Scitt course lead subject tutor handbook 2013 14 15th july

The Kemnal Academies Trust

School Centred Initial Teacher Training

Lead Subject Tutor Handbook 2013-14

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CONTENTS MENTOR HANDBOOK Section 1 –

Introduction to the Course, Aims, Structure, Roles and Responsibilities

Section 2 – The TKAT SCITT Programme Section 3 — The Role of the Lead Subject Tutor Section 4— The Lead Subject Tutor Programme Section 5 –

Monitoring and Assessment

Session 6 — Quality Assurance

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



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



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



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 an accredited provider* on the management and leadership of the ITT partnership and on the selection and recruitment of high-quality trainee teachers *Canterbury Christ Church University

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, 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 Christchurch 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



King Harold Business and Enterprise Academy, Essex



Orchards Academy, Kent



The 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 PHOTO

Jo Yates

Jo Fogg

Programme Manager

SCITT Course Administrator

0208 418 1227

0208 269 8300

jyates@dphs-tkat.org

Jo Fogg jo.fogg@tkat.org

PHOTO PHOTO

Rob Higgins

Craig Channell

Director of Initial Teacher Training

Programme Manager 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 structure would be:

TKAT DLMT Board

Director of ITT

Programme Manager

Lead Subject Mentors

Professional Mentor DPHS

Professional Mentor KH

Professional Mentor

DP

DP

Hylands

Mentor

Mentor

Mentor

Trainees

Trainees

Trainees

Roles and Responsibilities Role

Director

Programme Manager

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 Coordinate SCITT Programme in and across schools Support and contribute to two week induction QA work of Mentors in School QA Observations Conduct half termly review meetings Supporting research for assignments Moderation of assignments Support and organise learning experiences for trainees in school Follow up and contribute to the Professional Studies programme Update Leadership team with traineeâ&#x20AC;&#x2122;s progress and needs Involvement with application and interview process Attend yearly training Follow mentoring programme QA work of Trainees Weekly Observation of trainees Complete termly reports Follow up and extend Subject Knowledge training Guiding, supporting, assisting trainee Marking and grading assignment Attend board meetings Attend termly training meetings for subject mentors QA work of Mentors with Professional mentor Submit training plans to director Liaise with mentors to support and personalise trainee subject knowledge development Termly observations of trainees Tracking traineesâ&#x20AC;&#x2122; subject knowledge Set termly SK targets Ensure session notes are kept and built upon in a Subject Knowledge file

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

Attendance and Absence Trainees will be expected to be in school for the full school day.

General Professional Studies sessions are held each Wednesday morning at Debden Park High School and will run from 9.00am to 12.00 midday. In addition, Subject Studies sessions will occur alternate Wednesdays again at Debden Park High school or another TKAT school . These Subject Specific sessions will run from 1pm until 4pm and 1.30-4.30 if trainees are required to travel between venues from morning to afternoon.

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.

If trainees know of absence in advance, either from a school placement or from Professional Studies sessions, 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 in all cases agreement must be sought from the senior mentor.

Should trainees be unable to attend on any particular day due to illness or any other personal circumstances, they should ensure that the school is notified as early as possible on the day in question. If they are absent from Professional Studies trainees should inform the TKAT SCITT course administrator on the day in question.

When contacting the Professional Mentor at school 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 setting work - 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.

Prolonged or repeated absence could result in failure to satisfy the course requirements and/or the Teaching Agencies 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 2 – The TKAT SCITT Programme



Overview of the TKAT SCITT programme



The subjects offered and age range



Trainee Entitlement



The Journal



School Support and Mentoring



The Induction Programme



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 within a generic theme set by the programme and personalised with the Professional Mentor. It will prepare 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 mentor 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. full access to Canterbury Christ Church University Library via the SCITT website

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 one formal observation per week; observation feedback must take place within 24 hours.

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 Their evidence 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 Kemnal Academies Trust School. In 2012-13 the majority will take place at Debden Park High 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 Mentoring 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 be a teacher.

Evidence towards building trainees’ subject knowledge will be kept in a separate Subject Knowledge File. Subject Specific targets will be reviewed termly.

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 will be a ‘subject bulletin page’ via the TKAT website where trainees will be able to get live support from their Lead Subject Tutors 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 (am)– This is the theme of the morning session for the week Subject Studies (pm)– 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

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 Bulletin Page—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 bulletin 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 regularly check and update their bulletin pages as well as answering promptly the questions asked.

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 Lists Course Texts 

Capel,S. Leask,M. and Turner,T.(2013) Learning to Teach in the Secondary School – A Companion to School Experience. Edition 6. Routledge. ISBN-13: 978-0415518369

English 

Fleming, M, Stevens, D and Fulton,D. (2009) English Teaching in the Secondary Classroom: Linking Theory & Practice 3rd Edition. Routledge. ISBN-13: 978-0415465021



Cooze, A (2007) 100+ ideas for teaching English. Continuum. ISBN-13: 978-0826483119



Ward, L and Woods, G. (2007) English Grammar for Dummies. Wiley.English Edition.

