Scitt course handbook 2013 14 final 15th july by Cleverbox UK Ltd

The Kemnal Academies Trust

School Centred Initial Teacher Training

Course Handbook 2013-14

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CONTENTS SCITT HANDBOOK Section 1 – Introduction, Aims, Structure, Roles and Responsibilities Section 2 – The TKAT SCITT Programme Section 3 – Monitoring and Assessment Section 4 – Guidance and Pro-formas Section 5 – Quality Assurance Section 6 – Policies and Procedures Section 7 - Appendices

Section 1 –

Introduction, Aims, Structure, Roles and Responsibilities

      

Introduction to the TKAT SCITT Scheme Aims and Objectives The Partnership Schools Organisation Structure TKAT Contacts Roles and Responsibilities Useful Contacts

Introduction “The primary purpose of TKAT is to ensure that every TKAT student achieves the highest possible levels of attainment within an appropriate learning environment... the ethos (of TKAT) is that all the Academies will work collaboratively, to enable students and staff to flourish and grow...” (TKAT Aims and Objectives) As a SCITT provider, our purpose and practice is an apprenticeship model underpinned by the above aims. It shares the Government’s ambitions “to match the best performing countries in the world in the quality of teachers it recruits” (Training our Next Generation of Outstanding Teachers. DfE. Nov 2011)

It will operate within the teaching school framework and take responsibility for: 

assessing the needs of trainee teachers and ensuring appropriate provision to meet them



ensuring that all trainee teachers observe outstanding teaching, and undertake detailed discussion and reflection



managing a range of high-quality, school-based training experiences and professional development activities (including those at Master’s level) into which trainee teachers will be fully integrated

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encouraging greater involvement in ITT across the alliance by showing how supporting trainee teachers can contribute to pupil learning, professional and leadership development for teachers, and supporting our partner schools in improving the quality of their ITT provision

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ensuring all teaching staff working with trainee teachers across the alliance provide high-quality, school-based tutoring and coaching, including the provision of appropriate training and on-going support linked to other coaching and mentoring roles and are helped to use these roles to develop their own practice



assessing trainees against the qualified teacher status standards



demonstrating a clear commitment and capacity to respond to local, regional and national priorities in training

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making a long-term commitment within the alliance to training an agreed number of trainee teachers and providing substantial school experience opportunities for people interested in becoming teachers



working strategically with Canterbury Christ Church University on the management and leadership of the ITT partnership and on the selection and recruitment of high-quality trainee teachers

Initial Teacher Training will fit seamlessly into the Trust’s Teaching School remit and aim “to improve each year the Trust schools’ attainment at key stages 2, 4 and 5 by more than the national average, and to reduce the achievement gap for FSM or LAC pupils by more than the national average improvement. Also, to show an improvement in schools in the Trust by virtue of Ofsted judgements for teaching and learning that is greater than the national average improvement”.

John Atkins CBE Founder member of TKAT and Executive Chairman

TKAT School Centred Initial Teacher Training From apprenticeship to mastery

Aims and Goals To provide high quality initial teacher training within a Teaching School framework scheme, which prepares trainees to meet the Professional Standards for Qualified Teacher Status by ensuring they:       

have a consistent and high quality experience based on exposure to truly outstanding practice are capable of delivering consistently good or outstanding lessons are an integral part of the continuation and development of an excellent learning experience for students experience a programme which is appropriate to their individual needs and supports and challenges them to excel and offers future leadership possibilities are reflective practitioners who are able to meet the professional challenges facing them in their early years of teaching have a holistic understanding of the operation of the school as an organisation and their role within it are competent in the performance of all other duties required of newly qualified teachers

To ensure that all participating schools have access to: 



a network of outstanding classroom practitioners and outstanding leaders professional development opportunities to improve their skills, knowledge and understanding an ethos which focuses resolutely on raising pupil achievement

Rationale The TKAT SCITT scheme will serve to support the principles and practice outlined in the government’s publication “Training our Next Generation of Teachers”. Teaching School Ethos, Partnership and Experience TKAT has a proven track record of improving schools, raising student attainment, improving teaching and learning and developing staff. As a successful academy chain with a remit to improve other schools/ academies, TKAT welcomes its accreditation as a Teaching School and embraces its role to: “lead the school system in training and developing outstanding teachers (including) both the development of existing teachers through peer-to-peer training, coaching and mentoring and also supporting the training of new teachers. All teaching schools will undertake these core roles, along with school-to-school support.”

Training with The Kemnal Academies Trust (TKAT) </body>

The primary purpose of The Kemnal Academies Trust (TKAT) is to ensure that every TKAT student achieves the highest possible levels of attainment and achievement within an appropriate learning environment. TKAT comprises a number of academies, both primary and secondary in Essex, Kent, Medway, Thanet, Bromley, Bexley, Surrey, West Sussex and Hampshire. While each Academy operates independently through its Local Governing Body, the ethos is that all the Academies will work collaboratively, to enable students and staff to flourish. TKAT academies all share the values of maximising high attainment and creating excellent opportunities for staff and students striving to achieve excellence. All of our staff are valued as professionals, creating an ethos in which the students can thrive. As a Teaching School, our professional development is highly regarded and valued by all members of the TKAT. We are working in conjunction with Canterbury Christ Church University in order to achieve high standards for our ITT programme and we have a number of highly skilled and highly trained facilitators who are developing CPD opportunities across the Trust schools. We will develop all aspects of the Teaching Schools agenda so that our Academies share in the training and development of all staff at all levels. Each Academy works collaboratively with the other Academies run by TKAT, sharing resources, knowledge and best practice to:



achieve consistently high standards of learning and teaching for all students;



optimise opportunities for students;



improve key aspects of performance;

Composition of partnership The SCITT programme comprises of the following schools: 

Debden Park High School, Essex



Kemnal Technology College, Bromley

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King Harold Business and Enterprise Academy, Essex



Orchards Academy, Kent



Rainham School for Girls, Medway



Welling School, Bexley



Cleeve Park, Bexley



Hylands School, Chelmsford

Organisation The Head Office of TKAT SCITT is: The Atkins Conference Centre Kemnal Technology College Sevenoaks Way Sidcup, Kent DA14 5AA

The Lead School for the SCITT scheme is;

The Lead School for the School Direct scheme is;

Debden Park High School Willingale Road,

Kemnal Technology College

Debden, Loughton, Essex IG10 2BQ

Sevenoaks Way Sidcup, Kent DA14 5AA

Key Contacts

Jo Fogg

Jo Yates

Jim Ellis

SCITT Course

Secondary

Primary

Administrator

Programme

0208 269 8300

Manager

Jo Fogg

0208 418 1227

jyates@dphs-tkat.org Craig Channell

PHOTO

Rob Higgins Director of Initial Teacher Training

Programme Support 0208 269 8300

0208 269 8300

Organisational Structure of SCITT The Organisational Structure of SCITT will reflect the regional structure of the Trust and be appropriate to local circumstances. An example of the Essex hub structure would be:

TKAT DLMT Board

Director of ITT

Programme Manager

Lead Subject Tutors

Professional Mentor

DPHS

King Harold

Hylands

Mentor

Trainees

Roles and Responsibilities Role

Director

Professional Mentors

Mentors

Lead Subject Tutors

Roles and Responsibilities Overall responsibility for ITT Programme, satisfying the requirements of the TTA, OFSTED and the DfEE Lead 2 week Induction Coordinate and lead Professional Studies Programme Lead Termly Board Meetings Lead Subject Tutor training and termly meetings QA work of Professional Mentors QA work of Lead Subject Mentors QA work of ITT administrative staff QA PS Sessions Setting assignments Oversee programme handbooks Advertising Lead application and interview process Organise summer taster days Attend half-termly PM meetings Attend yearly course development meetings Coordinate SCITT Programme in and across schools Weekly meeting with trainees to develop programme within school context Termly observation of trainees and review of Standards’ FIles Support and contribute to two week induction QA work of Mentors in School including Observations Conduct half termly review meetings Supporting research for assignments Support and organise learning experiences for trainees in school Follow up and contribute to the Professional Studies programme Update Leadership team with trainee’s progress and needs Involvement with application and interview process Monitor trainee’s attendance Attend yearly training Follow weekly mentoring programme QA work of Trainees Weekly Observation of trainees (KS3 and KS4) Complete termly reports Follow up and extend Subject Knowledge training Guiding, supporting, assisting trainee Supporting draft assignments Monitor trainee’s attendance Attend board meetings Attend termly training meetings for subject mentors Observe trainee twice between October and March Submit training plans to director Meet with mentors to support and personalise trainee subject knowledge development Scrutinise current pedagogical debate in subject Tracking trainees’ subject knowledge

Accountable to

Board

Director

Professional Mentor

Director

Course Administrator

Budget Administration Secretarial tasks Advertising

Director and Board

Trainees

Excellent attendance and punctuality Adhere to school code of conduct, policies and procedures Complete research written assignments Support colleagues positively and sensitively Attend staff meetings and parent meetings Become involved in the life of the school

Mentor Professional Mentor Director

Useful Contacts Professional Mentors Name

School

Contact

Johanna Yates

Debden Park High School jyates@dphs-tkat.org

Lynda Metcalfe

Kemnal Technology College

lmetcalfe@ktc-tkat.org

Ruth Rundle

King Harold School

rrundle@kha-tkat.org

Sue Harris

Welling School

harriss@welling.bexley.sch.uk

Helen Desson

Orchards Academy

hdesson@orchards-tkat.org

Tom Thorpe

Hylands School

Thorpet.hs@hylands.essexvle.com

Karine Croset

Cleeve Park

Croset@cleevepark.bexley.sch.uk

Myra Amor

Rainham School for Girls

mamor@rsg.org.uk

Lead Subject Tutors Name

Subject

Kate Fordham Rebecca Heather

School

Contact

Debden Park High School

kfordham@dphs-tkat.org

English

rheather@dphs-tkat.org

Rachel Lyne

rlyne@dphs-tkat.org

Kuben Narain

Maths

Debden Park / King Harold

knarain@dphs-tkat.org

Suzie Bishop

Science

Rainham School for Girls

sbishop@rsg.org.uk

KTC

zloveridge@ktc-tkat.org

Zoe Loveridge Sarah Granger

MFL

Debden Park High School

sgranger@dphs-tkat.org

Sarah Cardy

History

Debden Park High School

scardy@dphs-tkat.org

Jonathan Saunders Meg Arden

jsaunders@dphs-tkat.org Geography

Rainham School for Girls

marden@rsg.org.uk

Section 2 – The TKAT SCITT Programme

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Overview of the TKAT SCITT programme The subjects offered and age range Trainee Entitlement The Journal School Support and Mentoring The Pathways SCITT Training programme 2013-2014 TKAT Website Resources Professional and Subject Studies Programme and reading lists – delivered in partnership with Canterbury Christ Church University

Overview of the course The TKAT SCITT Programme is designed in a cyclical structure to ensure that trainees have many opportunities to embed the key skills necessary to become excellent teachers and to meet the government expectations outlined in the 2012 Teachersâ&#x20AC;&#x2122; Standards.

The course begins with a two week induction programme; the purpose is to provide every trainee with a foundation knowledge base and skills base to prepare them for separating into their A placement schools where they will observe good and outstanding practice in preparation for beginning teaching.

The General Professional Studies programme is at the heart of the TKAT SCITT course. Trainees have specific weekly foci to prepare them in advance of each session. Professional studies sessions will plant the pedagogical seeds of learning and provide practical strategies for use in the classroom. In addition, the weekly mentoring programme and the two-weekly subject training programme will ensure trainees have maximum opportunities to embed the theoretic and practical skills in their classroom and reflect upon their progress made with experienced, professional guidance.

Lead Subject Tutors will deliver the subject specific training which has a large focus on reflective and collaborative learning. Classroom challenges will be set up to ensure trainees exploit every opportunity to secure their knowledge and to share teaching experiences throughout their learning journey.

Trainees will complete a weekly journal to log their learning journey for the whole course. Journals will reflect on all aspects of the programme including: weekly teaching plans and reflections; mentoring advice and target-setting; personal reflections and action plans.

