incorporating opportunities to undertake a group or paired placements where
appropriate.
The trainee will be contacted by the Partnership Office of the details of school placement.
This is normally distributed by MyBeckett (the University’s Virtual Learning Environment). A
list of suggested tasks below is designed to make the placement run smoothly. This is for
guidance only and you may find other preparation tasks may be added by the schools
themselves.
Pre placement: The trainee will
Find out contact details for the placement provider
Have the original copy of their DBS (or CRB) Certificate
Have filled out the annual Suitability Declaration form
Contact the school as soon as they find out where the placement is:
Introduce themselves to the ITE Coordinator or Mentor
Present the school with contact phone number and email
Arrange start time
Arrange travel to and from school (p. 49). Identify the most direct and/or cost effective way of
getting to placement and follow procedure regarding Car Insurance if relevant)
Contact their Link Tutor before the Block Placement and provide contact details
At the start of the placement before formal teaching, trainees are advised to:
Become familiar with the school policies, handbooks and codes of conduct, Health & Safety
and safeguarding procedures
Become involved in staff departmental meetings if appropriate
Spend time observing and getting acquainted with the school
Spend time becoming acquainted with the class resources
Observe different teachers and their approach to different classes and aspects of the
curriculum
Where appropriate prepare medium term plans for all curriculum areas to be taught
Prepare the first lesson plan for each subject to be taught
Decide on the two children who are to be the focus of assessment
Ensure the Link Tutor has seen all of the trainees planning. It is the trainees responsibility to
contact them to arrange a meeting before the block placement starts
Trainees must show their previous ITE Placement Assessment Forms to the school’s ITE
Coordinator
During Placement
Trainees should plan, prepare and teach whole classes, groups, teams, pairs and individual
children. Assist the host teachers as directed and become familiar with all aspects of
22
classroom life as possible to enable independent working and self-determination. Teaching
files need to be kept up to date and available for Mentors, Head Teachers and Link tutors to
see at any time. Plan your weekly meetings and type up the minutes and review your
assessment handbook weekly with your mentor. Continue to evaluate every lesson taught
and feed them into your future lesson plans.
Mid-term review
Link Tutors will visit trainees once in their phase of placement unless there are reasons for
extra visits such as failing performances etc. The visit will normally be during the middle week
of the phase. Mentors will assess the grade of the trainee at this point and in collaboration
with the Link Tutor will set action points for improvements to be made. This Mid Term grade
will be recorded by the link Tutor and stored by the student Administration office.
Phase 3 final grading exercises
Trainees in Phase 3 of their placements will receive a mid-term visit by their link tutors and a
Final grading visit in the last week of their phase. The purpose of the final grading visit is to
ensure that the Assessment document has been completed with a final grade recorded and
that all parties are in agreement of the grades.
At the end of placement
Trainees should make sure teaching files are completed including the phase assessment
booklet with sign off from the Mentor. Link Tutors and Mentors will collaborate to provide a
teaching grade which will be recorded in the assessment document. Trainees will then
arrange to meet with their personal tutors and agree targets for the next placement. The
Personal Tutor will sign the paperwork and ensure the trainee has filled in the online
evaluation of placement questionnaire. The trainee will then submit the completed phase
assessment booklet (which will include an attendance record) to the Student Administration
office who will collate and store the information in the trainee records.
Trainees can then submit their expenses for the placement
Placement Expectations
The Partnership Office are responsible for the recruitment of ITE placements.
The university expects the trainee to keep the Partnership Office informed of any
circumstances that may affect their placement.
The matching of trainees to placement offers is the responsibility of the Partnership Manager,
with assistance from the Course Leader, Level Leader and Partnership Office.
The university expects trainees to attend their assigned placements school, failure to attend
the school without due correspondence with the Course Leaders, the Partnership Office or
the Partnership Manager may lead to a withdrawal of the placement offer and ultimately
having to resit or even fail the course.
ITE placements for your practice often require big commitments in terms of your time efforts
and motivations. Transport to and from the school can be very difficult to arrange and often
involves setting off at 6.00am and returning home after 6.00pm. It is an expectation that
Trainees will have to comply with the transport policy arrangements and the decisions of the
placement team.
In the event of exceptional or mitigating circumstances a trainee can request a review of the
placement decision by completing and submitting an Application for Placement Reassignment
form detailing the reasons why they feel their circumstances warrant a reassignment of
placement. (This application will then be reviewed by a group of at least 3 Academic
members of staff, including the Partnership Manager, Head of ITE, Course Leader, Level
Leader, Personal Tutor and a representative of the Partnership Office.) The trainee would
then be formally informed of the decision. The decision made is final and trainees will be
expected to abide by the decision.
23
Occasionally trainees may be requested to make initial contact with schools in known
locations through a Trainee Assisted Placement form but this information should be passed
on to the Partnership Office in order for them to confirm possible placements and set up a
University Placement Provider Partnership contract. These forms will be issued by relevant
Course Leaders, Level Leaders, Partnership Manager, Head of ITE or the Partnership Office.
The Partnership Office will be informed immediately that one has been issued and a strict
deadline will be agreed for the completed form to be submitted to the Partnership Office.
Completion of a Trainee Assisted Placement form is in no way a guarantee of a
placement in that school.
Increasingly in education which includes initial teacher education (ITE), collaborative teaching
is being recognised as a valuable means of professional development at all stages from
student teacher to highly experienced/senior member of staff. It is widely recognised that
people will be working together and supporting each other in order to achieve mutually
beneficial outcomes. Team teaching, mentoring, peer coaching, joint planning, mutual
observation and feedback are increasingly becoming a normal part of school life. The
University recognises the benefits of such collaborative approaches by incorporating
opportunities to undertake a group or paired placements where appropriate.
24
Checklist for Trainees on ITE Placement
This guide is to support trainees through the whole ITE Placement Process to ensure you
have completed all the necessary requirements as well as received all the support and
resources you are entitled to:
Tasks Before commencing your serial days
Ensure you have details of your placement (University email)
Ensure you have contact details for:
 Placement Provider
 Link Tutor
 Partnership Coordinator/Partnership Office
Ensure you have your student ID
Ensure you contact your school and introduce yourself to the ITE Coordinator/Mentor
Ensure you provide the school with your contact telephone number and email
Arrange your serial day visits (if applicable) and all start times and who/where to
report to on your first day in school
Ensure you make contact with your link tutor to arrange your planning checking
meeting and exchanging of contact details
Ensure you have access to the following handbooks needed for your ITE Placement:
 ITE Placement Handbook
 ITE Placement Supplement
 ITE Placement Assessment Booklet
Ensure you have read through all the handbooks and are clear about your
responsibilities and tasks for your placement
Using the information given to you at release of the placements and guidance in the
handbooks plan your journey to placement.