ISBN-13: 978-0470057520

Maths Course books 

Ollerton,M.(2009) Mathematics Teacher’s Handbook. London: continuum books ISBN-13: 978-1847060112



Rindaldi,N,J.(2013) The Maths Teacher’s Toolbox. Maryland: Rowman & Littlefield Education

Recommended Reading 

Boaler, J. (2010) The Elephant in the classroom, helping Children Learn and Love Maths, London : Souvenir Press Ltd. ISBN-13: 978-0285638754



Clarke, S. (2005) Formative assessment in the secondary classroom, London: Hodder Murray ISBN-13: 978-0340887660



Haggarty ,L. (2002) Aspects of Teaching Secondary Mathematics, Perspectives on Practice, London : Routledge Falmer ISBN-13: 978-0415266413



Haggarty ,L. (2002) Teaching Mathematics in a Secondary school, a reader, London : Routledge Falmer ISBN-13: 978-0415260695



Hodgen, J. & William, D. (2006) Mathematics inside the black box, London : GL

History 

Haydn, T. Arthur, J. and Hunt, M.(2008) Learning to Teach History in the Secondary School Routeledge Farmer. ISBN-13: 978-0415437851



Taylor, K. (2013) Revise Edexcel: Edexcel GCSE History B Schools History Project Revision Guide. Edexcel. ISBN-13: 978-1446905142

Geography 

Parsons, R. (2010) GCSE Geography Revision Guide. Coordination Group ISBN-13: 9781847624291



Parsons, R. (2005) KS3 Geography Complete Revision & Practice. Coordination Group Publications. ISBN-13: 978-1841463926



Lambert, D and Balderstove, D (2009) Learning to Teach Geography in the Secondary School: A Companion to School Experience. 2nd Edition. ISBN-13: 978-0415437868

MFL 

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



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



Ramage, G (2012) The Modern Languages Teacher's Handbook.



Continuum Education Handbooks . ISBN: 978-1441158604



Pachler, N. (2012) Learning to Teach Modern Languages in the Secondary School: A Companion to School Experience. Continuum. ISBN: 978-0415432412

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 (2011) Collins Edexcel ISBN 978007416042

Section 3 – The Role of the Lead Subject Tutor

      

Overview of the Mentor’s role Overview of the Professional Mentor’s role Overview of the LSTs role Website support and blogging Journals Observations Feedback

The Role of the Mentor

The school-based mentor is central to the development and success of the trainee. It is the responsibility of the mentor to support and guide the trainee in all areas of the course, and to act as a critical friend, encouraging the trainee to become a competent, reflective practitioner.

In short, the mentor should be “someone whose hindsight can become the trainee’s foresight.”

School-based mentors will meet with trainees for one hour per week. They will meet in a place where they will not be disturbed and they will discuss: 

Aspects of teaching and learning



Implementing strategies from the GPS Session



Pupil issues



School issues



Progress towards assignment research



Progress towards the Standards



Subject Knowledge development

The main focus of the meeting should be teaching and learning, an opportunity for trainees to share lesson plans and lesson ideas with their mentor, in advance of their teaching. Prior to the meeting, trainees will complete their journal, documenting their progress and experiences retrospectively. Mentors are expected to reflect on the trainees’ comments and offer suggestions for moving forward in the areas identified.

In addition to the weekly meeting, mentors are also expected to: 

Be a role model



Observe the trainee formally every week and feedback within 24 hours



Check lesson planning



Agree new targets for the week ahead



Check on the development of evidence in the Standards File and Subject Knowledge File



Regularly check the marking of books and assessments



Complete termly reports



Raise any concerns to the Professional Mentor promptly so trainees are supported

The Role of the Professional Mentor

The school-based Professional Mentor is central to the development and success of the trainee's experience and the course programme. It is the responsibility of the Professional Mentor to quality assure all aspects of the mentor’s role and involvement, to have an overview of the trainee’s experience and to make sure they develop an understanding of professional duties beyond that of the classroom.

Professional Mentors have a number of key roles. In particular, they will: 

Meet with the trainee weekly to support the GPS programme and develop trainee’s professional understanding of the role of the teacher within the context of the school placement



Provide experiences beyond the subject area



Discuss whole school issues



Observe the trainee every term



Oversee the Termly Report



Meet with trainees termly and check Standards’ Files in preparation for writing their comments on the Termly Report



QA mentors including lesson observations



Verify and standardise Mentor grades each term and at the end of the course



Co-ordinate the Induction visit and B Placement visits



Arrange the Primary Placements



Attend termly PM meetings or send somebody to deputise for them from their senior team

Professional Mentor Weekly Meetings Each week the Professional Mentor is expected to meet with trainees to develop the course programme and enrich trainee’s experience’s within the specific school context. Some of these meetings will involve the Professional Mentor creating meetings with other members of staff,.

They will encourage Sharing Good Practice amongst trainees, setting up cross-curricular observations and meetings with key colleagues who have expertise, such as the SENCO and pastoral teams.

These meetings can also be used to check Standards’ Files and being the Termly Report process by supporting trainee’s initially with their self review RAGs.

The Role of the Lead Subject Tutor

The Lead Subject Tutor is central to the development of the trainee's Subject Knowledge. It is the responsibility of the Lead Subject Tutor to identify the trainee’s starting points through the Subject Knowledge Audit which is introduced at the very start of the course and to ensure the trainee’s development to the appropriate level to meet the requirements of the Teaching Standards. The LST is supported in this undertaking by the mentor.

