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Further Education and Training Professional Practice Handbook
Post-Graduate Certificate in Education / Edge Hill University Higher Diploma
Full and Part-Time
2015-2016
Disability Support Se r vices Stateme n t SpLD (Specific Learning Difficulties) Support Team Inclusion Team (Physical and Mental Health)
Our approach is friendly yet professional and you can discuss your individual learning requirements in complete confidence. It is important to contact us as early as possible.
SpLD Support Team: Based in the University Library, 1st floor
You can contact us in relation to:
SpLD assessments (Dyslexia, Dyspraxia) Specialist SpLD support Using assistive technology Applying for Disabled Students’ Allowances (DSA) Visual stress / Meares-Irlen
The Inclusion Team : Based in the Student Information Centre (SIC), ground floor
If you have specific requirements due to a physical or sensory impairment, mental health/anxiety issues, health condition, an autistic spectrum condition, or needs emerge when you are studying here, we can advise you on:
Applying for Disabled Students’ Allowances (DSA) Specialist and/or personal support ‘Reasonable adjustments’ to learning, teaching and assessment Accessible facilities and equipment
SpLD Support Team In person: University Library, Ormskirk, 1st floor Tel: 01695 584372 E-mail: [email protected]
The Inclusion Team
In person: SIC, Ormskirk, ground floorTel: 01695 584190E-mail: [email protected]
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Equality and Diversity – Policy Summary
Edge Hill University’s vision is to ‘provide an environment where everyone feels able to participate, contribute, enjoy and influence their experience; and where inclusive practices underpin everything we do. Respect for, and celebration of, individual diversity will shape institutional strategy, direction and behaviour.’
The University seeks to identify and eradicate any practice which discriminates on the basis of race, disability, sex, gender re-assignment, age , sexual orientation, marriage and civil partnership, pregnancy and maternity, religion, belief or none, or socio-economic background.
The University recognises that equality and diversity embraces all aspects of employment and service delivery including curriculum; teaching; learning and assessment; research issues; and extra-curricular activities.
The University makes it a condition of service and admission that staff and students adhere to the Equality and Diversity Policy. Any breaches of this are dealt with under the Staff or Student Disciplinary Procedures, as appropriate.
The University makes every effort to ensure that traders, contractors, institutions, organisations or individuals who interact with Edge Hill University are aware of the policy. Discovery by the University of any inequitable policy or practice by them may result in Edge Hill University breaking links and ceasing to do business with them.
Edge Hill University widely distributes this policy summary and accompanying Equality and Diversity Policy throughout the University.
Making Contact Students are encouraged to make any concerns known. The first point of contact for this is the Student Services Information Desk in the Student Information Centre on the Ormskirk campus (01695 584554, or student [email protected]). The Student Information Officer will refer you on to an individual member of staff as appropriate.
A full copy of the Equality and Diversity Policy can be obtained from the Student Services Information Desk or from Edge Hill University’s web site www.edgehill.ac.uk.
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Contents Page no.
Disability Support Services Statement 2
Equality and Diversity 3
Welcome 6
Contacts 7
The Further Education and Training Trainee Identity 9
Programme Overview and Professional Practice Overview and expectations
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Assessment 18
Information for Trainees 22
Information for Mentors 28
Information for Setting Lead/Professional Mentor 34
Information for Personal Tutors 35
Role of Partnership Quality Officer 40
Specific Training Requirements Linked to Training Priorities 42
Professional Practice e-portfolio 46
OFSTED Information 48
Lesson Planning and Assessment of Learners 50
Quality Assurance 51
Health and Safety 52
Timetables 56
Attendance Expectations 58
Trainee ‘At risk’ 59
Safeguarding – Management of a Cause for Concern 60
(updated 2.12.15)4
Responding to Trainee Concerns 65
Further Education and Training Professional Standards 66
Appendices 68
(updated 2.12.15)5
Welcome
On behalf of all the tutors in the Further Education and Training (FET) Partnership, we welcome you to the Faculty of Education at Edge Hill University.
This handbook is designed to be a useful reference guide to Professional Practice and contains information for trainees on the Further Education and Training PGCE / University Higher Diploma programme, for colleagues who are working in schools, colleges and settings who have kindly agreed to act as Mentors to our trainees and for the Personal Tutors who provide the essential link between our trainees and Mentors and the university.