Tasks before commencing your block teaching
Become familiar with the school policies, handbooks and codes of conduct, including
Health & Safety procedures, e-safety and safeguarding procedures
Become involved in staff/departmental meetings if appropriate
Spend time observing and getting acquainted with the school
Spend time becoming acquainted with the class resources
Observe different teachers and their approach to different classes and aspects of the
curriculum
Prepare planning required by each course / phase
Prepare the first lesson plan for each subject to be taught
Ensure you share your PDP/E-portfolio with your Mentor during the planning of your
block teaching
Contact Link Tutor to share planning and placement
TRAINEE MUST MAKE CONTACT WITH LINK TUTOR PRIOR TO TEACHING
BLOCK
Tasks at the end of your block teaching
Ensure you meet with your Mentor to discuss your placement, complete your
paperwork and discuss your actions to take forward
Ensure you meet with your link tutor for your final meeting and checking of
files/paperwork
Ensure you complete all Placement related assessment
Ensure you submit your attendance log and all Placement reports to the Student
Administration Office
Ensure you complete the online Evaluation questionnaire for your placement and
also provide the Partnership Office with your trainee profile for your next placement
Ensure you submit your expense claim form (if applicable)
Please refer to the guidance in this handbook.
Completed
Completed
Completed
25
Trainee Placement Files
During placement, trainees will need to have two recognisable working files which will need
daily maintenance.
The files may be paper based or electronic but must always be available for the host
teachers, Mentor, Headteacher and Link Tutor to read at any time. The use of dividers to
separate the different sections and weeks helps make the file more accessible to others.
The two files are known as
 Professional Development and Standards Portfolio/e-Portfolio
 Placement Planning file
Professional Development and Standards Portfolio
Trainees will be required to maintain a Professional Development and Standards Portfolio
(PDP). The PDP will document the trainee’s personal and professional development
throughout the course. Along with personal reflections on how trainees have addressed and
met the Teachers’ Standards, the PDP will contain:






Lesson observation sheets from each previous ITE Placement
Summative reports from each previous ITE Placement
Weekly meetings minutes and copies of targets set from each ITE Placement
Copy of attendance summary and attendance logs from each ITE Placement
Evidence of progress towards Teachers’ Standards
Any additional personal development information
It is vital that all evidence submitted in the Standards Portfolio has been endorsed by a
third party (a professional associated with your placement). Generally this means the
Mentor, Headteacher and/or Link Tutor will have signed and dated this evidence
It is the trainee’s responsibility to ensure that their file is maintained and kept up to date. It
can be shown as a paper copy/ file copy or e-Portfolio online version with blogs showing
progression against the standards. (N.B. some modules from some courses require
trainees to submit an e-Portfolio as part of their module assessment) Trainees must
have their Professional Development and Standards Portfolio in school and updated at all
times. Trainees will be required to show their PDP file to Link Tutors/Mentors on request. It is
an expectation that three separate and distinct pieces of evidence for each Standard are
documented in the Portfolio.
Portfolio
File Divider
TS1
Plastic wallets
TS1.
1TS1.
1TS1.
1
Observation/standards feedback etc
Lesson Plan or
Testimonial
1a
1a
The portfolio with file dividers, each with 3 plastic wallets with lesson plan and
observation highlighting Standards achieved. Or other evidence such as a
testimonial or weekly meetings minutes highlighting standards achieved.
26
Placement Planning File
The Placement Planning File should contain all relevant documentation that a Teacher would
reasonably use and log on a daily basis. For example lesson plans, assessments, registers,
medium term plans and information and policies relating to the school. Two examples of
effective files are highlighted below.
An effective Placement Planning File will contain:
A Title Page
Background Information about the
school and class
Organisation of the school
day/week
Personal Timetables
Name of trainee, name of Placement Provider, the dates of the
practice, the name and contact details of the Head Teacher,
Mentor, host teachers and Link Tutor
Background information, plan of Placement Provider, resources,
type of buildings etc.
Plan of classroom, class list, groupings, seating plan
Details of routines and procedures and a timetable
To indicate teaching time and professional development time
Mid-Term Plans/Staged Unit
Planners/ Schemes of Work
For each curriculum area taking into account National
Curriculum requirements to show continuity, progression and
coherence in planning
Short-term forecasts/ Lesson
plans
For each teaching and learning session written daily in advance
Comments from Mentor or Link
Tutor
These written comments should be attached to the appropriate
lesson/session plan
Lesson Evaluations
These need to be kept up to date and utilised for subsequent
planning. Each evaluation should be filed after the lesson plan to
which it refers
Weekly meetings with minutes
written up by trainees
Weekly Evaluations
Assessment forms and record
sheets
Profile comments.
These need to be completed each week
These should provide evidence of assessment of learning in
relation to objectives for a sample of two or three pupils
depending on phase of placement.
Any other relevant material
e.g. samples of materials, resource list, samples of work etc.
27
Standards for Teachers
PREAMBLE
Teachers make the education of their pupils their first concern,
and are accountable for achieving the highest possible
standards in work and conduct. Teachers act with honesty and
integrity; have strong subject knowledge, keep their knowledge
and skills as teachers up-to-date and are self-critical; forge
positive professional relationships; and work with parents in
the best interests of their pupils.