The Lead Subject Tutor is responsible for delivering the Subject Specific sessions, fortnightly, on a Wednesday afternoon. Some of the sessions will follow on from the themes delivered in the morning but with a focus on the topics covered in the National Curriculum and KS4 GCSE Syllabi. The aim of the sessions is to: 

Identify trainee’s starting points on a topic



Challenge and extend trainee’s Subject Knowledge



Complete shared planning



Share resources, activities, ideas



Link topics to the National Curriculum or Exam Syllabi



Keep trainees abreast of current developments in subject pedagogy and the wider educational context



Set further reading/further development homework



Liaise with subject tutors in other hubs as these come on stream

From the start of the course, it is also the responsibility of the trainee to develop their own subject knowledge through recommended reading and research on the areas identified as being weak in the audit. 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 train-

Website Support The Lead Subject Tutor also has a section of the website to help support traineeâ&#x20AC;&#x2122;s subject specific questions and to build a community of support between trainees. The bulletin board page is an opportunity for trainees to post questions/ ideas/ good practice and posts will be linked to the LSTs email for a quick response where necessary. The LST will monitor the page and liaise with the SCITT team about the development and success of the blogging system, as well as promoting it through the Wednesday sessions.

In addition, the Lead Subject Tutors will have their own subject areas on the website. This will enable them to upload power points, pre-session reading, post-session reading materials and any resources for sharing good practice.

Assignment Marking Assignment 2: Teaching and Learning is marked by the Lead Subject Tutor. This assignment is marked using the level 6 criteria and trainees will choose a specific teaching strategy and evaluate the impact of the strategy in their subject area. The LST will discuss these assignments with trainees and look at exemplar examples with trainees as part of their preparation for writing the assignment. They are also responsible for suggesting reading resources for this assignment and updating the SCITT team with suggestions for the library,

CCCU will train LSTs for marking at this level . Once finished, LSTs will second mark each others assignments as part of their standardisation process.

Journals The schoolâ&#x20AC;&#x201D;based mentor has the weekly responsibility for completing the Journal with the trainee, however, LSTs may want to check journals from time to time or allow reflection time during their training sessions for trainees to write up their thoughts and reflections based on the subject sessions.

Observations of Trainees The expectation of the course is that trainees are going to be observed by the mentor once a week. In addition, the Lead Subject Tutor will observe trainees twice during the course of the programme. Once during the autumn term and once during the spring term. LSTs will also meet the school mentors and discuss Subject Knowledge development at this time.

Observations Mentors are expected to observe trainees formally, once per week for KS3 and then KS4, using the pro forma overleaf. Professional Mentors are expected to observe each trainee every term. Lead Subject tutors are expected to observe trainees twice per year. For each observation, observers must: 1.

Provide a timed commentary of the lesson, commenting on strengths and suggestions for development Time 9.00

Commentary of events Clear evidence of routines, pupils took sheet from you on arrival and began starter task immediately

9.08

Instructions are clear. Learning objectives are shared and outcomes agreed.

2.

Points for discussion Rather than use this as a settling activity, can you differentiate the starter so pupils are challenged on different levels?

Do pupils need to copy all 3 objectives down or could they just write the ones they are aiming to achieve?

Outline where Teaching Standards have been effectively met, using the strengths and areas for development boxes, providing a clear explanation of HOW they have been met.

Standard

Strengths of Lesson

Areas to target

1

Set high expectations which inspire, motivate and challenge pupils

A

Positive start. Lots of praise. Pupils

When pupils talk over you,

were motivated immediately cre-

model the listening skills you

ating a purposeful learning envi-

expect by waiting for silence.

ronment. This was sustained un-

Recap you rules before moving

til the end of the lesson. Well

on. Try to deal with persistent

done!

offenders on a one to one basis

Standard

c

rather than reprimanding the whole class for the behaviour of one or two students.

2

Promote good progress and outcomes by pupils Make sure that every student engages with the peer assessment. Stress the importance of learning from each other, using the criteria and giving each other feedback.

c

3.

Provide an overall summary of the lesson.

(From term 3 onwards, judgements can be made in this box also)

Time

Commentary of Events

Points for Discussion

Summary of Comments

A secure lesson. Your questioning has really developed and you used a range of open and targeted questions today. A strong start with some engaging activities.

Your movement around the room gave you more presence. Most pupils made progress today. Well done

Expectations for formal lesson observations Trainees are expected to provide a full plan for every lesson they teach, however, in a formal observation, they fill in what their previous targets were so you can comment on their progress towards this target and the Standards it covers.

Observers are expected to feedback a formal lesson observation ideally, the same day and definitely within 24 hours of the lesson being seen.

Lead Subject Tutors are expected to meet with the mentor during their visit to discuss the progress of the trainee; LSTs will have a report on the visit to complete and feedback to the central SCITT team.

Lesson Observation Feedback

There are 5 areas to cover when feeding back on a formal lesson observation:

1.

Strengths

2.

Possibilities

3.

Issues

4.

Reflections

5.