For our trainees, we are sure you will enjoy an exciting and rewarding year during which you will face opportunities and challenges. These will help develop your skills as a teacher in the Further Education and Training sector, and enable you to move towards obtaining Qualified Teacher Learning and Skills (QTLS). You will be gaining experience in a diverse sector and will be teaching a wide variety of subjects, both academic and vocational.
Our programme and the valuable in-situ training provided by Mentors and Personal Tutors aims to help you develop the skills, knowledge and resilience that will make you a valued member of the Further Education and Training workforce.
In April 2011, the programme was rated as outstanding by Ofsted and achieved a grade 1 in all 11 inspection cells. In June 2014 the programme was again rated Outstanding by Ofsted in all cells. This makes the Further Education and Training provision at Edge Hill University the only provider in the country to have achieved all cells as a grade 1 in on two successive inspections. It is, in the words of the Lead Inspector, a programme that is “the benchmark for the sector” and you are now part of that programme.
You may start the year with some apprehension, but please feel confident in approaching appropriate staff from the Further Education and Training team who will be happy to help and guide you.
Best wishes for a successful and productive year
The Further Education and Training Team
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Contacts
Leadership of the Further Education and Training Programme
Margaret Postance Head of Area [email protected] 01695 650902
Jane Wood Assistant Head of Area [email protected] 01695 650949
Heather Mather Programme Leader [email protected] 01695 657357
Lindsey Lythgoe Course Leader [email protected] 01695 657 289
Jane MartinCentre Programme Coordinator Shrewsbury
[email protected] 01743 342 620
Professional Support Team
Joanne Jones Placement Development Officer [email protected] 01695 657368
Russell Sugden Administrative Team Leader [email protected]
01695 650896
Hannah Brocken Programme Administrator 01695 584271
Module Leaders
Module Leader Module Title e-mail
Mike Stoddart The Developing Teacher [email protected]
John Dickinson The Professional Teacher [email protected]
Lindsey Lythgoe The Practising Teacher [email protected]
Andy Whittle The Specialist Teacher [email protected]
Kristian Robinson The Outstanding Teacher [email protected]
Personal Tutors/ Associate Tutors
Personal Tutors may have more than one role within Further Education and Training and may be full-time members of the team, or be Associate Tutors who work closely with the core team.
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Please see Personal Tutor/ Associate Tutor contact information below:
Geoff Appleton [email protected] Atherton [email protected] Bain [email protected] Baker [email protected] Chavrimootoo [email protected] Dickinson [email protected] Dickinson [email protected] Dwerryhouse [email protected] Edwards [email protected] Godby [email protected] Greene [email protected] Harris [email protected] Hartshorn [email protected] Hughes [email protected] Keeling [email protected] Kelly [email protected] Kirwan [email protected] Lownsbrough [email protected] Lythgoe [email protected] Martin [email protected] Mather [email protected] Miller [email protected] Mitchell [email protected] Parkinson [email protected] Robinson [email protected] Sanderson [email protected] Short [email protected] Smith [email protected] Stoddart [email protected] Stokes [email protected] Whittle [email protected] York [email protected]
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Subject Knowledge - expert subject knowledge across the breadth and depth of the curriculum to support teaching, learning and assessment
Specific Curriculum - understand the relevant curriculum requirements, including vocational education, for the subject specialism, and its associated examination and assessment arrangements.
Awareness of Current Sector Developments – confidence and competence in own awareness of emerging issues relating to the sector e.g. raising of the school leaving age, developing and maintaining resilience, importance and impact of total professionalism (appropriate professional dress), 14 – 19 agenda etc.
English / Literacy / Functional Skills - confidence and competence in promoting opportunities for the development and reinforcement of the skills required relating to all aspects of literacy – specifically reading, writing and communication.
Mathematics / Numeracy / Functional Skills – confidence and competence in promoting opportunities for the development and reinforcement of the skills required relating to all aspects of numeracy.
Technology Enhanced Learning - effective use of appropriate new and emerging technologies to effectively support learning and fully engage learning potential.