PART ONE: TEACHING
TS1 A teacher must set high expectations which inspire,
motivate and challenge pupils
Establish a safe and stimulating environment for pupils, rooted
in mutual respect
Set goals that stretch and challenge pupils of all backgrounds,
abilities and dispositions
Demonstrate consistently the positive attitudes, values and
behaviour which are expected of pupils
TS2 Promote good progress and outcomes by pupils
Be accountable for pupils’ attainment, progress and outcomes
Plan teaching to build on pupils' capabilities and prior
knowledge
Guide pupils to reflect on the progress they have made and
their emerging needs
Demonstrate knowledge and understanding of how pupils learn
and how this impacts on teaching
Encourage pupils to take a responsible and conscientious
attitude to their own work and study
TS3 Demonstrate good subject and curriculum
knowledge
Have a secure knowledge of the relevant subject(s) and
curriculum areas, foster and maintain pupils’ interest in the
subject, and address misunderstandings
Demonstrate a critical understanding of developments in the
subject and curriculum areas, and promote the value of
scholarship
Demonstrate an understanding of and take responsibility for
promoting high standards of literacy, articulacy and the correct
use of standard English, whatever the teacher’s specialist
subject
If teaching early reading, demonstrate a clear understanding
of systematic synthetic phonics
If teaching early mathematics, demonstrate a clear
understanding of appropriate teaching strategies
TS4 Plan and teach well-structured lessons
Impart knowledge and develop understanding through
effective use of lesson time
Promote a love of learning and children’s intellectual curiosity
Set homework and plan other out-of-class activities to
consolidate and extend the knowledge and understanding
pupils have acquired
Reflect systematically on the effectiveness of lessons and
approaches to teaching
Contribute to the design and provision of an engaging
curriculum within the relevant subject area(s)
TS5 Adapt teaching to respond to the strengths and
needs of all pupils
Know when and how to differentiate appropriately, using
approaches which enable pupils to be taught effectively
Have a secure understanding of how a range of factors can
inhibit pupils’ ability to learn, and how best to overcome these
Demonstrate an awareness of the physical, social and
intellectual development of children, and know how to adapt
teaching to support pupils’ education at different stages of
development
Have a clear understanding of the needs of all pupils, including
those with special educational needs; those of high ability;
those with English as an additional language; those with
disabilities; and be able to use and evaluate distinctive
teaching approaches to engage and support them
TS6 Make accurate and productive use of assessment
Know and understand how to assess the relevant subject
and curriculum areas, including statutory assessment
requirements
Make use of formative and summative assessment to secure
pupils’ progress
Use relevant data to monitor progress, set targets, and plan
subsequent lessons
Give pupils regular feedback, both orally and through
accurate marking, and encourage pupils to respond to the
feedback
TS7 Manage behaviour effectively to ensure a good
and safe learning environment
Have clear rules and routines for behaviour in classrooms,
and take responsibility for promoting good and courteous
behaviour both in classrooms and around the school, in
accordance with the school’s behaviour policy
Have high expectations of behaviour, and establish a
framework for discipline with a range of strategies, using
praise, sanctions and rewards consistently and fairly
Manage classes effectively, using approaches which are
appropriate to pupils’ needs in order to involve and motivate
them
Maintain good relationships with pupils, exercise appropriate
authority, and act decisively when necessary
TS8 Fulfil wider professional responsibilities
Make a positive contribution to the wider life and ethos of
the school
Develop effective professional relationships with colleagues,
knowing how and when to draw on advice and specialist
support
Deploy support staff effectively
Take responsibility for improving teaching through
appropriate professional development, responding to advice
and feedback from colleagues
Communicate effectively with parents with regard to pupils’
achievements and well-being
PART TWO: PERSONAL AND
PROFESSIONAL CONDUCT
A teacher is expected to demonstrate consistently high
standards of personal and professional conduct. The
following statements define the behaviour and attitudes
which set the required standard for conduct throughout a
teacher’s career.
A. Teachers uphold public trust in the profession and
maintain high standards of ethics and behaviour,
within and outside school, by:
Treating pupils with dignity, building relationships rooted in
mutual respect, and at all times observing proper
boundaries appropriate to a teacher’s professional position
Having regard for the need to safeguard pupils’ well-being,
in accordance with statutory provisions
Showing tolerance of and respect for the rights of others
Not undermining fundamental British values, including
democracy, the rule of law, individual liberty and mutual
respect, and tolerance of those with different faiths and
beliefs
Ensuring that personal beliefs are not expressed in ways
which exploit pupils’ vulnerability or might lead them to
break the law
B. Teachers must have proper and professional
regard for the ethos, policies and practices of the
school in which they teach, and maintain high
standards in their own attendance and punctuality.
C. Teachers must have an understanding of, and
always act within, the statutory frameworks which
set out their professional duties and
responsibilities.
28
Support in evidence for the standards
Guidance
These examples are only indicative of the types of evidence
trainees may wish to include in their standards portfolios. It is
by no means exhaustive. One piece of evidence may be able to
be used for more than one standard.
PART ONE: TEACHING
TS1 A teacher must set high expectations which
inspire, motivate and challenge pupils
- Lesson Plans (LP) / Feedback
- Weekly reviews
- Testimonials from staff/wider work force
- Trainee reflections; daily/ weekly
- Implementing and supporting school systems e.g. behaviour
TS2 Promote good progress and outcomes by pupils
- Lesson evaluations commenting on learning intentions
- (LP) shows learning informed by evaluation
- Mentor feedback identifies use of pupils knowledge of pupils
- (LP) shows a variety of teaching approaches
- (LP) shows that pupils are given opportunities to assess
their own and peers learning and setting of future targets
TS3 Demonstrate good subject and curriculum
knowledge
- Subject specific feedback and questioning
- Lesson Planning short and medium term
- Lesson Feedback
- Trainee reflections
- Proactive research
- Pupil engagement
- Modelling accurate spoken and written English
- Appropriate high quality resources
- (LP) shows pupil level data is used to inform differentiated
tasks (including SEN and G&T)
- Observations that comment on individualised feedback
TS7 Manage behaviour effectively to ensure a good
and safe learning environment
- Lesson planning/ Feedback
- Engaging resources
- Risk assessment documentation
- Setting and applying expectation with consistency
- Modelling expectations
- Use of a range of behaviour management strategies
- Trainee explanations and evaluations
- Examples of effective reward and sanctions processes
- Observations of more experienced colleagues and good
practice
TS8 Fulfil wider professional responsibilities
- Work with staff and colleagues outside the department
- Contributions in other areas of school e.g. pastoral/ extra
curricular
- Weekly reviews and reflections
- Work in the community
- Parents evening
- Attendance at professional meetings
- Use of support and collaboration for planning
- Use of CPD time and target setting
- Formal and informal meetings with staff, pupils, parents
etc.