Targets

1. Strengths At the start of the lesson observation feedback, ask the teacher what was their opinion of the lesson. Keep questions targeted to enable them to identify their strengths Eg. What did I enjoy about your starter activity?

How could I see that pupils were engaged when you modelled the first skill?

What stage of the lesson do you think I noticed your questioning develop to target high achievers?

2. Possibilities Ask the trainee if there are any areas they can identify that may have given them a different outcome. Again, direct their thinking by focusing on key parts of the lesson.

Eg. I really enjoyed the pupil responses to Pythagorasâ&#x20AC;&#x2122; theory. What could you do next time to ensure lower ability pupils could also engage with this task?

3. Issues Encourage trainees to reflect on any areas of their practice that has room for improvement. Offer practical advice and immediate opportunities to help them develop in these areas and gain a wider skills-base.

Eg. Using assessment criteria in a pupil-friendly way was your target from last term. In order to improve your understanding and confidence, have you considered observing another teacher prepare a class for a writing assessment? Could you use refer to the key words on the wall and make them a teaching tool, even put them on desks?

4. Reflections (connect between past and future teaching) Encourage trainees to make connections between key features such as the last time they did a similar activity, or a previous lesson with the same class. Use open questions to allow trainees to comment on their progress and make links between this current lesson, with past lessons and even future lessons.

Eg. How does this lesson compare to the last time you used group work?

Were the class receptive to this rule when you taught them last week?

Can you give me an example which demonstrates the change in attitude of this group of pupils?

Targets Your feedback should end with a summary of the positive parts of the lesson, linking skills to the Teaching Standards. Three areas should then be identified, discussed and agreed as targets. Trainees are not expected to meet these targets every week but they are expected to show progress in these areas over a reasonable period of time. In cases where targets are repeated, practical solutions need to be recorded by the trainee in the journal. Trainees should be involved in the setting of targets, but ultimately, the final decision sits with the mentor.

Eg. In order to move forward with this class, can you identify 2 areas where you would like to feel more confident with your delivery?

Based on the points we have just discussed, what do you think we ought to prioritise as a target for your questioning?

After Christmas, a formal Ofsted judgement will be given alongside the targets.

Professional Mentor Observations

The Professional Mentor will also observe the trainee once every term, towards the end of the term before writing the final comments on the termly report. This observation will carry an Ofsted judgement.

The Professional Mentor can do additional observations and is expected to carry out a joint observation with the school mentors to ensure consistency.

Section 4 –

The Lead Subject Tutor Programme



Overview expectations of the sessions



Guidance on delivering the programme

The Lead Subject Tutor Programme

The school-based Lead Subject Tutor programme is central to the development and success of the trainee's experience and the course programme. The sessions will take place fortnightly, except for two consecutive sessions in week 2 of the Induction Programme.

Over the programme, in the three hour sessions, Lead Subject Tutors will: 

Introduce new areas of Subject Knowledge within the context of a subject curriculum map that is visited every session



Chair a brief discussions each session with their trainees about a current educational issue related to their subject at the start of each session. The issue will be provided to trainees one week in advance so they can read in preparation.



Set pre and/ or post task reading to develop subject knowledge and subject awareness



Develop understanding of assessment criteria for KS3, including standardisation



Develop understanding of assessment criteria and exam routes and specifications for KS4 teaching with a focus on the recent proposed changes to examinations



Use headlines to create discussion about subject teaching in the political climate



Jointly plan units of work exploring development of skills and content across and within key stages



Revise Subject Knowledge Audit



Set termly Subject Knowledge targets



Encourage a subject community where trainees share good practice across schools via the website and blogging pages

Lead Subject Tutors need to upload lesson resources to the TKAT SCITT website in advance of sessions and email their plans to J Yates for monitoring.

Lead Subject Tutors will attend termly sharing good practice meetings to ensure consistency across the sessions.

Guidance for the LST Programme for the 2013-14 programme are overleaf.

K Thackray

18/9

DPHS

‘Child Protection’

Introduce skills (alongside SK) Hand out lesson plan and ask trainees how it is used Trainees to fill in SCITT lesson plan Talk about difference between short, medium, long term planning Pick a topic Ascertain trainee’s starting points Build giant mind map across a series of lessons, building to S of W Using different colours—add in skills, assessment, questioning, differentiation Trainees to write up/ extend sections of the scheme in pairs to build a collaborative scheme of work Test trainees on curriculum map

        

Look at qualities of your subject teaching—pull apart they comparikey features of teaching your subject in son to others including how to show a love of subject— perhaps plan a ‘lighting fires’ lesson (how to inspire a passion for subject) Link idea of outstanding subject teacher to subject reading/ headlines Agree review for SK audit

 

lesson in my subject?