Trainee IdentityThe Edge Hill University Further Education and Training Trainee
The Edge Hill University Further Education and Training ITT programme supports each trainee in developing their own individual teaching personality and drive to become good/outstanding and reflective professional practitioners. As such, they present personal traits including honesty, resilience, integrity, empathy, and conscientiousness and are highly knowledgeable, excellent communicators who possess an informed capacity for critical reflection. Above all they are highly professional in attitude and behaviour, demonstrating an awareness of the public perception of teachers within social media and ensuring that they fulfil the role to the highest expectations including dress, language and personal conduct.
Each trainee receives bespoke training and support from highly qualified expert trainers from across the EHU Partnership – both university and professional practice based - to enable them to become inspirational, creative and innovative teachers. As such, EHU Further Education and Training trainees are offered every opportunity to become outstanding leaders of education and training who are highly competent in offering the highest levels of student experience to learners within the sector. They will be a significant asset to any Further Education sector setting offering employment opportunities.
Every trainee will be offered optimum opportunity to develop their own individual teaching ‘personality’ and personal professional principles relating to the professional standards for the sector with the following elements forming the essential core necessary to be an outstanding practitioner:
Teaching and Learning / subject knowledge:
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Safeguarding - knowledge of the teacher/ trainer's statutory responsibilities for the welfare and safeguarding of students.
E-safety - understand and promote e-safety.
Good Behaviour and Discipline - develop strategies to promote and manage good behaviour successfully and tackle bullying, including cyber and prejudice-based bullying.
Challenge and Motivate - challenge and motivate all students and in particular in schools/colleges and settings where attainment is low.
Assessment and Using Data o collect and record appropriate formative and summative assessment data o use assessment data effectively to identify students’ progress and to support their learning.o use assessment data to comprehensively evaluate the quality of teaching, learning and
assessment. Reporting Student Progress - report students’ progress to a range of colleagues in the setting to
meet requirements of a range of purposes. Giving Feedback - give effective feedback (written and verbal) to students to enable them to
reflect on their progress and identify their own emerging needs.
Professionalism – maintain professional behaviour at all times including an appropriate attitude and dress code.
Dual Professionalism – teachers who are already professionals in their specialist area (e.g. accountancy, Engineering, Nursing) are being supported to develop the dual professionalism of combining that with teaching expertise.
Professional Identity - developing the set of attitudes, beliefs, experiences, ideals and principles that define a person in their professional career through interaction with other people/professionals.
Working in a Team - work with colleagues – teaching and non-teaching, as part of a wider team. Leading the Work of Other Adults – where appropriate, demonstrate confidence and
competence in leading the work of other additional adults in the learning setting to achieve learning objectives (e.g. learning support staff).
Communication - confidence and competence in communicating effectively with all stakeholders – students, parents, colleagues, line managers etc.
Professionalism:
Assessment for and of Learning:
Safeguarding:
Behaviour for Learning:
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Educational Research - access educational research; assess the robustness of that research and apply outcomes to the development of teaching, learning and assessment practice.
Applying Theory - integrate the theoretical elements of the ITT programme with professional practice to support critical reflection and personal and professional development.
Professional Development - commitment to identifying and engaging with on-going professional development needs.
Gaining Employment - confidence and competence in applying for teaching posts within the sector.
Causes of Low Attainment - understand the causes of low attainment in underperforming individuals/ groups of students.
Ensuring Student Progress -o Identify and build on students’ prior knowledge to ensure their progress.o Select and use learning and teaching strategies, including the identification of appropriate
learning resources that are effective in ensuring progress for all students including those from underperforming groups.
Minority Ethnic Backgrounds - confidence and competence in preparing to teach students from minority ethnic backgrounds.
English as an Additional Language (EAL) / English for Speakers of Other Languages (ESOL) - confidence and competence in preparing to teach students with English as an additional language.
Special Educational Needs and Disabilities - confidence and competence in preparing and delivering learning for students with special educational needs and disabilities with appropriate professional support.
Protected Characteristics – confidence and competence in preparing and delivering learning for students who have protected characteristics under the Equality Act 2010; gender, sexual or gender identity, ethnicity, age, different faiths, disability, special educational needs - in order to ensure inclusion and progression.