- School visits and planning for them
-
- Deployment of a range of effective T&L strategies
TS4 Plan and teach well-structured lessons
- (LP); creative and imaginative
- Observations and feedback show appropriate pace and time
management and all pupils engaged in learning
- Resources are engaging
- (LP); include a range of appropriate homework/ extended
learning tasks
- Lesson evaluations demonstrate reflection rather than
description and impact subsequent lessons
- Mentor feedback
- Schemes of work/ medium term plans
TS5 Adapt teaching to respond to the strengths and
needs of all pupils
- (LP); Personalisation and differentiation
- Planning and managing the role of colleagues
- Use of pupil information/ data
- Reflection of impact on pupil progress
- Learning journals, case studies, recording mechanisms/
systems
- Learning dialogue
TS6 Make accurate and productive use of assessment
- Examples of marked and levelled pieces of work
- Extract from mark book/ monitoring sheet
- (LP) shows a variety of AfL strategies
- Examples of formative assessment including verbal
PART TWO: PERSONAL AND
PROFESSIONAL CONDUCT
A teacher is expected to demonstrate consistently high
standards of personal and professional conduct. The
following statements define the behaviour and attitudes
which set the required standard for conduct throughout a
teacher’s career. Evidence for standards 1 – 8 may also
provide evidence of personal and professional conduct
A.
B.
C.
-
Teachers uphold public trust in the profession
and maintain high standards of ethics and
behaviour, within and outside school.
Teachers must have proper and professional
regard for the ethos, policies and practices of the
school in which they teach, and maintain high
standards in their own attendance and
punctuality.
Teachers must have an understanding of, and
always act within, the statutory frameworks
which set out their professional duties and
responsibilities.
Child protection certificate
Mentor summative and formative feedback
Personal testimonials
Record of attendance
Engagement in wider school issues
This guidance has been agreed for use by Yorkshire &
Humber APTE
29
ITE PLACEMENT
INFORMATION FOR
MENTORS
30
Mentors will need to fill in:



Lesson Observation Form (Minimum expectation is 1 per week)
ITE Assessment Booklet for QTS (Phase 1, Phase 2 and/or Phase 3)
Weekly Review Meeting forms (minimum expectation one meeting per week up to 1
hour in duration)
Trainee Observation
The Mentor will observe trainee performance once per week and give oral and written feedback
as well as setting targets for future improvement. If the host teachers are not the Mentor, their
role will be to offer more informal support and advice.
The following pages contain examples of Lesson Observation forms. The standard observation
feedback form (LO1) should be used in most cases. There will be occasions however when a
Mentor will be required to make an observation of systematic synthetic phonics and/or guided
reading. (For this reason specific observation feedback forms can be used as an
alternative to form LO1.)
Link Tutors will arrange to carry out a mid-placement joint observation (Link Tutor/Mentor) in
order to standardise, quality assure and moderate the observation feedback process and to
provide help and assistance to the Mentor in making judgements against the standards.
Assessment of Trainees
Placement experience plays a major part in enabling trainees to meet the Teachers’
Standards. The assessment pattern for placement is designed so that competencies are
achieved progressively over the three phases of placement and appropriate to the graduate
profession. In each phase of training, trainees are expected to demonstrate their
professionalism and understanding through;
 Completion of placement tasks (set by University Tutors and supported by schools)
 Personal and Professional conduct
 Practical teaching including effective planning and evaluations and reflections
The assessment of a trainee’s placement is carried out by the Mentor in collaboration with the
Link Tutor. In the case of some Placement Providers where the host teachers is not the
Mentor, the host teachers will be expected to provide teaching opportunities for the trainee
and give informal feedback. The Link Tutor will be available for help and support especially in
the decision making process.
The ITE Placement is formally assessed by the Mentor in discussion with the Link Tutor and
grades against the teaching standards should be recorded, signed and dated in the trainee’s
ITE Assessment Booklet. The trainee’s booklet is the live version and will be used for
Phase 1, Phase 2 or Phase 3. It is the trainee’s responsibility to present copies of the
completed document to their personal tutor and Student Administration Office on completion.
Placement Providers should receive a copy of this booklet as an EXEMPLAR document for
reference only but electronic copies of all handbooks, booklets and forms are available at
www.leedsbeckett.ac.uk/placements/carnegie.
Weekly meeting forms
One final expectation of the Mentor is to arrange a weekly meeting between themselves and
the trainee (30 minutes to an hour of uninterrupted time). The purpose of the meeting should
be to review the weekly targets and Teaching Standards and discuss any difficulties the
trainee may be experiencing. The agenda should be driven by the trainee and they should
prepare notes for the meeting and write up the minutes and provide them for the Mentor
within 2 days of the meeting. An exemplar agenda and weekly review and targets template is
included in this documentation. The form should be used to focus the trainee’s targets for the
31
following week and to allow the trainee to evidence teaching standards for their teaching files
if appropriate.
Mentor Checklist
Can you please check that:
You have received a letter confirming all the offers of Placements.
You have completed and returned the Partnership Agreement to the Partnership
Office.
You have received an invitation to Mentor training sessions for this academic
year.
You have attended Mentor training in the last 3 years.
You have received notification of the trainees’ names and confirmation they
have undertaken an enhanced DBS disclosure check through Leeds Beckett
University in line with our Safeguarding Policy and prior to the placement start
date.
You have received the ITE Placement Handbook, appropriate ITE Placement
Supplement, ITE Assessment Booklet and triplicate copies of the Lesson
Observation form.
You are aware that electronic copies of all handbooks, booklets and forms are
available at www.leedsbeckett.ac.uk/placements/carnegie.
You have been given the name of the Link Tutor and have their contact details.
You are aware of the dates, percentage of the weekly timetable the trainee(s)
will be teaching and any other requirements for this ITE placement.
You are ready to complete one Lesson Observation per teaching week as a
minimum requirement to provide feedback to the trainee.
You will meet with the trainee once a week up to 1 hour of uninterrupted time
and are aware that the trainee will set the agenda and write up the minutes
You understand the assessment forms in the assessment booklet and are ready
to complete these by the last day of the placement.
You are aware of our online Evaluation of the Partnership process and are
prepared to provide feedback using this questionnaire at the end of the
placement.
32
School/Setting Lesson Observation Feedback Form LO1
Trainee Name
Course
Placement (e.g. Year 1, 2,
School Name
Year Group /
Class
Focus of Observation (informed by previous
3 or Phase 1, 2, 3)
Activity / Lesson
No. in Group
lessons observed if appropriate)
PROMPTS FOR USE IN GIVING FEEDBACK
Planning and Learning objectives
 To what extent have the learning objectives been met? Are
they challenging, based on secure knowledge of the pupils,
and relevant to the pupils’ ages? Give examples.