Byron Report



What makes an outstanding

Discuss how evidence can be used in the Standards Files— eg notes from session can be cross referenced to lesson plans and lessons evaluated that have stemmed from t he LST session



Subject Knowledge Audit and Targets

Professional Conduct

Rules and Routines / Safe Learning Environments

Introduce importance of SK audit—link to evidence and link to SK files





Talk through the curriculum plan for 7-11 and how it will be used throughout the year



LST Session

Reflection

Introduce the curriculum map



LST Input

Legislation

Child Protection Training

Overview of collaborative teaching

Collaborative Teaching Joint Lesson Planning

Understanding of lesson planning

Features of lesson planning

J Yates

DPHS

Requirements

Lesson Planning

LST Session

K Narain

Curriculum Overview

‘Lesson Planning’

PM

Subject Studies (pm)

The National Curriculum

Professional Studies Focus AM

Theme/Venue

17/9

Date

21/ 10

7/10

23/9

Date

Review and Reflect

5

Assessment for Learning

3

Routines

Classroom

School and

1

Focus

Weekly

Specific

Subject

Starters and

(including methodolSubject ogy Pedagogy and

Formal Observation

Plan towards Active Learning presentation

Linked to Subject

FOR ASSIGNMENT 1

Applying strategies from Active Learning Strategies

Observation focus: types of AfL

CRITICAL WRITING

J

I Tilbury

Teaching full 30% timetable

Research Assignment 1

objectives

Analyse and plan lesson

Reflecting on behaviour for learning strategies for presentation

KS3 Assessment and Objectives

Learning 1 – summative and formative

Formal Observation

Applying strategies from Behaviour for Learning Session

Assessment for

Plenaries

J Yates

Starters and Plenaries

Subject Studies (pm)

Studies (am)

Professional

Teaching full 30% timetable

Research Assignment 1

management.

Identifying classroom routines in relation to behaviour

Rules and Routines in Practice

Observation of others

Trainee Focus



      

  

Perhaps cover two linked units this session?

Critique each others’ lessons through different lenses eg. The gifted learning, the low ability learner, the shy student, the kinaesthetic learner

Critical reading around pedagogy leading to discussion

Presentations of planning

Small group work on planning

Joint planning/ brainstorming

Explore a new area of the curriculum—provide context and links to KS4 skills

Recap any improvements in AfL or marking following the last session

Read extracts from Inside the Black Box (linked to subject)

Trainees could bring their own set of books?

Perhaps look at and critique some books/ examples of comments

Discuss top tips for formative assessment during the lesson for your subject. Discuss what trainees use now and set challenge to try different strategies over the coming weeks

Look at the difference in marking comments for summative and formative marking

Joint / paired planning of assessments

  

difference

Looking at a whole year group from curriculum plan, track a range of assessment s for your subject and plan assessments specific to learning outcomes OR explore a unit of work/ skills set across different year groups, and explore how the assessments get more difficult at each level

Ask trainees to recap which AfL tasks we have looked at today and the between summative and formative assessment

Discussion of first teaching experiences

Recap importance of plenaries and how they should show application of understanding



 



Look at links between starter and plenary activities

 

Using booklet from GPS session, get trainees to match activities to different lesson beginnings—look at how more than one starter or plenary can have the same outcome—perhaps look at the difference between an active lesson beginning and a calm lesson beginning for the same objectives

Looking at a unit of work, complete joint planning and a series of lessons with a focus on starter and plenary ideas



PM input

9/12

25/11

11/11

Date

(AfL)

Numeracy

10

Differentiating for MLD

9

Literacy

7

Focus

Weekly

Research Assignment 2

Review of the term

Formal Observation

Apply literacy and numeracy strategies

Research Assignment 2 Teaching full 30% timetable plus KS4 taster lesson

Plan to liaise with SENCO/ TAs

Review assessments for term and plan towards them

Apply collaborative learning structures

Plan key questions to measure learning for group

Formal Observation

Teaching full 30% timetable

Research Assignment 2

Joint Learning Walk with Leadership

Planning literacy resources

Formal Observation

Teaching full 30% timetable

Trainee Focus

LST- Using Literacy to support your

G Wilson

ing

Achievement

KS3 Assessment and Report-

Raising Boys’

2 hours SK

Marking– 1 hour

Planning and

Assignment 2

Preparation for Learning Walk

Personalised Learning for MLD (includ. using TAs)

subject

Literacy

Subject Studies (pm)

Studies (am)

Professional

Look at Literature surrounding KS3 Assessment—what does abolishing levels mean for your subject? What does linear exams mean?

Discuss pros and cons Look at assessment strands/ skills in your subject area from Yr 7-11 Focus on KS3 terminology Live marking/ standardisation How can targets be reported to parents? Students?

How can marking inform planning?

Look at planning assessments for a new unit of work

       

   



Reveal critical statements from a piece of pedagogical Subject Reading and set up discussions and debates where trainees include their own practice in the classroom to justify agreements/ disagreements Using last year’s assignment 2s (anonymised) , trainees to do ranking exercise and marking of key sections of a couple of essays. Discuss findings.