Presentations will also be a key feature of the reflective process. Trainees will share practical examples of applying theory to the classroom in subject and school groups.

The assessment structures are also characterised by the cyclical nature of the course. Trainees will complete three assignments and one action research project following stages of development within the professional studies programme. Trainees will draw on their own experiences for each assignment, weaving independent research with an analytical discussion of their practical experiences.

The Action Research Project provides an opportunity for trainees to independently explore a pedagogical area of personal interest, preparing them to take responsibility for their own professional development as the course comes to an end. The final presentation alongside this will enable trainees to evaluate their complete learning journey and show a holistic understanding of the SCITT programme. It will be a celebration of their achievements, highlighting their progress made, future targets and aspirations for the beginning of their careers.

The subjects in which training is offered and the age range The partnership currently offers Initial Teacher Training in the following subject areas all at the 11-19 Secondary age range         

Mathematics English Modern Foreign Languages Physics Chemistry Biology History Geography PE

These subject areas have been chosen because:    

Ofsted indicate they are strengths within the partnership schools the TKAT partnerships Teaching School Status provides access to high levels of experience and expertise in all these subject areas beyond that of many other schools. a national shortage supply exists in mathematics and science recent changes to the curriculum to include an English Baccalaureate will require additional teachers in History, Geography and Modern Foreign Languages

The Trainee Entitlement The TKAT partnership is committed to providing all its Trainees with a high quality training experience through making the following provision:              

a coherent learning experience within the Partnership opportunities to develop as a member of the teaching profession status within school and involvement in aspects of school life access to a variety of practice and teaching experience opportunities to observe and be observed while teaching support from a school based Mentor with a minimum of a one hour meeting each week support from other staff as necessary including Lead Subject Tutor and Professional Mentor support from Canterbury Christ Church University quality time and privacy for mentoring support in reviewing the trainee teacher's progress and in personal action planning regularly access to subject specialists/tutors auditing and supporting the development of appropriate subject knowledge to a high standard. access to appropriate resources, information and documentation including the partnerships VLE specific training support including support for self-study and school-based research full access to Canterbury Christ Church University Library

The ‘Learning Journal’ The Learning Journal is at the heart of the TKAT SCITT training programme. It is the core document which trainees will use on a daily basis to record their pedagogical reflections, practical successes, personal challenges and developmental targets. The Learning Journal will form the foundation of the weekly mentor meeting and evidence the weekly professional dialogues. By evidencing developmental targets against the Teaching Standards, progress will be clearly visible in the Learning Journal. Every week, the mentor session will begin with a review of previous targets set, they will be discussed, monitored and reflected upon; if they are not met, they will simply carry forward into the week ahead. To embed good practice, prompt questions are provided relating to the theme of the General Professional Studies sessions; they are included to support the learning gained to enable the mentor to support trainees in transferring the pedagogical theory and practical strategies into their own teaching practice.

School Support and Mentoring Trainees will all have a school based mentor who will meet with them for one hour every week to support the trainee in their placement school. In addition, mentors will complete a minimum one formal observation per week; observation feedback must take place within 24 hours. When trainees are teaching two key stages, the expectation is that a formal observation for each key stage takes places weekly. The aim of the mentor meeting is to support the trainee’s lesson planning, and help them to reflect upon and embed the skills taught through the Professional Studies Sessions. Each term mentors are also expected to comment on the trainee’s evidence to show progress towards meeting the Teaching Standards. In this process, mentors are expected to scrutinise the termly evidence collected by trainees to show they are working towards meeting each standard, each term. The Teaching Standards are also reviewed formally via the Termly Progress Report which is kept in the Journal and by completing a ‘RAG’ exercise. Evidence towards the standards should be clearly identified and recorded in the Subject Knowledge and Standards Files. For example, to show trainees are meeting Standard 4:

Plan and teach well structured lessons A solid piece of evidence toward the standard may consist of:  A lesson plan with timings made clear  Lesson evaluation, commenting on the use of time  Highlighted comments from an observer relating to the use of time  References to pages in the journal where time has been discussed and reflected

upon

General Professional Studies Sessions General Professional Development Sessions will run weekly at a TKAT School. Every Wednesday morning, trainees will be expected to attend generic Professional Studies sessions that will develop their understanding of the pedagogical theory and codes of practice required for teaching. In addition, they will experience a range of practical teaching skills and strategies for use in the classroom. The training course follows a cyclical structure with ‘self reflection’ at the heart of trainees’ development. They will be expected to read in advance of sessions, complete practical tasks and share the experience of these tasks with their peers.

Subject Specific Studies Every two weeks, trainees will attend subject specific training sessions run by their Lead Subject Tutor. These sessions will run in the afternoon and will take place in a Kemnal Academies Trust School. Subject Specific Development sessions will compliment the GPD Sessions but will focus specifically on building trainee’s subject knowledge in line with the pedagogical theory and/ or practical classroom skills explored. The Lead Subject Tutor will also complete a Subject Knowledge Audit with trainees who are responsible for updating it throughout the year to meet the requirements to become a teacher. Evidence towards building trainees’ subject knowledge will be kept in a separate Subject Knowledge File. The Lead Subject Tutor sessions will provide trainees with time to plan and work collaboratively and creatively with other trainees, creating a network of support. In addition, there is a subject blogging page via the TKAT website where trainees will be able to get live support from their Lead Subject Tutors, between sessions, to further support their teaching and learning.

TKAT SCITT Training Plan Overleaf is the TKAT training plan. Below is an explanation of the heading to explain the structure.

Weekly Focus– This is the theme for the weekly GPS training Mentoring Focus– These are the areas that should be discussed in the school mentoring hour to support the GPS programme Professional Studies– This is the theme of the morning session for the week Subject Studies– This is the theme for the fortnightly session lead by the Lead Subject Tutor Standards– These are the standards that are addressed through the various foci for the week Evidence– If the programme is followed succinctly, there should be evidence in each of the suggested areas for the week

Pathways All pathways lead to Qualified Teacher Status and require you to have comprehensive evidence that you have achieved all the Teaching Standards. However there are two optional pathways which lead either to the Professional Graduate Certificate in Education or Post-Graduate Certificate in Education with Masters Level Credits.

Route 1: QTS only This route leads to Qualified Teacher Status which qualifies you to teach in England and Wales. You will still write the three assignments and action research project as outlined in the course handbook, but these will be up to 1500 words instead of the 4000 words required for PGCE and PGCE with Master Credits. These will be assessed by your Lead Subject Tutor. However, with the agreement of your LST, you may submit these assignments in alternative formats to a formal written presentation.

Route 2: QTS with Professional Graduate Certificate in Education On this pathway Trainees will need to achieve 120 credits at level 6, which is degree level. To attain these Trainees must complete all three formal written assignments and the action research project each of 4000 words and pass these at Level 6. Each assignment and the action research project is worth 20 Level 6 credits. These will be assessed by the Lead Subject Tutors. In addition, Trainees will be assessed on each of their two school placements, again at Level 6, and each of these assessments contributes a further 20 credits giving successful Trainees the total required for the Professional Graduate Certificate in Education accreditation of 120 Level 6 credits. This qualification is recognised internationally.

Route 3: QTS with Post Graduate Certificate in education and up to 60 Masters Credits On this pathway Trainees will need to achieve 120 credits of which at least 40 must be at Level 7, which is Masters level. To attain these Trainees must complete two formal written assignments and the action research project each of 4000 words and pass at least two of these at Level 7. Each of these assignments and the action research project is worth 20 Level 7 credits. These will be externally assessed by Canterbury Christ Church University. In addition, Trainees will need to pass the remaining assignment at Level 6 and will be assessed on each of their two school placements, again at Level 6. This will give successful Trainees their Post-Graduate Certificate in Education with 60 Masters level credits. This qualification is recognised internationally. If a Trainee on this Pathway achieves less than 40 Master credits they will receive the Professional Graduate Certificate in Education assuming all other assessments are passed at Level 6.

SCITT Training Programme

Introduction to the TKAT Website Resources for Trainees The TKAT website has a trainee log-in section that contains resources for trainees to support all aspects of the programme as well as providing an interactive section with the facility to share information and to post assignment and project work for assessment. The staff and trainee section of the website, which requires a log-in, contains the following information:       

Course calendar Handbook Next General Professional Studies session details and requirements Next Subject Specific session details and requirements Assessment information Trainee Journal Teaching Standards School contact details and maps

These documents will be regularly reviewed and updated and should be treated as the latest versions.

Trainees will also find in this section details of the next GPS and Subject Studies sessions. This will provide them with an outline of the session, the people delivering it and any pre-session tasks that need to be completed by trainees prior to attendance. It is important these tasks are undertaken by all trainees prior to the session in order to ensure that they get maximum benefit. As many will involve small team activities it is also important that trainees are prepared in this way to ensure that they are able to contribute effectively and not be dependent on others who have prepared.

In the interactive section of the web-site, which again requires trainees to log-in, they will find the following sections:     

GPS resources drop-box Subject knowledge resources drop-box Assignment drop box. Subject Blogs—one for each subject (English, Maths, Science, MFL, Humanities) CCCU resource link

The drop boxes for GPS and Subject Knowledge sessions are where the speakers will place all the resources for their sessions including any articles to be read, other resources to support pre and post session tasks and suggested further development activities. The assignment drop box is where all trainees are required to post their assignments by the deadlines stated in the assessment calendar from where the assessor will collect and mark. The subject blog pages are managed by the Lead Subject Tutors for each subject area and prove a resource for Trainees to share information and ideas with their LST, for example to support assignment writing or Subject Knowledge session tasks. LST will be on-line each week to answer trainees’ questions at a time to be agreed. Finally, there is a link to the CCCU library for more general resources on teaching and learning. Further information about this resource will be provided in the induction programme.

Recommended Reading 

Boaler,J. (2010) The Elephant in the classroom, helping Children Learn and Love Maths, London : Souvenir Press Ltd.



Clarke, S. (2005) Formative assessment in the secondary classroom, London: Hodder Murray



Haggarty,L. (2002) Aspects of Teaching Secondary Mathematics, Perspectives on Practice, London : RoutledgeFalmer

History 

Learning to Teach History in the Secondary School - Terry Haydn, James Arthur, Martin Hunt Routeledge Farmer



0-415-25340-3

Revise Edexcel: Edexcel GCSE History B Schools History Project Revision Guide by Kirsty Taylor

Geography 

GCSE Geography Revision Guide by Richard Parsons



KS Geography Complete Revision & Practice by Richard Parsons



Learning to Teach Geography in a Secondary School - £24.99 978 – 0 – 415 – 43786 – 8 David Lambert and David Balderstove

MFL  

Edexcel GCSE French Revision guide ISBN: 978-1-4469-0347-6 Edexcel GCSE French Revision workbook ISBN: 978-1-4469-0334-6



The Modern Languages Teacher's Handbook (Continuum Education Handbooks) by Gill Ramage ISBN: 978-1441158604



Learning to Teach Modern Languages in the Secondary School: A Companion to School Experience by Norbert Pachler ISBN: 978-0415432412



Getting the Buggers into Languages by Amanda Barton ISBN: 978-0826489135

Science 

ASE Guide to Secondary Science Education ISBN 978 0 86357 428 3



ASE Guide to Research in Secondary Science Education ISBN 978 086357 429 0



GCSE Science and Additional Science – Collins – Edexcel 978007416042

Section 3 – Monitoring and Assessment

   



Programme of Progress Monitoring and Assessment against Teachers’ Standards 2012 overview Progress Monitoring and Assessment Calendar Modules, Action Research Project and Final Presentation Summary of key evidence collected to monitor and assess the achievement of Standards Standards Audit for the Programme