 Has the lesson taken account of differing needs?
 Have the resources used been relevant and appropriate
(taking into account pupils’ interests, language(s) and
cultural backgrounds).
Engagement. Evidence of
 immediate and constructive feedback;
 appropriate and timely interventions;
 providing evidence of progress to pupils;
 interacting with pupils (explanation, questioning,
discussion, target setting);
 asking probing questions.
Teaching performance
 Expectations are challenging and attainable for all pupils.
 Suitable learning environment created.
 Subject knowledge is appropriate for lesson.
 Engaging, motivating, and sustains pupil interest.
 Other adults have been used effectively.
 Pupil feedback informs future planning.
Teaching Standards observed:
indicate grade, tick or N/A and use general comment box to
evidence where and how standard was achieved
TS1 Set high expectations which inspire, motivate
and challenge pupils
TS2 Promote good progress and outcomes by
pupils
TS3 Demonstrate good subject and curriculum
knowledge
TS4 Plan and teach well-structured lessons
GENERAL COMMENT [set context of lesson in terms of theme/topic/subject; desired learning outcomes; lesson structure and format]
Evidence of positive management of behaviour
TS5 Adapt teaching to respond to the strengths
and needs of all pupils
TS6 Make accurate and productive use of
assessment
TS7 Manage behaviour effectively to ensure a
good and safe learning environment
TS8 Fulfil wider professional responsibilities
Evidence of Impact on pupil learning
SCHOOL MENTOR signature
TRAINEE
signature
Targets
Date
33
Weekly Review and Targets
Trainee Name:
School/Setting:
Week:
Date of Review:
Review of last week’s targets/standards. Have they been achieved?
Evaluation of last week’s lessons including comments from host teachers
Evidence of Progress (feedback, planning, observations)
Areas for further development from last week
Tutorials, seminars, meetings, workshops, attended?
Trainee impact on pupil learning and progress
Next week’s targets/ standards
34
Further Issues to discuss
MENTOR
signature
TRAINEE
signature
35
REPORTING
PROCEDURES
36
Absence Reporting Procedures
If a trainee is unable to go into the placement setting on a day that they are scheduled to
attend as part of their ITE Placement the following procedure must be followed:
1. The trainee must contact the Placement Provider at the earliest opportunity, certainly
before the start of the placement setting day, and advise the relevant individual that he
or she is unable to attend and give the reason for this. It is helpful to Placement
Providers if an indication as to the length of absence can be given.
2. The trainee must inform the University at the earliest opportunity that they are unable
to attend the placement setting by contacting the Carnegie Partnership and
Employability Unit on Telephone: 0113 812 1761 or Email:
carnegie.workplacements@leedsbeckett.ac.uk.
3. The trainee must contact their Link Tutor at the earliest opportunity and inform them
that they will not be in school.
4. On each subsequent day that the trainee remains unable to attend the placement he
or she must advise the school, the Placement and Employability Unit and t the Link
Tutor as early as possible that day. In addition the trainee should inform all parties
when they will resume the ITE Placement.
5. Should the absence extend for more than seven consecutive days (including
weekends), the trainee must provide the University with a medical certificate. This
should be given to the trainee’s year co-ordinator.
6. On resuming the ITE Placement the trainee must ensure that arrangements are made,
which are convenient with the Placement Provider, to make up for any days of
absence. Failure to do this may affect the trainee’s Qualified Teacher Status.
In the event that a trainee is absent and has not informed the Placement Provider then the
Placement Provider should inform the Partnership Office (Tel: 0113 812 1761 or Email:
carnegie.workplacements@leedsbeckett.ac.uk at their earliest convenience.
Should a trainee miss 5 days or more of ITE Placement then the Partnership Office will need
to instigate cause for concern procedures.
37
Trainee Attendance
In order to obtain Qualified Teacher Status trainees must complete a set number of days
training in school/ITE setting. This is why it is important that any days missed on ITE
Placement are made up. These additional days can be arranged directly between the trainee
and the Placement Provider, and must be recorded on the Attendance Log in the ITE
Placement Assessment Booklet for each phase of training. This log must be signed by the
Mentor to confirm it is accurate.
A copy of this needs to be submitted to Student Administration as part of your ITE Placement
Assessment booklet as soon as the placement finishes.
The trainee must also complete an Attendance Summary form throughout the trainee’s
course of studies which should be kept within trainees Professional Development and
Standards Portfolio. This summary must be updated at the end of each placement phase to
show the total number of cumulative days spent in school/ITE settings.
38
Early Intervention Plan and Cause for Concern
Occasionally a trainee’s teaching performance may not match the Placement Providers
aspired standards of professionalism. If this situation is left unchecked it can have negative
consequences for the trainee and the Placement Provider. Should a Mentor / Class Teacher
be concerned about the standard of a trainee’s performance (including professionalism) they
should make this very clear to the trainee and inform the Link Tutor as a matter of priority at
the earliest opportunity.
Early Intervention Plan
The Mentor in discussion with the ITE co-ordinator or a senior manager in the Placement
Setting may choose to invoke an Early Intervention Plan (EIP) for the trainee in order to focus
them on quality teaching and performance. A copy of the (EIP) can be found (see page 43) of
this section. This plan is usually used in the first two weeks of a trainee’s placement and a
copy should be given to the trainee, Link Tutor and Placement Office.
The plan should highlight a strategy for the trainee to follow in order to progress on Teachers
Standards where they are performing below the expected level. For a short placement the
time allowed for this should be two to three days at most. This is the first step to support
improved teaching that has to be formally recognised in order to proceed with the ITE
placement.
After the time set for demonstrating improvement, a formal lesson observation has to be
carried out by the Mentor, the Link Tutor and / or the ITE co-ordinator and a judgement on the
trainee teacher’s performance made to determine if progress has been made. If progress has
been made then the trainee will follow the scheduled placement. If the outcome of the
judgement is that no progress has been made then a Cause for Concern action plan will be
implemented for the trainee.