Split session to 2 hours assignment writing / 1 hour SK Recap morning session Look at new topic In paired/ small group tasks give ingredients to groups in their planning or anomalies eg. You have 3 students who cannot write in your lessons and must include some cloze exercises to apply ideas from the morning

Looking at a new unit of work, jointly plan sections of lessons where Literacy support can be added / differentiated to support achievement of all learners Joint planning/ mind maps Trainees to lead a section Trainees to share best example of literacy support seen so far in subject observations LSTs to make links between literacy and QWC plus new standards 3c Pedagogical reading and discussion



 

  



PM input

3rd Feb

20st Jan

I

6h Jan

Date

Assessment

Week 17

Review

Week 15

Transitions

Structure and

Week 13

B Placement begins

Focus

Weekly

tech-

Observe ‘other’ KS4 class

Review of termly targets

Learning Environments task

Teaching 60% timetable

Supporting classes/ teaching

Focus on visible learning techniques

Apply literacy support niques

Revise collaborative learning strategies and apply to new context

Teaching full 60% timetable

Assignment 2 due start of week

Formal Observation

Book marking policy

Reflect on consistency in rules and routines

Teaching full 60% timetable

Reflecting on personalised support

Support classes as a TA

Reflecting on different practices, strategies used in policies and school

Identifying School Rules and Routines in Practice

Observation of others

Trainee Focus

Planning for Collaborative Learning

Learn-

Creating

Learning

Resources

Assessment

Peer Assessment

Assessment for (3)

KS4 Planning

Presentations

My Teaching’

Measuring Progress

Assessment for ing (2)

Subject Knowledge Audit Update

Link criteria to learning objectives and goals within the scheme of work Look at difference between c/d and a/a* teaching of scheme Trainees to create assessment resource, breaking down criteria, for unit or work and to apply to their own teaching whilst at the B placement

 

Looking at a unit of work, joint planning activities with a focus on building in peer and self assessment opportunities





Discuss political picture regarding KS4 teaching of subject

Break unit down in skills—look at other areas of KS4 where the skills are repeated

 

Looking at a new unit of work, (KS4), map out the skills and content. Can you look at some exam or CA examples. Discuss the requirements for the area of work

Discuss My Teaching presentation ideas and how trainees are settling into B placements– what are the main differences in the subject teaching compared to A placement school. How is KS4 teaching going?

Analyse the different between teaching the unit to C/D (and the standard of work) to challenging A/A*. Unpick the differences in the mark scheme and therefore the lesson activities

Pick a unit of work and jointly plan









Look at different KS4 routes

 

Link skills back to KS3—how does KS4 build on KS3?



Praise

Cut up an exam paper(s) and mark scheme (s) - trainees to match questions to marking grids. How often do the same skills get tested?



Transitions

across the

Look at exam spec and the assessment objectives—how are they split exam paper

 Recap KS4 skills

PM input

Pace, Structure and

KS4 Curriculum

Subject Studies (pm)

Studies (am)

Professional

21st April

Dyslexia

Week 25

Centred Learning

Pupil

Assignment 4

Reading and preparation for

Read school data

Meet with SENCO, TAs

Shadowing SEN pupil

Formal observation

Teaching up to 75% timetable

Research Assignment 3

Application of literacy/numeracy strategies

Applying revision techniques

Application of questioning techniques

March

Review of termly targets

Teaching full 60% timetable

Research Assignment 3 (ARP)

Formal Observation

Learning Environments task

Observe ‘other’ KS4 class

Planning towards ‘Learning Environments’ Presentation

Teaching full 60% timetable

PRIMARY

Trainee Focus

Formal Observation

Week 23

Questioning

Week 21

Week 19

Focus

Weekly

24th

Date25

10th March

24th Feb

Date

Learning Environments Presentations

Audit

Linked to Subject

Subject Pedagogy

SEN and Dyslexia

My Teaching Practice Presentations

Audit

Revision Lessons Linked to Subject

Review of the term

Pupil Centred Learning

Ques-

LST—Key Stage 4 Assessment

How to Read School Data

OBSERVATION

Subject Studies (pm)

Studies (am)

Professional

extend for

    

  

Recap activities from the morning

 

levels

Review SK Audit and how trainees are moving forward following last session last month

Critical reading leading to discussion

Independent planning and group work

Complete joint planning

From recent audit, choose a new area of the curriculum

Joint discuss and mind mapping of new topic across different grades or

Review SK Audit

Discuss timings and when to revise within a curriculum map

Introduce new area of the curriculum or a series of areas and set range of tasks for revising the key points in the unit of work. Trainees to create recap and revision activities for areas of the curriculum

Discuss small group intervention and plan an intervention session for exam/ CA topic or skill

Look at grade boundaries eg. Trainees to look at d grade response and discuss how they would set targets/ inform teaching to target student for a grade C

Live marking / standardising at KS4

Set roles within groups eg. How does this link to KS3? How would you g and t?

Break trainees into groups for planning/ developing ideas

Look at new scheme of work/ area of skills across Yr 10 and 11 (even 9?)

Trainees to share and present their Learning Environments experiences

WEEK



 

   

PM input

9th and 16th June

19th May

5th May

Date

Assessments

Final

Week 31

Lessons

Outstanding

Week 29

Being a form tutor

Week 27

Focus

Weekly

period

Assessment Presentations

Final

Presentations

KS3/4 Book marking

Preparation for assignment resubmission

Final Assessment

Subject Audit

Linked to

Subject Pedagogy

Outstanding Teaching

Sub-

Subject Pedagogy Linked to ject Audit

Form Tutor

The Role of the

Subject Studies (pm)

Studies (am)

Professional

Teaching up to 75% timetable

Writing Assignment 4

Formal observation

Applying revision techniques

Preparation for assignment 4 Learning Journey Review

Apply performing arts strategies

Shadow tutor group during 1

Teaching up to 75% timetable

Research Assignment 4

Reflect on end of term targets

Applying revision techniques

Formal observation

Learning Journey Review

Shadow tutor group (link to assignment 4 study)