Programme of Progress Monitoring and Assessment against Teachers’ Standards 2012 The TKAT SCITT training programme has been designed to address the Teachers Standards in England which operate from September 2012. Each week of the programme details the course content and associated Standards to be addressed . The monitoring and assessment of trainee achievements links directly to this programme as detailed in the Assessment Calendar which each week records the evidence that is required to ensure that the standards are being monitored and achieved. There are two main ways in which the evidence that Standards are being monitored and achieved. Firstly, through structured monitoring and assessment pro-formas designed to collect details of Standards achieved in important key areas, for example, lesson observations and lesson planning. These sheets also state the Standards to be monitored and assessed, reinforcing the details provided in the course programme. Whilst these pro-formas are important, a key skill for all successful teachers is their ability to become reflective practitioners as part of their everyday work. Therefore the second way evidence of the Standards will be collected on the TKAT SCITT scheme is through the trainees’ weekly reflective comments in their Journals and through their Termly Progress Reviews. Both of these documents are monitored by Mentors who are responsible for identifying areas for development and associated targets. In addition, the trainees on this programme are also responsible for collecting much of the evidence to show that they have achieved the standards for themselves. For example, through keeping their own Standards File where they select and reflect upon the evidence from their work, this demonstrates their achievement towards the Standards. Likewise, they are also responsible for keeping a Subject Knowledge File which shows their development and achievement in this key area too. All of this again is supported and monitored by their mentors and Lead Subject Tutors. Every week trainees must also plan and deliver at least one lesson, for Key Stage 3 and 4, which is formatively discussed and assessed by their Mentor. They then have a lesson observation by their mentor each week, again formatively discussed with areas for development identified and targeted. This evidence is then placed in their Standards File. The Standards Files are summatively assessed every term as part of the Termly Review process. Professional Mentors are also responsible for termly checking of the Standards’ Files as part of the scheme’s QA process. Finally, each term, the trainee completes a self review in the Termly Progress Report where they ‘RAG’ their progress towards meeting the Standards and set targets to move forward in each area. The Mentor also completes the ‘RAG’ judgements and agrees a final grading with trainees before commenting on the target in the Termly Progress Report and providing advice to support the trainee in the upcoming term. This report is checked by the Professional Mentor who will celebrate the achievements and agree the targets for the following term as the final part to this report. To reflect the importance that trainees develop a good understanding of the pedagogy of effective teaching and learning and to support their continuing professional development, they also complete four assignments as detailed later in this section. Three of the assignments are written assignments in key areas of teaching and learning with the fourth being an action research project to equip trainees with the valuable skills to be able to investigate and evaluate objectively any interventions that they undertake in the classroom. For each assignment, small group tutorials are used to develop analytical and evaluative skills; in addition, Lead Subject Tutors can mark drafts of assignments for feedback. Assignments are usually formatively assessed by Lead Subject Tutors before being submitted to the external examiner from CCCU for summative assessment, except for one level 6 assignment which is summatively assessed by the LSTs. Finally, at the end of the course, the trainee makes a Final Review Presentation reviewing and reflecting on their learning journey throughout the course. The Assessment Calendar below indicates the nature, pattern and timing of the assessments undertaken, both formative and summative, both throughout and at the end of the course. This includes the two formal school placement assessments and the four assignment assessments. For those on the PGCE with Masters credits programme, these assessed elements are assessed at Level 7 and contribute 20 Master credits each. There are two formal assessment categories for the award of Qualified Teacher Status, which are Pass or Fail again using the same assessed elements as described above.

In terms of progress monitoring and feedback, trainees will receive weekly formative feedback in discussion with their mentors. Other staff, for example the Lead Subject Tutors, will also regularly monitor progress and provide formative feedback. In addition, each term there is a designated summative assessment week where all judgments made will be against the two assessment categories above. This will provide all trainees with clear, regular and formal written feedback on their performance throughout the course.

Any trainee who is deemed to have failed at any of the interim summative termly assessment points will move into the informal conduct and competence procedure as detailed in the policy section of this handbook. This is to ensure that they receive the appropriate further support to assist them in reaching the required Standards. The procedure states "We believe that the object of any conduct or competence procedure should be to encourage improvement in a trainee or other stakeholder’s conduct, attendance or performance. Whenever a trainee or other stakeholder’s behaviour or competence falls below our requirements, the Partnership will try to resolve the situation by fair and reasonable means. At all times, we will endeavour to display a consistent, fair and equitable approach towards conduct and competence and issues."

Assessment Calendar 2012/2013 Week No

Date

Assessment Activity

Formative/ Summative

Record Form Code

W/C 9/9

Journal reflections completed and discussed with Mentor

Ind 2

16/9

First Reflections Presentation Journal reflections completed and discussed with Mentor

F F

PFF J

23/9

Subject Knowledge Audit Journal reflections completed and discussed with Mentor

F F

SKA J

30/9

Journal reflections completed and discussed with Mentor

7/10

Journal reflections completed and discussed with Mentor Lesson planning and formal observation

F F

14/10

Journal reflections completed and discussed with Mentor

LP/F TOL/F J

Lesson planning and formal observation

LP/F TOL/F

Journal reflections completed and discussed with Mentor

F F

Induct1

21/10

Lesson planning and formal observation Assignment 1 Formative feedback by Professional Mentor LST Subject Knowledge Review Termly Progress Report (Term 1) including trainee self-review

4/11

END TERM 1 – AUTUMN TERM BREAK Deadline for submission of Assignment 1 Journal reflections completed and discussed with Mentor Lesson planning and formal observation

11/11

Journal reflections completed and discussed with Mentor Lesson planning and formal observation

18/11

Journal reflections completed and discussed with Mentor Lesson planning and formal observation Standards’ Files Review

25/11

Journal reflections completed and discussed with Mentor Lesson planning and formal observation

2/12

Journal reflections completed and discussed with Mentor Lesson planning and formal observation

9/12

Journal reflections completed and discussed with Mentor Lesson planning and formal observation

F F S

F F

LP/F TOL/F SKA TPR

J LP/F TOL/F

F F

LP/F TOL/F

LP/F TOL/F J

F F F

F F S

F F

LP/F TOL/F

End of School Placement Report 12

16/12

Journal reflections completed and discussed with Mentor Lesson planning and formal observation Standards’ Files Review Termly Progress Report (End of School Placement Report) END TERM 2 - CHRISTMAS BREAK

F S

LP/F TOL/F J TPR

Week No

Date

Assessment Activity

W/C

Formative/

Record Form Code

Summative Second Placement Commences 13

6/1

13/1

20/1

27/1

3/2

10/2

Deadline for submission of Assignment 2

Journal reflections completed and discussed with Mentor

Lesson planning and formal observation

LP/F TOL/F

Journal reflections completed and discussed with Mentor

Lesson planning and formal observation

LP/F TOL/F

Journal reflections completed and discussed with Mentor

Lesson planning and formal observation

LP/F TOL/F

Journal reflections completed and discussed with Mentor

Lesson planning and formal observation

LP/F TOL/F

Journal reflections completed and discussed with Mentor

Lesson planning and formal observation

LP/F TOL/F

Journal reflections completed and discussed with Mentor

Lesson planning and formal observation

LP/F TOL/F

Termly Progress Report (End of School Placement Assessment and Report)

TPR

END TERM 3 â&#x20AC;&#x201C; SPRING TERM BREAK Return to First Placement 19

24/2

PRIMARY OBSERVATION WEEK

3/3

Journal reflections completed and discussed with Mentor

Lesson planning and formal observation

LP/F TOL/F

Journal reflections completed and discussed with Mentor

Lesson planning and formal observation

LP/F TOL/F

Journal reflections completed and discussed with Mentor

Lesson planning and formal observation

LP/F TOL/F

Journal reflections completed and discussed with Mentor

Lesson planning and formal observation

LP/F TOL/F

Journal reflections completed and discussed with Mentor

Lesson planning and formal observation

LP/F TOL/F

Review meeting to discuss progress from B Placement. Trainee to review self audit of skills. No formal progress report due.

SKA

10/3

17/3

24/3

31/3

END TERM 4 â&#x20AC;&#x201C; EASTER BREAK

Week No

Date

21/4

Formative/ Summative

W/C

28/4

5/5

Assessment Activity

12/5

19/5

Record Form Code

Deadline for submission of Action Research Project

Journal reflections completed and discussed with Mentor

LP/F TOL/F

Lesson planning and formal observation

Journal reflections completed and discussed with Mentor

Lesson planning and formal observation

LP/F TOL/F

Journal reflections completed and discussed with Mentor

Lesson planning and formal observation

LP/F TOL/F

Journal reflections completed and discussed with Mentor

Lesson planning and formal observation

LP/F TOL/F

Journal reflections completed and discussed with Mentor

Lesson planning and formal observation

LP/F TOL/F

Termly Progress Report (Term 5) and End of Placement Assessment

END OF TERM 5 – SUMMER TERM BREAK 30

2/6

9/6

16/6

Deadline for submission of Assignment 3

Review of Standards and Subject Knowledge Files and Journals Tracking by Mentors and QA monitoring of sample by Professional Mentors Trainee summative course evaluation form completed

Journal reflections completed and discussed with Mentor

Lesson planning and formal observation

LP/F TOL/F

Subject Knowledge – Summative Assessment End of School Placement Report Final ‘My Teaching’ Review Presentations

S S S

END OF COURSE 34

30/6

QA Panel review of year. Collation of areas identified for improvement. Writing Development Plan for 2014/2015

Any Trainee who is deemed to have failed at any of the interim summative termly assessment points will move into the informal conduct and competence procedure as detailed in the policy section of this handbook. This is to ensure that they receive the appropriate further support to assist them in reaching the required standards .

The Written Modules, Action Research Projects and Final Presentation Trainees complete 3 assignments and one action research project. The focus of the assignments remain the same to ensure coverage of key pedagogical areas associated with the Standards. However, titles of the assignments vary from year to year to ensure they reflect current issues and practice. The action research project title has a specified theme but the actual title is agreed between the trainee and their mentor and should reflect the traineeâ&#x20AC;&#x2122;s development interests and the needs of the host school. The aim here is to provide the trainee with the opportunity to undertake a more independent and in depth investigation and to provide practice using the action research methodology as part of their professional development. In addition, the journal is worth 40 level 6 credits; it is imperative that the reflection is thorough, detailed and thoughts are cross-referenced to show progress over the course of the year. It is checked weekly by the mentor and termly by the Professional Mentor and Lead Subject Tutor. Finally, the trainee makes a final presentation reviewing and reflecting on the key aspects of their progress over the course.

Summary of Modules

ASSIGNMENTS Code

Focus

2013/2014 Titles

Length

AS1

Behaviour for Learning

Explore a range of behaviour for learning strategies you have researched and tried. Evaluate the effectiveness of these strategies in promoting student learning and comment on how you might modify them to improve their efficacy.

4000 Words

Describe a successful teaching strategy you have observed and then adapted for your own use. Evaluate its impact on learners and consider how you might develop and improve it.

4000 Words

Explore the strategies you have used in your school to support a student with a particular learning need to access the curriculum. Evaluate their effectiveness and consider what further improvement you might make.

4000 Words

Professional Studies Module

AS2

Teaching and Learning Curriculum Studies Module 1

AS4

SEN Curriculum Studies Module 2

Level

MA Credits 20

Assessment Formatively assessed by Mentor and Professional Mentor. Summatively assessed by CCCU

Formatively assessed by Mentor and Professional Mentor. Summatively assessed by Lead Subject Tutor

Formatively assessed by Mentor and Professional Mentor. Summatively assessed by CCCU

ACTION RESEARCH PROJECT Code

Focus

2013/2014 Titles

Length

AS3 (AR)

Transition Primary to Secondary

To be agreed with Mentor, Lead Subject Mentor and host school

4000 words

Enhanced Studies Module

Level

MA Credits

Assessment CCCU assessed

FINAL PRESENTATION FP

Personal Development

My Teaching Journey – reviewing and reflecting on the key aspects of their progress over the course using their Statements of Development.

10 –15 minutes

Panel of Professional Mentor, ITT/ CPD directors, CCCU ITT manager and Headteacher

Key Evidence of Standards Overview Below is a summary of the evidence collected to monitor and assess the achievement of Standards. It includes course experience records and self review documentation completed by trainees and discussed with mentors and/or Lead Subject Tutors.