Cause for Concern
In consultation with the Mentor the Link Tutor will decide whether a formal Cause for Concern
(FCFC) should be instigated and if so they should immediately contact the Placement Office
and the Partnership Manager (Placements) and inform the trainee that he/she is at risk of
failing placement should no evidence of progress be demonstrated at the next lesson
observation.
The Link Tutor, in conjunction with the Mentor and the trainee, will draw up a detailed action
plan, including time scale and evidence required, to help the trainee address the specific
areas for development. A copy of the action plan will need to be sent to the Placement Office,
Partnership Manager (placements) and the trainee.
This is a formal procedure and will be monitored. A lesson should be scheduled in a similar
timescale as for the Early Intervention Plan and a University Academic member of staff or the
Partnership Manager will be in attendance for the final decision on trainee performance and
progress against the Teaching Standards. Should no discernible progress have been
demonstrated by the trainee as judged by the Academic staff member/Partnership Manager
and the Mentor, the Trainee will be deemed to have not met the expectations and
requirements of placement and will be no longer supported in the placement setting. The
trainee therefore must contact their Course Leader to discuss their future direction.
Please note this procedure should be carried out in a timeframe that allows the trainee time to
address the areas for development but does not drag on over several weeks, and preferably
is started before the mid-point of the placement. EIP and CFC templates are on the following
pages.
39
Footnote
In the unlikely event that Trainee demonstrates consistently high levels of unprofessional
conduct and / or lack of commitment and enthusiasm during the placement, the Placement
Provider is within their rights to withdraw the offer of placement with immediate effect.
The grounds for asking a trainee to leave the placement setting would be either for
unprofessional conduct or having a negative impact on pupils’ learning.
If a trainee is asked to leave a placement setting it is deemed as a failed placement and the
trainee must contact their Course Leader to discuss their future direction.
40
Early Intervention Plan and Cause for Concern Flow Chart
This flow-chart is specific to the ITE Placement.
Placement Provider identify problems with trainee’s
professionalism /ability in school/setting and report to
Link Tutor and Placement Office. This should
normally take place before the mid-point of placement.
Placement Provider report Trainee
absences to Placement Office. Office
determine trainee has concerning number of
absences from ITE Placement
Early Intervention Plan. (EIP) implemented by Mentor
Link Tutor invited to attend Observation of Trainee in collaboration with Mentor.
Mentor, Link Tutor & trainee meet, action plan drawn up, including time scale and evidence
required to help the trainee address the specific areas for development
Lesson/ Action Points Observed/ Reviewed by
Mentor and Link Tutor
Progress Made
Concern resolved. Placement
continues
No progress on Early
Intervention Plan observed
by Mentor and Link Tutor
Cause for Concern. (CFC) implemented by Link Tutor.
Partnership Manager (Placements) invited to attend Observation of
Trainee in collaboration with Mentor and Link Tutor.
Mentor, Link Tutor & trainee meet, action plan drawn up, including time
scale and evidence required to help the trainee address the specific areas
for development
Progress Made
Concern resolved. Placement
continues
No Progress against
Standards, Trainee is
withdrawn from Placement
Trainee to consult with Course Leader for future
direction and options
41
Re-sit / Deferral Turnaround Plan
University informed of Trainee
failure or withdrawal from
placement
Meeting arranged for Course
Leader* and Partnership Manager
(Placements) to meet with
Trainee to review placement
The Trainee may decide that they
do not want to pursue course or
QTS (process ends here)
During meeting ‘Turnaround’ form
completed clearly highlighting
actions and teaching standards
requiring improvement for
Trainee to be ready for next
placement
Turnaround Form: copies to Trainee, Placement
Office (to go on file), Link Tutor, Course Leader
and Partnership Manager. Future date set to meet
with trainee. Trainee has to show evidence of
meeting actions and standards requiring
improvement.
Trainee meets with Course Leader and Partnership
Manager prior to placement to discuss how actions
have been addressed.
Course Leader and Partnership
Manager decide on the strength of
the case if the trainee is prepared
for a re-sit placement.
Trainee is prepared. Partnership Manager requests
Placement Office to source a suitable school/setting
for resubmission.
Trainee not prepared for
placement adequately;
placement further delayed.
Trainee to meet course leader
once again to discuss
Trainee attends placement.
Placement Provider made
aware Trainee adequately
prepared to undertake ITE
Placement.
* Or nominated alternative academic who is able to review the Trainee performance and make necessary recommendations.
42
Early Intervention Plan (EIP) - Individual Action Plan (AP1)
Standards to Address
Actions To Be Taken By
Trainee
Support Provided
Timescale For Actions
Success Criteria
Date Of Follow-Up Meeting To Review Progress Of EIP (will depend on the nature of the
Standards that need addressing. Usually the standards can be addressed in a timescale of
2 to 5 working days)
Trainee
Signature
Mentor
Signature
Date
Please forward a copy of the completed form to: Carnegie Partnership and Employability Unit, Room G02/3 Carnegie Hall, Leeds Beckett
University, Headingley Campus, Beckett Park, LS6 3QQ Phone Number: 0113 812 1761 Fax: 0113 812 6102.
43
Cause for Concern (FCFC) - Individual Action Plan (AP2)
Standards to Address
Actions To Be Taken By
Trainee
Support Provided
Timescale For Actions
Success Criteria
Date Of Follow-Up Meeting/ Observation To Review Progress Of FCFC (will depend on
the nature of the Standards that need addressing. Usually the standards can be
addressed in a timescale of 2 to 5 working days)
Trainee
Signature
Link Tutor
Signature
Date
Please forward a copy of the completed form to: Carnegie Partnership and Employability Unit, Room G02/3 Carnegie Hall, Leeds Beckett
University, Headingley Campus, Beckett Park, LS6 3QQ Phone Number: 0113 812 1761 Fax: 0113 812 6102.
44
Turnaround Plan Form
Date of Turnaround
Meeting:
Trainee
Name:
Course:
Academic Attendees at
Meeting:
Student ID:
Year/Level:
ACTION PLAN FOR TURNAROUND:
Area of Concern relating to teaching
standards
Turnaround Action
Evidence Action Achieved
Dates set for Turnaround follow up meeting to discuss achieved action points:
Notes: To determine if a Re-sit Placement should be sourced.
I can confirm that the above trainee has achieved actions for turnaround and a placement can
be sourced to commence a re-sit/Deferred Placement.