Preparation for assignment 4

Teaching up to 75% timetable

Trainee Focus



Complete joint planning

    

Watching Final Assessment Presentations

Discuss priorities for NQT year and future development of Subject Knowledge

Set final targets for Subject Knowledge

Critical reading leading to discussion

Independent planning and group work

From recent audit, choose a new area of the curriculum, trainees to lead an area of the curriculum

Review SK Audit and how trainees are moving forward following last session last month

Critical reading leading to discussion

Independent planning and group work

Complete joint planning

From recent audit, choose a new area of the curriculum, trainees to lead an area of the curriculum



   



PM input

Section 5 – 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 2013/2014 Week No

Date

Assessment Activity

Formative/ Summative

Record Form Code

W/C 9/9

Journal reflections completed and discussed with Mentor

F

J

Ind 2

16/9

First Reflections Presentation Journal reflections completed and discussed with Mentor

F F

PFF J

1

23/9

Subject Knowledge Audit Journal reflections completed and discussed with Mentor

F F

SKA J

2

30/9

Journal reflections completed and discussed with Mentor

F

J

3

7/10

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

F F

J

4

14/10

Journal reflections completed and discussed with Mentor

F

LP/F TOL/F J

Lesson planning and formal observation

F

LP/F TOL/F

Journal reflections completed and discussed with Mentor

F F

J

Induct1

5

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

6

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

7

11/11

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

8

18/11

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

9

25/11

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

10

2/12

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

11

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

S

F F

J

F F

J

F

LP/F TOL/F

LP/F TOL/F J

F F F

J

F F F

J

F F S

J

F F

J

LP/F TOL/F

LP/F TOL/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

14

15

16

17

18

6/1

13/1

20/1

27/1

3/2

10/2

Deadline for submission of Assignment 2

S

Journal reflections completed and discussed with Mentor

F

J

Lesson planning and formal observation

F

LP/F TOL/F

Journal reflections completed and discussed with Mentor

F

J

Lesson planning and formal observation

F

LP/F TOL/F

Journal reflections completed and discussed with Mentor

F

J

Lesson planning and formal observation

F

LP/F TOL/F

Journal reflections completed and discussed with Mentor

F

J

Lesson planning and formal observation

F

LP/F TOL/F

Journal reflections completed and discussed with Mentor

F

J

Lesson planning and formal observation

F

LP/F TOL/F

Journal reflections completed and discussed with Mentor

F

J

Lesson planning and formal observation

F

LP/F TOL/F

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

S

TPR

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

24/2

PRIMARY OBSERVATION WEEK

F

J

20

3/3

Journal reflections completed and discussed with Mentor

F

J

Lesson planning and formal observation

F

LP/F TOL/F

Journal reflections completed and discussed with Mentor

F

J

Lesson planning and formal observation

F

LP/F TOL/F

Journal reflections completed and discussed with Mentor

F

J

Lesson planning and formal observation

F

LP/F TOL/F

Journal reflections completed and discussed with Mentor

F

J

Lesson planning and formal observation

F

LP/F TOL/F

Journal reflections completed and discussed with Mentor

F

J

Lesson planning and formal observation

F

LP/F TOL/F

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

F

SKA

21

22

23

24

10/3

17/3

24/3

31/3

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

Week No

Date

25

21/4

26

27

28

29

Assessment Activity

Formative/ Summative

W/C

28/4

5/5

12/5

19/5

Record Form Code

Deadline for submission of Action Research Project

S

J

Journal reflections completed and discussed with Mentor

F

LP/F TOL/F

Lesson planning and formal observation

F

Journal reflections completed and discussed with Mentor

F

J

Lesson planning and formal observation

F

LP/F TOL/F

Journal reflections completed and discussed with Mentor

F

J

Lesson planning and formal observation

F

LP/F TOL/F

Journal reflections completed and discussed with Mentor

F

J

Lesson planning and formal observation

F

LP/F TOL/F

Journal reflections completed and discussed with Mentor

F

J

Lesson planning and formal observation

F

LP/F TOL/F

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

S

END OF TERM 5 – SUMMER TERM BREAK 30

31

32

2/6

9/6

16/6

Deadline for submission of Assignment 3

S

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

S

Journal reflections completed and discussed with Mentor

F

J

Lesson planning and formal observation

F

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

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

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

Professional Studies Module

AS2

Teaching and Learning

Curriculum Studies Module 1 AS4

SEN

Curriculum Studies Module 2

Level 7

MA

Assessment

Credits 20

Formatively

Words

assessed by Mentor and Professional Mentor.

Summatively assessed by CCCU

6

Formatively

Words

assessed by Mentor and Professional Mentor.

Summatively assessed by Lead Subject Tutor

Words

Formatively 7

20

assessed by Mentor and Professional Mentor.

Summatively assessed by CCCU

ACTION RESEARCH PROJECT Code

Focus

2013/2014 Titles

Length

AS3

Transition

4000

(AR_

Primary to Secondary

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

Level

MA

Assessment

Credits words

CCCU assessed 7

20

Enhanced Studies Module

Key Evidence of Standards Overview Below is a summary of the evidence collected to monitor and assess the achievement of Standards.