Code

Title

Evidence/Purpose/Comment

Trainee Learning Journal

Standards File

The Journal is organised chronologically week by week, containing all trainee collected evidence of experience and reflection and standards referenced. Trainees complete their weekly reflective statements on pedagogy and practice in the journal and mentors track their progress and set targets in discussion with the reflections. In this file, the trainee track the Standards they have achieved. This evidence is a selection of trainees’ work as part of a teacher’s role such as schemes of work, lesson plans, form tutoring, registers, communication with parents, extra curricular activities etc. The aim of the SF is to ensure all of the Teachers’ Standards have been evidenced. This file is authenticated by the school mentor.

STF

Standards Tracking Form

This forms part of the Standards File where the trainee logs their experience and achievement against the Standards. It is monitored and verified by the mentor and Lead Subject Tutors termly.

SKF

Subject Knowledge File

TOT

Teacher Observations by Trainees

This file evidences the trainees’ record of subject knowledge development; it is monitored and verified by the mentor and Lead Subject Tutor. The evidence would include Subject Studies session notes, CPD sessions attended etc. These are kept in trainees’ Standards File

LP/F

Lesson Plans - Formative

Referenced against Standards. Kept in Trainee Standards file

2. Progress Monitoring forms completed by mentors and discussed with trainees

Code

Title

Evidence/Purpose/Comment

LP/F

Lesson Plans - Formative

TOL/F

Trainee Observation Lessons Formative

SKA

Subject Knowledge Monitoring with development targets for Trainee

TPR

Termly Progress report

These are referenced against the Standards. Areas for development are recorded. A copy is given to trainees for their Standards File This is used weekly by mentors to observe trainee lessons with references against the Standards. Copies are given to trainees for their Standards File after discussion. This is completed each term by Lead Subject Tutors to monitor traineesâ&#x20AC;&#x2122; subject knowledge development and set targets. Copies are given to trainees for their Subject Knowledge File This is a summary report of traineesâ&#x20AC;&#x2122; overall progress. It is completed by trainees, mentors and Professional Mentors against the Standards. Trainees agree targets and copies are kept by trainees in their Standards Folder

ESPR

End of School Placement Report

This is completed by each mentor and Professional Mentor at the end of each school placement and assessed against the Standards. Discussed with trainees, a copy is kept for the Standards file. The first placement report and targets are copied to the 2nd placement mentor. It is the same format as the Termly Progress Report.

3. Evaluation Forms completed by trainee

Code STF

Title Standards Tracking Form

Evidence/Purpose/Comment This forms part of the Standards File where trainees log experiences and achievements against the Standards. This is monitored and verified by the mentor and Lead Subject Tutor termly and a sample is also moderated against the Standards file by the Professional Mentor and CCCU moderator.

SKA

Subject Knowledge Audit

It is the responsibility of the trainee to update this form every few weeks. Lead Subject Tutors, Professional Mentors and Mentors will check the forms at key points throughout the year.

CEF/F

Trainee Course Evaluation Form Formative

This is completed termly by the trainee, forming part of QA process.

CEF/S

Trainees Course Evaluation - Summative

This is completed by the trainee in the final term and forming part of the QA process.

Standardsâ&#x20AC;&#x2122; Audit

SCITT PROGRAMME STANDARDS AUDIT A Teacher must:Code 1 1a 1b 1c

PART ONE: TEACHING 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

Weeks’ addressed

2,8,10,11,12,16,17,18,20,27,28,29,ID10 2, 11,12,13, 16, 19,20,21,23,26,29 2-34 (through formal observation)

demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils. 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

ID6, 1,6,8,9,13,21,27 and 2-34 (through formal observation) ID8, 1,6,10,22,29

guide pupils to reflect on the progress they have made and their emerging needs

ID8, 6,10,15,17,18,20,21, 22

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.

6,9,12,15,18,20,26

6,9,11,15,18,20,22,26

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

5,11, 12,13, 15,23,25,28,31,32

demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship

4,12,13,15,25

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

5,7,9,13,14,18,19,20,21,22

if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics

if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies.

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

11,18,22,11

reflect systematically on the effectiveness of lessons and approaches to teaching

5,11,13,14,15,16,17,18,19,20,21,22,23,24,25 ,26,27,28,29,30, 31,32 , ID6

contribute to the design and provision of an engaging curriculum within the relevant subject area(s).

11,13,14,15,16,17,18,19,20,21,22,23,24,25,2 6,27,28,29,30, 31,32,33, ID6-7

ID6, 1,2,4, 8, 11,13,14, 15,16,17,18,19,20,21,22,23,24,25,26,27,28,2 9,30,31,32,33,34 4,11,13,14,15,16,17,18,20,21,22,23,26,27,29 ,30,31,32

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

3,7,9,10,QQ,Q8,12,17,19,20,21,23,25,24,25 ,26,29

have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these

3,7,9,10,11,16,17,19,20,21,23,24,25,26,29

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

7,9,10,11,16,17,18,19,20,24,25,26,27,28,29

7,9,10,18, 20, 24, 25,26,27,28,

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. Make accurate and productive use of assessment

know and understand how to assess the relevant subject and

3,4,6,11.13,14,17,22

curriculum areas, including statutory assessment requirements 6b

make use of formative and summative assessment to secure pupils’ progress

3,6,9,10,13,14,15,17,24,29

use relevant data to monitor progress, set targets, and plan subsequent lessons

3,6,7,11,13,14,15,17,22,29

give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback.

3,6,7,10,13,14,17,22

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

1,2,8,4,10,11,13 ID9-10

1,2,4,8,11,28, ID9

1,2,4,5,28

maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary.

Fulfill wider professional responsibilities

make a positive contribution to the wider life and ethos of the school

27,30,31,32

develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support

18,20,21,26,28, ID1-5

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’

1,2,4,5,9,8,13,14,15,16,17,18,,20,212,22,23 ,24,25,26,27,28,29,30,31,32, ID2-4

achievements and well-being.

1,2,4,9,11,18,25

SCITT PROGRAMME STANDARDS AUDIT

PART TWO: PERSONAL AND PROFESSIONAL CON-

Weeks’ addressed

P2a

Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by:

5,10,12,18,19,23,27,28,30,31,32,ID8, ID10



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

P2b

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.

1,5,10,13,14,18,23,28,29,30,31,32, ID1,ID8,ID10

P2c

Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities.

ID1, ID8,ID10, 10,12,18,19,23,27,28, 30,31,32

Section 4 – Guidance and Pro-formas Trainees           

The Learning Journal and Weekly Trainee Reflective Statement Standards File Standards Tracking Form Subject Knowledge File Teacher Observation by Trainees Meetings with your Mentor Presentations and feedback Second School Placement Primary School Experience Special School Experience Course evaluation

Mentors        

Lesson Plans Observations of your Trainee Subject knowledge monitoring and development Weekly meetings with Trainee Written Modules Action Research Project Termly Progress Reports End of School Placement Report

Lead Subject Tutors  

Subject Knowledge Monitoring and Development Subject Knowledge Summative Assessment

Professional Mentor      

Termly Progress Report End of School Placement Report Subject Knowledge Assessment Assignment Assessment Action Research Assessment Final Review Presentations

TRAINEES The ‘Journal’ (J) Trainees are responsible for completing their Learning Journal every week and bringing it to mentor and professional studies sessions to record their reflections. It is imperative that the Journal is fully referenced to the Standards as it will be used to evidence the progress demonstrated in conjunction with the Standards’ Files.

The Standards File (SF) The Standards File is where trainees keep the evidence of the Teachers’ Standards they have achieved which is verified by mentors. This evidence is a selection of trainee’s work as part of a teacher’s role such as schemes of work, lesson plans, form tutoring, registers, communication with parents, extra curricular activities etc. The aim of the Standards File is to ensure all of the Teachers’ Standards have been evidenced. Mentors will authenticate this evidence as it is collected as part of the weekly mentor meetings. Once authenticated, trainees then track their achievement of the Teachers’ Standards on the Standards Tracking Forms. The Standards File is reviewed by the mentor each term during the termly assessment weeks scheduled in red on the Assessment Calendar. Samples are moderated by the Professional Mentor and CCCU Moderator as part of the termly Quality Assurance weeks indicated on the Assessment Calendar in red.

The Standards Tracking Form (STF) The Standards Tracking Form forms a contents page in the Standards’ Files completed by trainees. Each time they have evidenced one of the Teacher’s Standards the evidence must be recorded and cross-referenced to the Journal before it can be authenticated by the mentor as reaching the required Standard. In this way each trainee needs to be able to demonstrate that all the Teachers’ Standards have been met before the end of the course. The progress made by each trainee against these Standards is monitored by the mentor and Professional Mentor during the termly assessment weeks scheduled in red on the Assessment Calendar. The forms should be updated termly and offer clear evidence of a standard being met and embedded at different stages of the course. Standards’ Files are quality assured by the mentor, Professional Mentor (in the red assessment weeks) and by a CCCU Moderator at the end of the course.

The Subject Knowledge File (SKF) This file is primarily aimed to track the trainee’s subject knowledge development over the course of the year. It will be added to on a regular basis, and will include evidence of trainee’s weekly reading, research and notes from subject specific training sessions, annotated to clearly demonstrate how progress is being made in this area. The trainee’s record of subject knowledge development is monitored and verified by the mentor and Lead Subject Tutor. The evidence would include Subject Studies session notes, curriculum development meetings attended and research into topics for teaching. Each term the trainee’s Subject Knowledge Files are monitored by their mentors and Lead Subject Tutors respectively. A sample is also monitored by the Professional Mentor and CCCU moderator to check the Standards are being achieved as part of our Quality Assurance processes. These weeks are highlighted in red to indicate that they are also Quality Assurance weeks where other QA activities also occur such as the trainee’s completion of a course evaluation pro-forma which is analysed by the ITT Director and Professional Mentors and any issues are followed up promptly.

Teacher Observations After an initial period of observation, trainees will have a formal observation each week by their mentors. This will begin approximately around week 3 of the programme. One formal observation per week of KS3 and KS4 is the expected as minimum practice. Feedback will take place within 24 hours, either through an informal meeting or a mentor meeting.

Presentations and Feedback As the course follows a cyclical pattern, trainees are expected to apply the teaching strategies discussed in the Professional Development Sessions to the classroom environment and be ready to present their experiences as a common feature of GPS and LST sessions.

Second School Placement (B Placement) The B placement experience will take place at the start of the Spring term and will last for 6 weeks. The aim of the B placement is to provide trainees with an opportunity to visit a contrasting school to broaden their experience, challenge their strengths and develop their weaknesses in a new environment. At the B placement, trainees will teach a 60% timetable covering both key stage 3 and key stage 4 classes. Trainees will continue to receive weekly mentoring sessions to support and monitor their progress in teaching and learning and will attend Profession Development Sessions as normal. Evidence collected during the B placement will go into the Standardsâ&#x20AC;&#x2122; File. Trainees need to focus their evidence on areas that the school offers in contrast to their A placement, for example, with SEN, EAL or class structures. A termly report will be completed at the end of the placement by the B Placement mentor.

Primary School Experience At the beginning of term 3, trainees will spend a week in a Primary Placement. The aim of the week is to study the KS2-3 transition in the traineeâ&#x20AC;&#x2122;s subject area. The Action Research project will derive from this experience.

Special School Experience During the year, trainees will also visit a school that specialises in an aspect of SEN. This is to make trainees aware of the wider range of teaching strategies, contexts, support and flexible curriculums that are provided to accommodate our cultural diversity.

Course Evaluation At the end of each term, trainees will complete a course evaluation based on their school mentoring and support, their GPS sessions and their LST sessions.

MENTORS

Lesson Plans Throughout the course, trainees are expected to write a full lesson plan for each of the lessons that they teach, In terms 1 and 2, trainees will use a lot of the mentoring time to show, discuss and collaboratively plan the lessons they are going to teach. Trainees must use the pro-forma provided by TKAT SCITT.

Observations of Trainees The expectation of the course is that trainees are going to be observed by the mentor once a week. In many cases, trainees will experience more than one observation, especially if they are taking classes from another teacher. In this case, the observation does not replace that of the mentor. The mentor must use the observation form provided by TKAT SCITT.