Partnership Manager
Signature:
Date:
Please give the White copy to trainee for their files, keep Pink copy for your records, Blue copy to Link Tutor and Yellow copy send to:
The Carnegie Placement & Employability Unit, Room G02/3 Carnegie Hall, Leeds Beckett University, Headingley Campus, LS6 3QQ
45
POLICIES
The following policies are for Trainees to read and understand in order to support transport and
expenses arrangements
46
Disclosure & Barring Service (DBS) Checks
(Formerly known as Criminal Record Bureau or CRB)
All trainees studying towards QTS are required to undergo an Enhanced DBS Disclosure Check as an
entry requirement of the course and will not be enrolled until this check has been completed and the
Disclosure Certificate has been issued. Your DBS status will be checked and confirmed prior to
commencement of any placement as part of the course.
Once issued and approved, DBS certificates are valid for the duration of the course. In line with NCTL
guidance we do not make additional checks in respect of separate school placements or after a three
year time lapse from initial issue.
DBS Placement Guidelines:
Students are not required to provide their copy of the DBS (or CRB) Disclosure Certificate to
schools and schools are not authorised to ask for sight of the Certificate.
In line with the TDA Guidelines for ITT requirements R1.4 the ITT Provider (University) will confirm to
schools that a trainee’s DBS (or CRB) check has been completed in advance of the placement. In
January 2015, all initial teacher training providers received guidance from UCET advising that we can no
longer share DBS certificate disclosure numbers or issue dates with schools as it would be considered
an offence under the 1997 Police Act, and a breach of the DBS Code of Practice. As a consequence of
this, we will only confirm that our students have undertaken an enhanced DBS/CRB disclosure check
through Leeds Beckett University in line with our Safeguarding Policy and Procedures and have been
fully approved for any’ regulated activity’ placements as part of their course.
Should you wish to view the full guidance it is available online here: www.ucet.ac.uk/downloads/6370New-DBS-Guidance-2015.doc
Risk assessment for declarations and disclosures returned with a listed offence:
If a Self-Declaration or Disclosure Certificate is returned with a listed offence the trainee will be asked to
provide a statement and reference as further evidence for the University to make a full ‘risk assessment’.
All evidence will be assessed by the University to determine the relevance of the offence and the
trainee’s suitability in relation to undertaking regulated activity.
If the trainee is approved following the assessment, they will be permitted to continue on the course and
approved to be involved in placements which will involve regulated activity working with children and/or
vulnerable adults. Details of the offence will not be disclosed to any third party in line with DBS
regulations. If the trainee is deemed unsuitable to work with children or to teach they will be removed
from the course.
Failure to disclose a change in your DBS (or CRB) status may jeopardise your place on the
course.
Should you lose your DBS (or CRB) Certificate at any point during of your course of study you
should contact Student Admissions for advice. You may be required to meet the cost of
replacing your Certificate in certain circumstances.
Changes to DBS status:
If your status changes (i.e. there is an allegation of criminal conduct or you are subject to a
caution/conviction) after the DBS Certificate has been issued, you must disclose this to the Faculty.
When a trainee discloses a change in their status, the Faculty, with advice from the NCTL, DFE and the
Secretary & Registrar, will make a judgement on the relevance of the information to undertaking
regulated activity.
If the information is deemed relevant to suitability to undertake regulated activity, the case will be
addressed under the Student Code of Discipline.
47
All trainees will be required, on an annual basis, to confirm that there have been no changes to their
DBS status when completing the on-line Registration and Enrolment (ORE) which includes a selfdeclaration page which must be completed.
Update on sharing Trainee Teachers Placement DBS Disclosure Information:
In January 2015, all initial teacher training providers received guidance from UCET advising that we can
no longer share DBS certificate disclosure numbers or issue dates with schools as it would be
considered an offence under the 1997 Police Act, and a breach of the DBS Code of Practice. As a
consequence of this, we will only confirm that our students have undertaken an enhanced DBS/CRB
disclosure check through Leeds Beckett University in line with our Safeguarding Policy and Procedures
and have been fully approved for any’ regulated activity’ placements as part of their course.
Should you wish to view the full guidance it is available online here: www.ucet.ac.uk/downloads/6370New-DBS-Guidance-2015.doc
Evaluation of the Placement
As part of our quality assurance and course monitoring procedures for our Qualified Teacher Status
courses we ask all Placement Providers, Trainee Teachers and Link Tutors to complete an Evaluation of
the Placement questionnaire. We estimate it should take no longer than 15 minutes to complete the
questionnaire.
This information is used to inform future course developments and continuously make improvements
year on year.
The Evaluation will be an online electronic survey and access to this survey will be sent to you near the
end of the placement.
If it is not possible for you to complete this form electronically then please contact the Partnership Office
and they will arrange a paper copy to be sent to you.
48
ITE Placement Travel Policy 2015/16
The Carnegie Faculty will make an assessed contribution towards the cost of travel and/or offer travel
assistance to eligible* trainees whilst on placement. It does not allow for a full reimbursement to a
trainee of costs incurred.
This document sets out the premises upon which the assessment will be calculated.
*Not all students are eligible to receive an assessed contribution towards placement travel costs.
Eligibility is outlined below:
Undergraduates
Undergraduate Primary or Early Years (QTS) trainees whilst on placement are eligible to receive
an assessed contribution towards reasonable travel costs for the cost of journeys between their
term time residence and the placement site.
Postgraduates
Postgraduate trainees in receipt of a training bursary are not eligible as the bursary already
includes a contribution towards travel costs.
Postgraduate trainees who are not in receipt of a bursary may, in certain circumstances, be
eligible to receive an assessed contribution from the University towards placement travel costs.
Non Assessed Activities
Trainees undertaking other non-assessed activities i.e. “not graded” such as Higher/Lower Key
stage, Creativity and Phonics in schools are not covered by this policy and are expected to fully
cover the costs of travel themselves.
Acceptable Travel Times and Expectations of Trainees
The ITE Partnership is spread across a wide geographical area which includes not only Leeds but also
Bradford, Kirklees, Calderdale, Doncaster, Wakefield and outlying regions of North Yorkshire, South
Yorkshire and East Yorkshire and North Lincolnshire and Lancashire.
The University considers journey times of up to 90 minutes each way, to and from placement to be
acceptable.
For the purpose of calculating approximate journey times the University will refer to InPlace for travel
guidance. Other useful resources include the AA Route Planner for car travel or
http://www.wymetro.com/howtogetto/planajourney/ for public transport.