Code J

Title Trainee Learning Journal

Evidence/Purpose/Comment The Journal is organised chronologically week by week, containing all trainee collected evidence of experience and reflection and standards referenced. Trainees will reflect on their experiences each week and mentors will comment on progress made and set clear, achievable progress. Comments should be cross-referenced from week to week.

TPR

Termly Progress Report

There are four of these throughout the course which involves trainees reflecting on their progress towards the standards using a red, amber, green coding system before meeting with their mentor to review progress and agree targets and action points for the coming term.

Trainees are expected to refer to their Termly Progress Report throughout the term and cross-reference it to their standards.

SF

Standards File

In this file, the trainee tracks 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 Professional Mentor termly.

SKF

Subject Knowledge File

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.

TOT

Teacher Observations by Trainees

These are kept in trainees’ Standards File

LP/F

Lesson Plans - Formative

Referenced against Standards. Kept in Trainee Standards file

CEF/F

Trainee Course Evaluation Form Formative

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

CEF/S

Trainees Course Evaluation - Summative

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

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

Code

Title

Evidence/Purpose/Comment

LP/F

Lesson Plans - Formative

These are referenced against the Standards. Areas for development are recorded. A copy is given to trainees for their Standards File.

TOL/F

Trainee Observation Lessons Formative

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.

SKA

Subject Knowledge Monitoring with development targets for Trainee

This is completed each term by Lead Subject Tutors to monitor trainees’ subject knowledge development and set targets. Copies are given to trainees for their Subject Knowledge File.

STF

Standards Tracking Form

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.

3. Evaluation Forms completed by staff and discussed with Trainees Code TPR

Title Termly Progress report

Evidence/Purpose/Comment This is a summary report of trainees’ 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.

FAS

Final Assessment Summary

This document is used to judge the final grade of the trainee against ITT criteria. Mentors will review the Standards’ Files against this criteria and also use the trainee’s 10 best observations from February-June to make a final judgement on their achievements at the end of the course

FRP

Final Review Presentations

Assessed by a panel consisting of Professional Mentor(s), ITT / CPD director, CCCU ITT manager and Headteacher.

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)

2

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

Promote good progress and outcomes by pupils

2a

be accountable for pupils’ attainment, progress and outcomes

2b

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

2c

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

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

2d

demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching

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

2e

encourage pupils to take a responsible and conscientious attitude to their own work and study.

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

3

Demonstrate good subject and curriculum knowledge

3a

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

3b

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

4,12,13,15,25

3c

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

3d

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

18

3e

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

18

4

Plan and teach well structured lessons

4a

impart knowledge and develop understanding through effective use of lesson time

ID6, 1,2,4, 8, 11,13,14, 15,16,17,18,19,20,21,22,23,24,25,26,27,28,2

4b

promote a love of learning and children’s intellectual curiosity

4,11,13,14,15,16,17,18,20,21,22,23,26,27,29 ,30,31,32

4c

set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired

11,18,22,11

4d

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

4e

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

5

Adapt teaching to respond to the strengths and needs of all pupils

5a

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

5b

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

5c

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

5d

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

6

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

6a

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

6c

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

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

6d

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

7

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

7a

7b

7c

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

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

1,2,4,5,28

7d

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

8

Fulfill wider professional responsibilities

8a

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

27,30,31,32

8b

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

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

8c

deploy support staff effectively

9

8d

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

P2 P2a

PART TWO: PERSONAL AND PROFESSIONAL CONDUCT Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by: 

treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position



having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions



showing tolerance of and respect for the rights of others



not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs

ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law.

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.

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



P2b

P2c

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

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

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

Section 6—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

2

7/10

3

14/10

4

21/10

5

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

6

11/11

7

Round 1 QA review

18/11

8

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

9

2/12

10

9/12

11

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

16/12

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

15

27/1

16

3/2

17

10/2

18

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

19

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.

3/3

20

10/3

21

17/3

22

24/3

23

31/3

24

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

Course Administrator

21/4

25

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

Course Administrator

28/4

26

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

5/5

27

12/5

28

19/5

29

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

30

9/6

31

16/6

32

23/6

33

30/6

34

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

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.

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.

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

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: Official Verbal Warning Stage 2: First Written Warning Stage 3: Final Written Warning Stage 4: 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

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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 DLMT Board representative. This person will be independent of the current investigations.

The trainee or other stakeholder will have the right of appeal to an 'Appeals Panel' taken from the TKAT Board The conduct appeals panel will be made up of three members of the TKAT DLMT Board, appointed by the CEO.

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

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Theft

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Computer abuse

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Falsification of records, whether or not for personal gain

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Being under the influence of drink or non-prescribed drugs during working hours

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Flagrant failure to follow the Partnership’s documented procedures and regulations

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Wilful damage to the property of the Partnership Schools or that of other stakeholders, staff or students

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Disorderly or indecent conduct whether at school or otherwise

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Physical violence or threatening physical violence to other stakeholders, staff or students

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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

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Sexual harassment

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A conviction for a criminal offence excluding minor road traffic offences

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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.