Subject Knowledge Monitoring and Development The Lead Subject Tutor will introduce the Subject Knowledge Audit at the start of the course, however, it is the responsibility of the School Mentor to check on the subject knowledge development and to report on it every term. The trainee must evidence everything they develop their subject knowledge. Both the mentor and Lead Subject Tutor will regularly suggest areas and ways that the trainee can develop their subject knowledge, beyond reading, such as through continued classroom observation and working with other colleagues in the department.

Weekly Meetings with Trainees In the weekly meeting, mentors will reflect on trainee comments by discussing targets met in the journal and by completing the ‘Moving Forward’ section and agreeing new regular targets for the trainee to work towards.

Written Modules GPS Sessions led by CCCU will lead the introduction of the written assignments. However, mentors are expected to discuss trainees planning and progress in the written modules and Professional Mentors will mark the draft copies of the written assignments.

Termly Progress Reports Mentors are expected to complete a Termly Progress Report which summarises the trainee’s progress towards each standard once the trainee has completed a termly self reflection. The report will be written collaboratively with the trainee; in the same week Evidence Files are checked and verified. Mentors will set new targets for each standard to help the trainee develop a solid folder of evidence that shows progress over the duration of the course, for each of the teaching standards. They will then offer advice on how trainees can meet the targets set in the coming weeks. Following this, the Professional Mentor will write a summary of the trainee’s success and targets for development at the end of the report. The Professional Mentor will comment on trainees progress towards completing the course.

LEAD SUBJECT TUTORS

The primary role of the Lead Subject Tutor is to ensure the development by trainees of the appropriate level of subject knowledge to meet the requirements of the Teaching Standards. The LST is supported in this undertaking by the mentor.

Subject Knowledge Monitoring and Development The Lead Subject Tutor will be responsible for assessing and monitoring the trainee’s subject knowledge development throughout the course and will be supported by the trainee’s mentor. The LST will introduce the Subject Knowledge Audit at the start of the course, assess the trainee’s subject knowledge against this audit and help identify key areas for development. During the course the LST will regularly revisit the audit to ensure any further areas for development are identified. These areas for development will be communicated to the trainee and their mentor through the journal. The trainee will then be responsible for keeping their Subject Knowledge file which evidences how they have developed their subject knowledge throughout the course and specifically how they have addressed the areas for development identified in the Subject Knowledge Audit by their LST, both at the start of and during the course. Both the mentor and Lead Subject Tutor will regularly suggest areas and ways that the trainee can develop their subject knowledge, beyond reading, such as through continued classroom observation and working with other colleagues in the department. Each term the LST will complete the Subject Knowledge Monitoring report which sets development targets. However, it is also the responsibility of the School Mentor to check on the subject knowledge development and to report at least every term to the LST to support this process. Copies of the Subject Knowledge Monitoring form with the development targets are provided for the Mentor and the Trainee. These are discussed with the Trainee and progress monitored against the targets by both the LST and Mentor with an overview taken by the Professional Mentor.

Subject Knowledge Summative Assessment At the end of the course, the Lead Subject Tutor will complete the Subject Knowledge Summary Assessment for each trainee in their area. In completing this report, the LST will discuss the trainee’s achievements in their Subject Knowledge Development and areas to target for the future.

PROFESSIONAL MENTORS

Termly Progress Report The Professional Mentor must check this form before it is submitted to the course directors and keep a copy for their own records to monitor the progress of trainees.

Subject Knowledge Assessment The Lead Subject Tutors undertake a Subject Knowledge Audit at the start of the course to identify areas for development. The trainee keeps a Subject Knowledge file which records evidence of how these areas have been addresses throughout the course.

Assignment Assessment The assignments are formatively assessed by the mentors or Professional Mentors to support trainees in the production of their assignments. They are summatively assessed by the Lead Subject Tutor before their submission to external assessors at CCCU.

Action Research Assessment The Action Research Project is formatively reviewed by mentors and externally assessed by CCCU.

Final Review Presentations These take place in term 5 and are assessed by a panel consisting of: the Professional Mentor, ITT Directors, CCCU/ ITT Manager and a Head Teacher. These are assessed against the Teaching Standards.

SCITT Forms

Section 5 – Quality Assurance

 

Quality Assurance overview Quality Assurance Procedures

QUALITY ASSURANCE Quality Assurance Overview Quality Assurance is considered by the TKAT Partnership to be a critical function in ensuring high quality sustainable provision of ITT and is therefore an integral part of all the provision we make. QA helps ensure high quality entrants to the profession and that trainees receive their entitlement to a first class experience. Furthermore, effective QA ensures that the programme is responsive and capable to quickly identifying and addressing any issues arising; and also for continuous improvement each year through an informed strategic development planning process.

The Quality Assurance of the ITT - Provision and Procedures The ITT Programme The overall ITT provision of the ITT programme is quality assured by the ITT Director who is responsible for the collection and analysis of quality assurance information and data from a range of sources, supported in each region by the Programme Managers. These sources include the extensive use of feedback from trainees both verbal and written; feedback (both formal and informal) from delivery staff including Professional Mentors, Lead Subject Tutors and Mentors as well as other teachers and support staff who work with trainees. In addition, the ITT Director, with their team of Programme Managers and Professional Mentors, will undertake regular direct observation of the provision on a regular basis. In addition, they will regularly and formally monitor trainee outcomes during the five QA review weeks scheduled in the QA Calendar. Finally, formal reports from inspections, our partners at CCCU and external QA consultants will be used to verify the judgements made by the ITT Director. Summaries of all these sources are made by the Director of ITT to produce a report for the TKAT Delivery, Leadership and Management Team three times per year including recommendations for improvement which are then incorporated into the ITT Development Plan.

General Professional Studies (GPS) and Subject Studies These elements of the programme are delivered in conjunction with Canterbury Christ Church University (CCCU) and will be subject to the Universities QA procedures and those described above as appropriate. The CCCU ITT manager working directly with the TKAT director of ITT will ensure QA procedures are implemented. Furthermore, their joint QA report on General Professional and Subject Specific Studies will form a separate section of the QA report to the TKAT Board three times per year.

The ITT Delivery Work of Trainees The quality of trainee’s work is monitored by the mentor. In terms of Subject Knowledge development, this is monitored by the Lead Subject Tutor for the trainee’s curriculum area in liaison with the Mentor.

Work of Mentors The quality of Mentors’ work is monitored by the Professional Mentor associated with the Mentor’s school. The process will be commensurate with the performance management process used in the school. The Professional Mentor will also liaise with the Lead Subject Mentor for the appropriate curriculum area.

Work of Lead Subject Tutors The quality of the Lead Subject Tutors’ work is monitored by ITT Director supported by the Programme Managers and in liaison with their appropriate school’s line manager so that the process can be integrated with their Performance Management process.

Work of Professional Mentors The quality of the Professional Mentor’s work is monitored by the ITT Director in liaison Head teacher of their school so that the process can be integrated with their Performance Management process.

Work of Administrative Staff The quality of the administrative staff work is monitored by the ITT Director supported by the Programme Managers.

The Selection of Trainees The selection of very highest calibre recruits to our SCITT programme is considered by TKAT to be an essential element in the success of the scheme. To facilitate this, a rigorous selection procedure has been devised which is in section 6 - Policy and Procedure. This procedure will be carefully Quality Assured formatively at each recruitment round and summatively at the end of each year by the recruitment and selection panel.

Quality Assurance Calendar 2013/2014 Date

Week

W/C 9/9

Induct

16/9

1 Induct

23/9

2 1

30/9

7/10

14/10

21/10

Assessment Activity

QA Focus / Staff

Make administrative arrangement for QA round 1 commencing 6th November Send out QA self-review sheets to PMs with return date of 25th October

Course Administrator

Send out Trainee course review sheets with return date of 25th October

Course Administrator Professional Mentors Course Administrator Trainees

END TERM 1 â&#x20AC;&#x201C; AUTUMN TERM BREAK 4/11

11/11

Round 1 QA review

18/11

PMs return all modified Self-Review Forms reflecting QA visit findings and discussions. QA team collates outcomes of QA Round 1 and produces written reports on key strengths and areas for development found. Professional Mentor meeting with QA feedback on the agenda.

25/11

2/12

9/12

Development Plan draft version modified for 2014-2015 including development points form QA review round 2

16/12

Make administrative arrangement for QA round 2 commencing 27th January. END TERM 2 â&#x20AC;&#x201C; CHRITMAS BREAK

To ensure Trainees have settled into the course and that all arrangements made for them meet requirements. To undertake QA of recruitment and induction processes. Professional Mentors Programme Manager QA

Programme Manger QA Chairs Professional Mentors Director of ITT Programme managers Course Administrator

Second Placement Commences 6/1 13/1

13 14

20/1

27/1

3/2

10/2

Send out QA self-review sheets to PMs with return date of 27th January. Send out Trainee course review sheets with return date of 27thJanuary.

Round 2 QA Review

Course Administrator Professional Mentors Course Administrator Trainees

To review Trainees provision and progress on second placement.

END TERM 3 – SPRING TERM BREAK Return to First Placement 24/2

3/3

10/3

17/3

24/3

31/3

Make administrative arrangement for QA round 3 commencing 12th May. END TERM 4 – EASTER BREAK

Course Administrator

21/4

Send out QA self-review sheets to PMs with return date of 5th May.

Course Administrator

28/4

Send out Trainee course review sheets with return date of 27thJanuary with return date of 5th May.

5/5

12/5

19/5

PMs return all modified Self-Review Forms from QA Round 2 reflecting QA visit findings and discussions. QA team collates outcomes of QA Round 2 and produces written reports on key strengths and areas for development found. Professional Mentor meeting with QA feedback on the agenda. Development Plan draft version modified for 2014-2015 including development points form QA review round 2

Round 3 QA Review

Professional Mentors Programme Manager QA

Programme Manger QA Chairs Professional Mentors Director of ITT Programme managers

Professional Mentors Course Administrator Trainees Review of course from perspective of all stakeholders.

TERM 5 - SUMMER HALF TERM BREAK 2/6

9/6

16/6

23/6

30/6

PMs return all modified Self-Review Forms from QA Round 3 reflecting QA visit findings and discussions. QA team collates outcomes of QA Round 3 and produces written reports on key strengths and areas for development found. Professional Mentor meeting with QA feedback on the agenda. Development Plan final version written for 2014-2015 to include all areas for development identified in the QA reviews. Development Plan presented at next TSSG meeting. END TERM 6 – END OF COURSE QA weeks Assessment weeks

Professional Mentors Programme Manager QA

Programme Manger QA Chairs Professional Mentors Director of ITT Programme managers

Section 6 – Policies and Procedures

Policy and procedures overview Policies and Procedures  Recruitment and Selection of Trainees  Selection of Mentors  Complaints  Conduct and Competence  Appeals  Safeguarding, Equal Opportunities and Race Equality 

Attendance and absence policy

a. TKAT SCITT TRAINEE RECRUITMENT, SCREENING AND SELECTION Aims: The aim of this Recruitment, Screening and Selection process is to ensure the highest possible calibre of trainees commence the course in terms of their commitment, subject knowledge and suitability as future teachers. We are very aware that trainees coming into our schools will have a significant impact on the experience of our students and the work of our staff. Furthermore, we anticipate that many will continue on as qualified teachers in our schools. The importance therefore of the effective selection of applicants to join the course cannot be over estimated and the time and effort spent on this process reflects out commitment to ensuring only the highest quality people join our partnership of schools and subsequently the teaching profession. Process: A three part process is used, - Recruitment, Screening and Selection Recruitment: this process aims to attract as many potentially suitable applicants as possible and is a two part process. Firstly to bring the TKAT SCITT scheme to the awareness of a wide range of potentially suitable applicants both within and outside the TKAT partnership. Secondly to provide these potential applicants with a realistic job preview of the role of a teacher so that they can make a fully informed decision about applying to join the profession. Screening: In order to ensure we have the very highest caliber of trainees joining the course it is essential that we undertake a rigorous assessment of each applicants capabilities and potential. To achieve this a number of tried and tested screening techniques are used to provide valid high quality information on each applicant. Selection: Through providing potential applicants with good information about the profession and then undertaking a rigorous screening process it is possible for us to make objective and effective choices about who to select to join the course from any pool of applicants. A multiple hurdle approach is taken with candidates only proceeding to the next stage of the selection process if they pass the previous stage. This is considered a fair, efficient and effective method for both applicants and TKAT staff ensuring both parties can come to an informed decision about their suitability for a career in the teaching profession Publicity Materials and Information Packs All materials to provide an accurate and realistic information about joining the teaching profession and the TKAT course as a route to Qualified Teacher Status and beyond.