49
Trainees are expected to fully engage in all school activities and schools may have an expectation for
trainees to be in attendance at schools from 8.00am to 4.30pm or later.
Placement dates are published in advance and trainees are obligated to make provisions to commence
travelling to placement from any time after 6.00am and may not be returning home much before
6.00pm
Travel by Public Transport
All trainees are expected to travel to and from placement by the most cost effective way which, in most
cases, will mean by public transport i.e. bus and/or train.
Normally, and where possible, trainees are expected to use public transport and make their own
arrangements for all journeys to get to and from placement.
When assessing the contribution towards the cost of public transport the Partnership Office will use the
following principles as a guideline.



For single day travel the University will only contribute up to the value of the cheapest available
day fare option;
For weekly travel the University will only contribute up to the value of the cheapest available
weekly option;
For monthly travel the University will only contribute up to the value of the cheapest available
monthly option.
Costs over and above the cheapest option will be paid by the trainee.
Travel Assistance Provision
In such circumstances where the sole use of public transport is not a viable option, the Partnership
Office will consider other options including the use of assisted travel provision [such as use of own motor
vehicle, car share, car hire] to support a journey.
Use of Own Motor Vehicle
In line with the University Transport Strategy trainees with cars are asked to provide lifts, wherever
practicable, to other trainees who live close by and who are travelling to the same school or schools in
close proximity to their placement school.
Insurance Requirements
All trainees using their own vehicle must ensure that their motor insurance covers them for travel
to and from their placement or activity of the placement, as the insurer may not deem this to be
Social, Domestic and Pleasure cover (SD&P). The University does not hold this cover or accept
any responsibility or liability for damage caused to your or third party vehicles and property.
Prior to the commencement of the placement car users must complete and return to the
Partnership Office an Insurance Declaration Form.
Assessed Contribution for Use of Own Motor Vehicle
Only the car owner/driver is eligible to receive an assessed contribution. When making an assessment
the following conditions will apply:



If a trainee chooses to use their motor vehicle for a journey that could be undertaken on public
transport then the University will only contribute mileage costs up to a maximum value of the
cheapest available fare option. [See Travel by Public Transport].
The University will only contribute towards the additional cost of travel. [See How The Use of
Own Motor Vehicle Mileage is assessed)
Passengers i.e. trainees who accept lifts to placement from a car owner/driver are not eligible to
receive any contribution.
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Car owner/drivers and passengers entering in to separate financial remuneration arrangements
with one another do so at their own risk.
Parking fees, fines and other charges will be paid in full by the trainee.
How Use of Own Motor Vehicle Mileage is assessed
The University will make an assessment of the total mileage to and from placement for the duration of
the placement period.
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The calculation for all mileage will be based on the shortest driving distance, as determined by
the AA Route Planner, between the trainee’s term time address and the placement.
Any additional mileage accrued as a result of taking passengers will be considered as part of the
assessment.
The University will only contribute towards the “additional costs of travel”. Therefore, a deduction
based on the shortest driving distance, as determined by the AA Route Planner, will be made to
account for the normal daily mileage travelled by the trainee to and from the term address and
Campus.
Use of a Hire Car
Use of a hire car will only be considered where this is the only option and/or the most cost effective
method of travel way for a group of trainees to travel to and from their placement. Hire cars are rarely
considered for single occupancy travel.
In line with the University Transport Strategy trainees deemed eligible for use of a hire car are expected
to provide lifts, wherever practicable, to other trainees who live close by and who are travelling to the
same school or schools in close proximity to their placement school. [See also Car Hire Student
Handbook]
How Use of a Hire Car Mileage is Assessed
Hire cars are paid for by the University and designated drivers are insured by the University. All hire cars
are delivered to the University with a full tank of petrol.
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The calculation for all mileage will be based on the shortest driving distance, as determined by
the AA Route Planner, between the trainee’s term time address and the placement.
Any additional mileage accrued as a result of taking passengers will be considered as part of the
assessment.
The University will only contribute towards the “additional costs of travel”. Therefore, a deduction
based on the shortest driving distance, as determined by the AA Route Planner, will be made to
account for the normal daily mileage travelled by the trainee to and from the term address and
Campus.
All additional transport costs will be borne by the driver. Note also that the driver remains liable for the
payment in full of parking fees, fines and other penalty charges. Any such charges incurred by the
University on behalf of the trainee will be reclaimed.
At the end of Hire the vehicles must be returned to the Hire company with a full tank of petrol. In such
cases where a car is not returned with a full tank the University reserves the right to reclaim additional
fuel charges from the Trainee.
Use of Taxis/Private Hire Vehicles
Trainees who choose to use such Taxis/private hire vehicles do so at their own expense.
Unforeseen Travel Arrangements/Expenses
It is not possible to cover every eventuality.
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In exceptional circumstances and with prior agreement the University may authorise the use of
Taxis/Private Hire vehicles.
Trainees will be advised of their eligibility to claim a contribution towards unforeseen travel
assisted related expenses by the Partnership Office on a case by case basis.
Payment of Assessed Travel Contribution
When trainees are notified of the assigned placement they will receive at the same time notification of
the expected mode of travel (to and from placement) along with confirmation of the amount of the
assessed travel contribution along with a payment request form.
Once the placement is agreed and formally confirmed trainees will be able to request payment from the
University.
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Trainees are strongly advised to submit request for payment promptly.
All contributions will be paid directly into the trainee’s bank account. Normally, trainees can
expect to be reimbursed within 28 days of requesting payment.
All requests Must be submitted by no later than 31st July 2016. Claims submitted after this
date will not be processed.
Note: All contributions for travel are made to trainees in good faith. In circumstances where a trainee
withdraws from a placement early then the Partnership Office reserves the right to seek reimbursement
for all or any of the contributions received by the trainee.
Useful Links/Websites
Plan a Journey:
http://www.wymetro.com/howtogetto/planajourney/
Tickets and Passes:
http://www.wymetro.com/TicketsAndPasses/
Useful Travel Apps:
http://www.wymetro.com/Useful_Travel_Apps/
AA Route Planner:
Google Maps:
ViaMichelin:
http://www.theaa.com/route-planner/index.jsp
https://www.google.co.uk/maps/dir
http://www.viamichelin.co.uk/
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