Initial Teacher Training Open Days Potential applicants have an opportunity to visit a partnership school for an informal tour and to ask questions of staff and mentors

Expression of Interest Potential applicants complete expression of interest which includes their CV. Initial screening to invite those suitable to ITT taster days.

Initial Teacher Training Taster Days Potential applicants two day school experience visits including lesson observations/student shadowing and opportunities to meet mentors, NQTs and current trainees.

Screening Applicants to the TKAT SCITT ProCourse Application Form, CV and References Applicants complete a standardised application form to:1. Check that all of the Secretary of States current qualification criteria for trainee teacher have been met. Originals of certificates will be checked at interview. 2. To review biographical information such as education, work experience and other accomplishments. 3. To determine an applicants suitability to proceed to the next stage of the screening procedure. For those successful, all references will be taken up. All applications will be initially reviewed by a panel of the Director of ITT and a Programme manager supported by Professional Mentors as required.

Structured Screening Interviews Candidates invited for interview will receive a structured interview which will use common standardised questions and rating scales to ensure both validity and reliability of the process to:1. Fill any gaps in information and queries from their application forms. 2. Determine the candidates potential suitability as a teacher using techniques such as using situational interviewing. 3. Make an initial assessment of the candidates subject knowledge. 4. To inspect qualification certificates and take copies. 4. Determine the applicants suitability to proceed to the School Based Assessment day/s. All applicants will be interviewed by a panel of the Director of ITT and a Programme Manager supported by a Professional Mentor and/or Lead Subject mentor as appropriate. Following the interview successful applicants will be made a conditional offer of a place on the TKAT SCITT scheme subject to their successful completion of the School Based Assessment. Standardisation meetings will occur at each interview round to ensure consistency where multiple panels are used . School Based Selection Assessment Candidates invited to the School Based Assessment will participate in the following programme: 1. A subject knowledge discussion to monitor the candidates subject knowledge against the requirements of the school curriculum. This will be usually be undertaken by the Subject Mentor or LST. 2. Lesson observations of a specific group of students 3. Opportunities to participate in the delivery of a lesson and interact with the pupils. 4. To meet with the Professional Mentor to discuss their observations on their day in school. The information from the School Based Selection Assessment will be collated by the Professional Mentor at the assessment centre. This will then be provided to the Selection Panel.

Selection Panel The Selection panel will review all the information from the selection process above to make an informed decision on whether to offer a confirmed place on the course. These decisions will be made against pre-determined criteria and uses a multiple cut off approach whereby a successful candidate must meet at least a minimum standard in all of the criteria. i.e. it is not a compensatory decision where a strength in one area can override an area where the agreed minimum criteria has not been reached. The Selection Panel will comprise of the ITT director and a Programme Manager in liaison with the Professional Mentors and a representative from CCCU will be invited For QA purposes each candidates performance on the recruitment, screening and selection stages above will be cross referenced with their future performance on the course and beyond. In this way it will be possible to refine the selection process and associated criteria to utilize, in subsequent years, those which correlated most strongly with future performance. This process will be overseen by the Director of ITT.

b. Selection of Mentors All potential mentors will be interviewed for the post against the following selection criteria:        

Enthusiasm for and commitment to teaching and to ITT in schools Person who has time and energy to fulfil responsibilities of mentor as given in the job description Recognised subject/teaching qualification in specialism Demonstrably successful teaching experience (TQ consistently at least2) Sound knowledge of National Curriculum and its implementation within their specialist teaching area A knowledge of recent literature, methods and their practical implications related to the teaching of their subject area Good interpersonal and communication skills Where possible an experience of mentoring trainees, students or NQT's Membership of relevant subject based professional associations

Lead Subject Tutors ...will similarly be interviewed and will be required to meet the above criteria and in addition to meet the following criteria:   

Excellent subject knowledge in their specialist subject area Evidence of further study in their subject area at a high level preferably to Masters degree level. Evidence that they have kept abreast of developments in their subject area content and pedagogy At least a year’s experience leading teams of staff in a subject area (e.g. in the role as head of Department of Faculty).

c. Complaints procedure In the event of a grievance – Trainee Teacher, Mentors, Professional Mentors, Director of ITT and Support Staff – should use the line management system to voice complaints. If the complaint is against a line manager then that person’ line manager should be approached. (see exemplar diagram of structure in Section 1 ) All complaints will be dealt with as quickly and efficiently as possible. The amount of time required to deal with the complaint will vary with the gravity and complexity and the urgency with which it needs to be settled.

d. Conduct and Competence Conduct and Competence Procedure We believe that the object of any conduct or competence procedure should be to encourage improvement in a trainee or other stakeholder’s conduct, attendance or performance. Whenever a trainee or other stakeholder’s behaviour falls below our requirements, the Partnership will try to resolve the situation by fair and reasonable means. At all times, we will endeavour to display a consistent, fair and equitable approach towards conduct and competence issues. Implementation of the formal conduct procedures should be rare. The Director of ITT will be informed should the procedures need to be invoked, so as to offer him the opportunity to become involved or to remain neutral. Involvement of the Director of ITT will disqualify them from membership of an Appeals Committee. In any event, formal conduct procedures will only be followed if informal discussions have failed to produce the required improvement in matters leading to the implementation of the formal conduct procedure.

e. Implementation of Conduct and Competence Procedures This procedure applies to all trainees within the Partnership and all of its employees and covers all aspects of conduct and competence procedure. Members of the Partner Schools will be subject to the conduct and competence procedures as set out in their own school documentation. The Partnership will work to facilitate these procedures and not to override them in any way. Those operating this procedure are required to use their best efforts to:

   

Ensure that all cases are investigated thoroughly Ensure that all decisions reached are fair and consistent Avoid any form of discrimination Ensure that cases are dealt with in accordance with this procedure

This policy will apply as follows:  

For trainees - the date of acceptance upon the course For all other stakeholders - after the first month of employment

Publicity and Revision Copies of this procedure will be issued to all trainees or other stakeholders within the Partnership. Trainees or other Stakeholders constitute: TKAT Board Teaching school Coordinator Director of ITT Headteachers of Partnership Schools Trainees Professional mentors Lead Subject Mentors Mentor Any other person the TKAT DLMT board deems suitable All trainees or other stakeholders will be notified, individually, of The Partnership’s conduct and competence procedures and standards and any changes thereof. Trainees or other Stakeholders are responsible for familiarising themselves with, and observing, the Partnership’s procedures and standards and those which pertain in the schools in which they are based.. On a periodic basis, the ITT Director (and in their absence, the TKAT DLMT board) will review the extent of delegation within the Partnership to ensure problems do not go unrecognised for undue periods of time.

Informal Procedure Minor breaches of the Partnership’s conduct code, misconduct, initial issues of competency or any other minor breach of the rules will normally be dealt with, in the first instance, by the immediate “Line Manager” of the person concerned. The table below shows the line managers at each level: Stakeholder Trainee Mentor

Immediate Line Manager Mentor Professional Mentor

ITT administration staff

Director of ITT

Professional Mentor

Headteacher of Partnership School

Director of ITT

TKAT DLMT Board

The “Line Manager” will explain the nature of the discussion and the risk of formal conduct/competence proceedings should the trainee or other stakeholder fail to reach and maintain the necessary requirements and standards. It is expected that in the majority of cases counselling will quickly resolve most issues. A note of the content of the counselling will be made by the line manager and placed on file for future reference. The Partnership recognises that the problem of any trainee or other stakeholder’s competence is one which will not, at least in the first instance, be treated as a conduct or fitness to teach matter. We recognise that teaching, in particular, is a demanding profession necessitating a challenging training period thereof and that some trainees or other stakeholders will need extra help and support at certain times. However, competence issues can arise where someone fails consistently to show progress against an agreed action plan or for other stakeholder to perform his or her duties to a professionally acceptable standard. The Partnership is committed to providing a period of support and guidance for those whose competence needs to be improved. Only when this period of support and guidance has failed to lead to the necessary improvement will the formal conduct and competence procedure be invoked by way of a formal notification of the date of entry into the formal procedure Should competency be an issue for a trainee an action plan will be drawn up. This will:    

identify the issues in need of rectification/action give clear instructions for the improvements necessary give details of the support to be provided any other relevant details via the Medium of an Action Plan

It will usually be the job of the Mentor or Professional Mentor in conjunction with the trainee to do this.

Formal Conduct and Competence Procedure The formal conduct and competence procedure will be invoked in cases of gross or sustained misconduct and other matters which have not been remedied by support or counselling, as set out above, or which are so serious that the use of the informal procedure would not be appropriate. Normally the procedure will follow the stages as listed below but in cases where serious breaches occur, or in the case of gross misconduct, the procedure may be invoked at any stage without previous, or current warning. In the case of conduct issues, the formal conduct procedure could take as little as four weeks, or in extreme cases, up to two terms, depending on the facts of the case. The Partnership reserves the right to summarily remove a trainee from the course, subject to the provisions as set out under ‘Removal Without Warning’.

The following stages may not necessarily be those followed under formal conduct proceedings. However, trainees or other stakeholders will be fully informed at each stage. The Partnership reserves the right to enter into formal conduct and competence proceedings at any stage given below. Stage 1: Stage 2: Stage 3: Stage 4:

Official Verbal Warning First Written Warning Final Written Warning Removal from the Course

Any warning retains the status given to it at the conduct/competence hearing. Warnings will be disregarded only when the time has expired. Note that warnings are directed to unsatisfactory conduct or competence rather than to specific circumstances. For example, a current, first stage warning for timekeeping could be followed by a second stage warning in the event of a failure to notify absence.

At all stages, a copy of the Minutes of the Conduct/Competence meetings will be sent to the trainee and his/her representative with a view to agreeing the accuracy of these minutes.

Stage 1 A formal verbal warning will normally be administered by the Director of ITT in the presence of the Professional Mentor. A record of the fact that a stage one warning has been given, and by whom, when and for what reason, will be placed on file.

Stage 2 If the trainee or other stakeholder fails to respond to stage 1 or commits a further breach of the rules, a stage 2 – first written warning – will be administered by the ITT Director. A copy of this will be placed on file for future reference.

Stage 3 Where a first written warning fails to bring about the required standard of improvement, or a further breach in the rules occurs, a final written warning will be administered by the TKAT DLMT Board representative.

Stage 4 The TKAT DLMT board representative will recommend removal to the TKAT Board and the authority to dismiss rests with their unanimous decision. Removal applies to:    

instances where the conduct and competence procedure has failed to achieve acceptable standards of conduct or competence (including fitness to teach) instances of gross misconduct or serious repeated breaches of one’s ‘professional’ duties where trainees and other stakeholders are unable to reach the acceptable standards required within an agreed period; eg. as set out in the action plan any other conduct which is deemed to be so unacceptable that it justifies removal without prior conduct warnings

At each stage of the formal proceedings, the trainee or other stakeholder will be expected to seek consultation with their representative and Director of ITT. In the case of conduct or competence proceedings against a trainee, the trainee may seek representation from within or without the partnership subject to the agreement of the TKAT

Conduct and Competence Investigations and Hearings Prior to any conduct or competence action being taken, there will be a thorough investigation by the trainee or other stakeholder's immediate “Line Manager” and/or another nominee of the ITT Director. Such investigations will be conducted as quickly as the circumstances permit. The trainee or other stakeholder may be suspended from the Partnership during this period of investigation. The decision to suspend, pending enquiry, rests with the TKAT DLMT Board Representative. No conduct or competence hearing will be conducted until:  

The trainee or other stakeholder has been informed in writing of the nature of the allegations or complaint The trainee or other stakeholder has been informed of his or her rights under the procedure and has been given at least five working days notice of the disciplinary hearing

The Partnership reserves the right to undertake any such investigations without the trainee or other stakeholder’s prior knowledge. However, if, as a result of the investigation, matters are to be taken further, then the above procedure will be adhered to. The TKAT DLMT Board Representative will conduct all formal conduct or competence hearings. They can request assistance from any member of TKAT DLMT Board within the Partnership. The trainee or other stakeholder and his/her representative will be given every opportunity to state their case at the conduct or competence hearing. Where relevant, witnesses may be called into the hearing by either party. Where full information is not available, the hearing may be adjourned but not for longer than is necessary. All conduct and competence proceedings will be heard as soon as practicable.

Removal Without Warning In cases of gross misconduct, trainees or other Stakeholders may be summarily removed from the course, that is removed without prior, formal, conduct warnings. Summary removal is without notice. Examples of gross misconduct, which could justify summary removal, include the following:                

Serious breach of health and safety rules endangering the stakeholder or others Theft Computer abuse Falsification of records, whether or not for personal gain Being under the influence of drink or non-prescribed drugs during working hours Flagrant failure to follow the Partnership’s documented procedures and regulations Wilful damage to the property of the Partnership Schools or that of other stakeholders, staff or students Disorderly or indecent conduct whether at school or otherwise Physical violence or threatening physical violence to other stakeholders, staff or students Acts of incitement or actual acts of discrimination on grounds of sex, race, religion, colour or ethnic origin, or other serious breaches of the Partnership’s Lead school’s policy Sexual harassment A conviction for a criminal offence excluding minor road traffic offences An act committed outside the place of work where the act has an adverse bearing on the trainee or other stakeholder’s suitability for the job, or which makes the trainee or other stakeholder unacceptable to his/her fellow colleagues, or which brings the Partnership’s name into disrepute Irrational behaviour towards those with communicable diseases; i.e. when a trainee or other stakeholder puts unnecessary and unpleasant pressure, whether directly or indirectly, on persons who suffer from communicable diseases in the hope that they will leave Inappropriate relationships with students within their care Unauthorised use of property or resources in any of the Partnership Schools

This list in not intended to be exhaustive nor do these examples exclude removal for any other acts of a similar nature.

Trainee Specific Conduct Matters Matters regarding conduct of Trainees will be dealt with, in the first instance, by the Director of ITT. It is the duty of the Director of ITT to inform the TKAT DLMT Board Representative, immediately, of all issues relating to disciplinary proceedings. If a trainee is in breach of any point, they will be classed as non-compliant and disciplinary proceedings will be invoked.

Appeals Procedure Trainees whose performance is considered likely to be judged unsatisfactory at any time will receive a written warning from the Professional Mentor at their school and procedures will be put into place to support the trainee. Failure to be compliant will trigger the Partnership’s procedures for failing a trainee. These will consist of:   

observation of two lessons by a Professional Mentor from another member school, and a written report; consideration of all available evidence of the trainee’s performance at a meeting of the TKAT DLMT Board, who will decide whether or not to fail the trainee; the TKAT Board will be notified of any decision to fail a trainee.

The trainee will be informed in writing of this decision, and of the grounds for its having been taken. The trainee will be given two working weeks within which to lodge an appeal in writing with the Director of ITT. The appeal will be considered by an officially-constituted Appeals Group within the next two working weeks. Its membership will comprise:    

a Head teacher from a member school in which the trainee has not been placed; a Professional Mentor from a member school in which the trainee has not been placed; a School Based Tutor from a member school in which the trainee has not been placed; a representative from the TKAT DLMT Board

The result of the appeal and any consequent arrangements will be communicated to the trainee as soon as possible and this decision will be final.

Safeguarding/Equality of Opportunities/ Race Equality Policy The active promotion of safeguarding / equal opportunities and race equality is a central consideration of this training programme. The TKAT SCITT scheme is committed to promoting race equality and equality of opportunity for all in order to eliminate unlawful discrimination and to value and celebrate the diversity of its staff and trainees. The programme aims to train teachers who will be committed to the following aims: • to adhere to safeguarding procedures to ensure a safe and secure learning environment for all; • to recognise all pupils’ entitlement to a broad and balanced curriculum; • to meet the needs of all groups of pupils and have high expectations of what they can achieve; • to prepare pupils for citizenship in a multicultural, multifaith and multilingual society; • to prepare pupils to value the abilities of all; • to promote good relations between people of different racial groups; • to eliminate unlawful racial discrimination. In meeting these aims trainees will help to develop a curriculum that: • creates a safe and positive learning environment for all pupils that is free from ridicule and fear; • acknowledges, respects and celebrates diversity; • promotes non-discriminatory behaviour and attitudes and mutual respect between pupils; • promotes inclusive education; • challenges racism, sexism, bullying and all forms of prejudice where they occur within the school context. The programme will demonstrate its commitment to this policy through: • course publicity; • recruitment, selection and training procedures for trainees and staff; • trainee support and guidance; • the Professional Studies programme which includes safeguarding training; • staff training to tackle racial discrimination and harassment; • consultation with staff and trainees on the impact of the provider’s race equality and equal opportunities policy; • monitoring the success of the policy termly by the Director of ITT reporting to the TKAT DLMT Board including the reporting of any racist incidents. It is the right of all trainees to receive the best training that the TKAT SCITT scheme can provide. The TKAT Board will not tolerate any form of racial harassment which includes racist name calling, racist caricature based on prejudice, the stirring of racial hatred and use of racist materials. Trainees are asked to report incidents where there is suspicion of racism. The course has adopted the definition of a racist incident as recommended in the Stephen Lawrence enquiry i.e. “Any incident which is perceived to be racist by the victim or any other person”. Should a racist incident occur the Director of ITT will act immediately as follows: • co-ordinate appropriate action; • report, log and investigate the incident in line with partnership schools procedures. This course recognises that it has an important part to play in helping to create a fair and just society. It is the responsibility of every member of staff and every trainee to support this Safeguarding / Equality of Opportunity / Race Equality Policy. If any Trainee has any concerns about their training they should firstly be shared with the partnership school’s professional Mentor. If, for any reason, this is not possible then trainees should contact the Director of ITT Safeguarding disclosures should follow school procedures. If in doubt please contact the Director of ITT who is based at Debden Park School.

Attendance and Absence Trainees are expected to be in school for the full school day - the times vary and will be provided by the Professional Mentor in each of the placement schools. School life is hectic and it is helpful if trainees can be available for short periods before or after the normal school times. General Professional Studies sessions are held each Wednesday morning at one of the partnership schools and will run from 9.00am to 12.00 midday. In addition, Subject Studies sessions will occur on alternate Wednesdays again at one or more of the Partnership School depending on the subject area. These Subject Specific sessions will run from 12.30pm up until 4.30pm, though more usually these mayfinish at 3.30pm These sessions are an integral part of the course and it is both important and expected that trainees will attend, on time, all sessions in both the General Professional Studies and Subject Studies sessions. Given that this will involve travelling for a number of trainees it is important for trainees to make suitable arrangements to arrive on time for the start of each session. If trainees know of absence in advance, either from their school placement or from a Professional Studies session, they are expected to give as much notice as possible to their Professional Mentor and, when relevant, have work organised, set well beforehand and discussed with their Mentor. Any planned absence should be arranged to give minimal disruption to the school and to the trainees’ studies and in all cases agreement must be sought from the senior mentor. Should you be unable to attend on any particular day due to illness or any other personal circumstances, you should ensure that the school is notified as early as possible on the day in question. If you will be absent from Professional Studies you should inform the TKAT SCITT course administrator on the day in question. Please ensure that you have the school contact numbers at home. Your mentor may wish to give you their home telephone number or a dedicated number to report absence due to illness. You should also have the number of the TKAT SCITT course administrator whose numbers can be found in the contact section of the handbook. When contacting the Professional Mentor at school to report they are unable attend due to illness, the trainee is responsible for reporting the following information: 

the nature of the illness and its likely duration;



any work matter that needs attention during the absence, such as work to be set for a class;



the first day of illness;



if the absence results from an accident at work, this should be reported immediately, together with details to whom the accident was initially reported.

A self-certification form (available from the placement school) must be provided from the fourth calendar day and thereafter to cover up to and including the seventh calendar day of absence. A fit note will be required from the eighth calendar day onwards. Where practicable, one day’s notice should be given of fitness to return to school. Trainees should normally arrange non-urgent personal medical appointments for the doctor, dentist, hospital, clinic (for example ante-natal) and elective procedures, outside of the normal school and professional studies hours wherever possible. However, where this is not possible and in urgent cases, requests for leave will be considered sympathetically on a case by case basis by the Professional Mentor. Incidents of failure to comply with the requirements of this sickness absence management procedure and/or the submission of false sick claims may be investigated under the Conduct and Competence Procedures and could lead to removal from the course. Prolonged or repeated absence could result in failure to satisfy the course requirements and/or the Teaching Agency’s requirements for the duration of Initial Teacher Training programmes and hence failure of trainee to successfully complete a course leading to Qualified Teacher status.

Section 7 – Appendices    

Partnership agreement Trainee Tuition fees contract Access Agreement Criteria for Selection/De-selection of Schools and Subject Departments

Partnership Agreement between TKAT SCITT and Partner Schools Introduction TKAT (The Kemnal Academy Trust) is a SCITT (School Centred Initial Teacher Training) provider working across the chain of Academies and in conjunction with HEI providers. Canterbury Christ Church University is our main partner in this provision. As a SCITT provider, our purpose and practice is an apprenticeship model underpinned by the aims of TKAT “to ensure that every TKAT student achieves the highest possible levels of attainment within an appropriate learning environment... the ethos (of TKAT) is that all the Academies will work collaboratively, to enable students and staff to flourish and grow...” . It shares the Government’s ambitions “to match the best performing countries in the world in the quality of teachers it recruits” (Training our Next Generation of Outstanding Teachers. DfE. Nov 2011)The course leads to the award of Qualified Teacher Status (QTS) based on the most recent Standards and requirements for the award of Qualified Teacher Status as set out in the TDA document Professional Standards for teachers (2012). TKAT SCITT works within a legal and financial framework provided by the Training Development Agency (TDA) and complies with all aspects of the TDA Financial Memorandum (see attached) and follows the procedures laid down in Part 3 of the TDA Financial Memorandum relating to Financial Accountability

Devolvement of Funding to Schools The majority of the income received from tuition fees will go to the schools hosting the trainee to offset costs such as Mentor release time for trainee support and supervision and for Mentor training/CPD sessions. The ratio will be 65/35 (i.e. on a fee of £9000 £5,850 will go to the schools and £3,150 to the Centre). This underpins our commitment to investing the money where it can benefit most directly the trainee. Money retained at the centre will cover the development of Lead Subject Mentors and University subject input to ensure that trainees have access to high quality subject knowledge, recruitment and selection, quality assurance as well as general course administration. Please note that each partner school is responsible for ensuring that they meet their statutory obligations with regard to PAYE. The above sum will meet all costs of providing the training not covered by central costs (see Business Manual Section 3) such as: Professional mentor costs Mentor costs Supply Hospitality Travel expenses (trainees and mentors) Associated administration costs Any additional costs are to be met by the school

Principles of Partnership The underlying principles of partnership are: to maintain and develop the excellent working relationship which exists amongst all the TKAT academies to recognise the positive input which trainees can make to a school and to maximise their contribution; to build upon opportunities which the partnership can bring for collaborative working; to promote innovative models of partnership in order to continue to enhance all aspects of initial teacher education; to ensure that administrative and financial demands made upon the school are kept to a minimum.

Expectations The partner school 1

Undertakes to seek to provide the following experience for trainees: 1.1

a broad and balanced programme of activities which reflect the whole placement experience in the relevant key stages.

1.2

involvement in the effective delivery of the whole curriculum in their specialist subjects;

1.3

exposure to truly outstanding practice

1.4

working with, training and assessment by, teachers recognised by DfE and GTC as qualified;

1.5

guided development of professional competences and standards as stated in Professional Standards for Teachers (2012)

1.6

appropriate access to the support available to all teachers in the school including appropriate resources and facilities

2, Nominates a Professional member of staff to act as Professional Mentor with overall responsibility for ITT; makes appropriate provision for each to discharge their responsibilities. This will include the following time commitments for Professional Mentors: 1.1 Regular classroom observation of trainees for formative assessment (AS1) 1.2 Attendance at Professional Mentor meetings 1.3 Attendance at mentor training 1.4 Interviews for SCITT trainees (as required) 1.5

Attendance at Planning Days (1.5 days)

1.6

Commitment to at least 2 summative assessments in May/June (2 days)

3. Allocates to a subject mentor one hour per week (or the equivalent) to support subject training for each trainee. Facilitates and contributes to trainees' placement-based learning through the schoolâ&#x20AC;&#x2122;s own CPD programme as appropriate to the traineesâ&#x20AC;&#x2122; needs. Contributes to the selection of candidates, with Head Teachers available to interview on at least 2 occasions during the year. 4. Informs the ITT Office of any changes in the school/collegeâ&#x20AC;&#x2122;s circumstances.

TKAT SCITT Provides the following 

    

Experiences for trainees:  Central generic training through the calendared GPS programme  Subject- specific calendared training in subject knowledge for teaching and application.  Representation through a Course Committee for trainees’ views to be heard. Learning resources via the generic and subject pages of the VLE. Mentor training and planning days for Lead Subject Leaders (as well as discrete training for new mentors ; subject cluster training afternoons for all subjects. Responsibility for course administration. Provision of course documentation, QA visits by the Director of ITT or their nominated QA assessor and other designated personnel. Shared resources with schools via the VLE and through funding to support school-based training

Training Routes School Centred Initial Teacher Training (SCITT) is a full-time* school-based route to gain QTS. Trainees are selected and recruited centrally. *In certain circumstances a trainee will be able to do the course on a part-time basis over an extended period of time. (S)he will gain QTS status once (s)he has completed the equivalent training and experienced the equivalent amount of time in schools as the full-time trainee. The current target number for SCITT places is 30 across 7 subjects: Physics, Chemistry, Maths, Modern Foreign Languages (French), English, Geography, History

Selection of Partner Schools All TKAT partner schools are eligible to be SCITT partners on the understanding that they will be able to offer the experience demanded of partner schools (see above). Specifically they must    

offer a high quality training experience for trainee teachers as evidenced by Ofsted reports, external examination data including KS3 and GCSE performance have appointed a Professional Mentor with the experience and expertise to manage the training within the school and contribute to the planning and delivery of the course have the capacity for teacher training and CPD in subject departments identified for excellence in teaching and learning have the ability to add to the breadth of training experience in terms of gender and ability of pupil intake

The common goal of all partnership schools is to improve the quality of teaching and learning in all schools. The SCITT is effectively a ‘learning community’ to which each member contributes their expertise to the mutual benefit of all involved.

Responsibilities of Partnership schools 

To follow the policy and practice required by external agencies such as the TDA, DCSF, Ofsted and auditors.

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To act on the advice and guidance of the Director of ITT to maintain and improve the delivery and quality of the programmes.

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The Chief Operations Officer will act as Responsible Officer for the Scheme; hold regular management meetings with the Director of ITT, and report to the TSSG meetings.

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Head Teachers will attend meetings as required to determine strategic developments and overview progress towards targets.

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Head Teachers will appoint a suitably qualified member of staff as Professional Mentor to oversee the planning and management of the training in that school and to ensure succession planning for the role.

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Ensure priority placements are given to trainees in the subjects offered by the SCITT.

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Ensure mentors’ and Professional Mentors’ timetable commitments reflect the additional work involved in overseeing the ITT programme.

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To participate in the selection and interview of potential trainees

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To appoint mentors in appropriate subject areas

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To provide opportunities for specialist staff to lead GPS sessions

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To ensure that Trainees have the same access to ICT, school and faculty resources as other members of staff.

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Schools will host GPS, Taster Days and other events as required

Signed __________________________ Director ITT (TKAT)

Signed __________________________

Associate Partnership

TKAT SCITT may choose to enter into an Associate Partnership with a non-TKAT school/ academy in order to provide training opportunities and placements.

The Associate Partner School/Academy will be bound by the same terms and conditions as the full partners for the period of the Associate Partnership.

The Director of ITT, or a designated member of staff, will visit the school prior to the start of the programme to ensure that all staff involved in the Training are aware of their responsibilities and all SCITT documentation is in place. There will also be quality assurance visits by nominated SCITT staff during the period of the programme.

The Head Teacher, of the Associate School/Academy agrees to the terms of the Associate Partnership and agrees to pay TKAT SCITT for provision of the Training Programme.

Signed ………………..

Name …………………

Date…………………..

Trainee Contract Trainee Home Address Term Time Address Long-Term Contact Address Date of Birth NI Number

This document confirms the registration of the trainee detailed above on the one year postgraduate School Centred Initial Teacher Training (SCITT) course provided by TKAT SCITT which on successful completion would lead to Qualified Teacher Status (QTS). The course begins on (TBA) September 2012 and is due to be completed by 30th June 2013. The course fees are £9000 per annum payable to TKAT SCITT due at registration. The recommendation for QTS will be withheld from any trainee who fails to pay all sums due to the SCITT or fails to return all equipment loaned to them by the SCITT or any of its associated schools. The trainee accepts that he/she is liable for the full course fees whether or not the course is completed, and is not entitled to a refund. Interest shall accrue on all overdue sums at the rate of 4% above the base lending rate of Coutts Bank plc from the time in force. Whilst every effort will be made by the SCITT to ensure that this is an appropriate training experience for trainees, we cannot enter into any negotiation with individuals regarding specific placements. TKAT SCITT’s decision regarding school placements is final. I accept the terms and conditions set out above.

Signed ………………………………………………… Trainee

Date ……………………….

Access Agreement

Introduction TKAT is a SCITT provider which offers the opportunity of being part of an academies trust to support the Initial Teacher Training of potential teachers. Our strength is in the breadth of our trust and the “apprenticeship into teaching” nature of our training provision. Our course is based entirely in schools, We are committed to widening participation from Minority Ethnic groups and under –represented groups.

Fee limits We will usually charge a fee of £9000 for all full-time postgraduate ITT courses for the 2013/14 academic year. However other programme routes are being investigated which alter this sum.

Widening Participation The SCITT is active in widening participation through its financial support initiatives (below) and others , including the TKAT Recruitment Fair which targets recruitment from Minority Ethnic groups. We also market the SCITT through publications such as ‘Student Times’ and Sugar Media’s ‘Network News’ targeted at African-Caribbean and Asian graduates.

Financial support initiatives We wish to attract the best possible candidates (and retain them as teachers in our organization) and so we will be offering initiatives for trainees to offset the cost of their fees: 

Those wishing to defer a place on the SCITT will be offered (subject to availability) places in our schools to work as Teaching Assistants, Learning Support Assistants, Cover Supervisors etc. This paid employment will not only support their finances but also their eligibility and development to be successful teachers

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Furthermore we will be offering our successful trainees one month guaranteed paid placement in one of our schools in the July immediately following their completion of QTS. This “golden hello” will be available to all who will be taking up a place in a TKAT school the following September.

This endorses the government’s drive to use “financial incentives to attract the best graduates in the subjects where they are most needed ...(and)...using bursaries to incentivise course completion” (Training our Next Generation of Outstanding Teachers 2011)

Publicising fees and financial support Information will be provided to trainees through the Information pack, the website, Taster Days for Teachers courses, Recruitment Fair and pre-course newsletters to trainees. The Information pack is the main source of information for potential trainees, available in print or on the website. The website will be regularly updated as information is made available and will include details of the fees and financial support available to trainees. Similarly, all promotional material, eg advertisements in the press, will include reference to the fees charged so that all potential trainees are well informed before applying for a place. This information will be clearly articulated to applicants in writing at offer stage, before they make their key decisions on whether to accept a place. The additional funding made available through this agreement will not only support widening participation activities but also allow us to develop our training provision in schools by improving resources available to ITT trainees. The scope of these resources will include access to a laptop dedicated to ITT use for all trainees who need it and extension to the e-learning community for all trainees to access. In this way, we aim to attract those trainees who might not otherwise have considered a school-based scheme.

Institutional Targets and Milestones We will wish to monitor the numbers of trainees participating in our institution who are in receipt of full or partial state support. We will also wish to develop targets around other under-represented groups if identified. We will seek to maintain or increase the proportion of trainees in our target groups, but will only be able to set meaningful targets once data is available. Therefore, we commit to return to OFFA when revised.

Monitoring Arrangements We will formally monitor the progress of the access agreement at least once a year and will report annually to the DLMT board. We will monitor the impact of fees upon recruitment and how this impacts on SCITT. Initial monitoring will include participation rates and the development of data on lower income and other under-represented groups. Our annual report to the DLMT Board will form the basis of our annual monitoring report to OFFA.

Criteria for Selection of School and Subjects within Schools All TKAT partner schools are eligible to be SCITT partners on the understanding that they will be able to offer the experience demanded of partner schools (see above). Specifically they must  Offer a high quality training experience for trainee teachers as evidenced by Ofsted reports, external examination data including KS3 and GCSE performance  have appointed a Professional Mentor with the experience and expertise to manage the training within the school and contribute to the planning and delivery of the course  have the capacity for teacher training and CPD in subject departments identified for excellence in teaching and learning  have the ability to add to the breadth of training experience in terms of gender and ability of pupil intake The common goal of all partnership schools is to improve the quality of teaching and learning in all schools. The SCITT is effectively a ‘learning community’ to which each member contributes their expertise to the mutual benefit of all involved. Any school or department wishing to join the Partnership will indicate this to the Director of ITT. The school or department will then be vetted against the selection criteria above.

Criteria for the De-selection of Schools/ Departments If any school or department were to fall into the 'required improvement’ or less category, as indicated by an OFSTED report or TKAT audit report, they will be given support by TKAT to continue within the partnership, providing they provide an action plan, with targets and target dates for bringing about improvement.

Procedures for Selecting and De-selecting Schools and/or Departments The Director of ITT through the DLMT committee is responsible for the selection and de‑selection of school/departments. Every school must agree the criteria for selection and de‑selection.

Selection Any school or department that is deemed to be performing well, either by an a) OFSTED report or b) by a TKAT audit report, can ask to be considered to join TKAT SCITT. The Director of ITT can give advice and support in an application, visit the school/department and take a decision based on the evidence provided by schools.

De-Selection Subject Should a department give cause for concern, this must be brought to the notice of the Professional Mentor and Head teacher of the school. The Head teacher is responsible for monitoring the quality of teaching and learning in their school, and must take action to identify the problem, address the issues and seek guidance from TKAT via the Director of ITT. The subject department, with the assistance of the Head teacher and TKAT personnel (if necessary), will prepare an action plan with targets and target dates, for improvement. At the end of that period (no more than a year) the department must be 're‑audited' by a member of TKAT, not the same one as did the support. If the department is deemed 'good', then the department will continue in the SCITT partnership. If the department needs more time for improvement, then it will withdraw from the SCITT partnership and reapply at a future time, adhering to the selection criteria above. Where there is substantive evidence of the subject department failing to deliver the course to the trainee, or the quality of delivery is poor then the subject department will be de-selected. Evidence of either will be ascertained from the trainees themselves, the Professional Mentor at the school, the Director of ITT and other Professional Mentors from other schools. The subject department can, with the assistance of the Head teacher and Director of ITT, prepare a plan of action for improvement in either the delivery of the course to the trainee or the quality of delivery and reapply at a future time adhering to the selection criteria above. Where there is an early identified problem then this will be brought to the attention of the Director of ITT who will discuss initial problems immediately and make suggestions for immediate improvement.

School Should a school's management and leadership be deemed not to be performing at a 'good' level, as indicated by OFSTED, or by TKAT, this will be reported to the DLMT. The DLMT will give support as above, expect action plans to be put in place, and a 're‑audit' carried out within a year. If this 're‑audit' is not at least 'good' then the school will be de‑selected and would have to seek re‑admission in future.

Partner School Withdrawal from Partnership Should a SCITT partner school find itself unable to support the placement of a trainee, one month’s written notice is required from the Head teacher of the school notifying the Director of ITT of their intention.