Inclusion / Differentiation / Protected Characteristics (Equality Act 2010):
Research and Progression:
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Programme Overview and Professional Practice Overview and Expectations
The Further Education and Training programme is a structured programme that has been designed to support the trainee journey from early-stage to outstanding teacher.
Teaching on the Full-Time programme takes place over two full days per week on Thursdays and Fridays. Formal teaching takes place in two sessions per day. Morning sessions take place at 9:00 – 12:00 and afternoon sessions at 1:00 – 4:00.
We expect trainees to be available until 5:00pm in order to facilitate any additional activities such as individual tutorials, attendance at the Expert Practitioner series of lectures or any other activity that will have a positive impact on personal or professional development. Trainees will not be required to stay until 5:00 every week, but will receive plenty of notice of the occasions that we do need you to stay until this time.
The Further Education and Training full time programme is a 12 month (3 term) programme. Trainees on the part-time programme will study The Developing Teacher and The Professional Teacher, alongside part of The Practising Teacher in year 1 and will study The Specialist Teacher and the Outstanding Teacher, alongside the rest of The Practising Teacher in year 2. The programme consists of:
1. Five taught modules. To successfully achieve a PGCE or University Higher Diploma trainees must have achieved a minimum of a Pass grade in all five modules (150 credits).
2. Personal and Professional Development. This relates to trainee’s individual learning needs and achievement of the Professional Standards for Teachers and Trainers in Further Education and Training. It includes a focus on teachers’ legal responsibilities, statutory requirements, professional conduct and relationships with students, parents and other agencies. The e-Portfolio is a record of trainee’s individual learning and development over the entire length of the programme and incorporates the evidence of trainees’ professional practice.
3. Professional Practice. Trainees will undertake Professional Practice in a school/college/training setting, with a minimum of 100 hours teaching together with enhancement opportunities that will take the total to 130 hours.
To be successful on the Further Education and Training programme, which includes the recommendation for Qualified Teacher Learning and Skills (QTLS), trainees will be required to:
• satisfactorily complete all of the assessment outcomes of the modules • demonstrate achievement all of the Professional Standards for Teachers and
Trainers in Further Education and Training and performed these to a high level
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• meet all professional and academic requirements relating to the programme
Overall achievement on the PGCE or UHD is recorded as a Pass, it is not graded on your Certificate.
Performance on Professional Practice is graded against the Ofsted framework (Outstanding, Good, Requires Improvement or Inadequate) as well as against the Grading Criteria for Professional Standards and these grades are recorded in references.
The programme consists of 5 modules and is delivered as shown below:
The Programme aims to develop practitioners who:
1. Are passionate, committed and enthusiastic in nurturing educational opportunities to enable all learners to develop and fulfil their aspirations and reach their academic and personal potential
2. Build positive relationships to create a culture of mutual trust, professionalism and respect with learners and colleagues in order to challenge beliefs, assumptions and practice.
3. Work cooperatively and collaboratively with stakeholders, colleagues and learners to meet the requirements of employers and the diverse needs of all learners in the sector.
4. Design, deliver and evaluate a variety of creative and innovative teaching, learning and assessment practices including the imaginative use of technology enhanced learning.
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The Developing Teacher - establishing the basics in planning, delivery and context. 30 Credits at Level 4 or Level 6
The Professional Teacher – fulfilling your role and responsibilities. Builds on information and skills from the first module. 30 Credits at Level 4, Level 5** or Level 7*
The Specialist Teacher – embedding English and maths for different learners, subjects and contexts. Develops knowledge and skills against core government drivers within the sector. 30 Credits at Level 5 or Level 7*
The Outstanding Teacher – ensuring you drive up the quality of teaching and learning and the outcomes for your learners. Brings knowledge and skills together and looks to your future. 30 Credits at Level 5 or Level 7*
The Practising Teacher – engaging with learners and colleagues at your professional practice placement. This module runs for the entire programme and enables you to put theory into practice as well as provide evidence of your personal and professional development and teaching. 30 Credits at Level 5 or Level 7*
5. Are critically reflective, committed to continuous professional development and engage in research to update and enhance their personal expertise and subject knowledge.
Professional Practice Overview
Purpose
Professional Practice builds on trainees’ previous experiences and aims to develop specialist subject knowledge and understanding together with teaching and training skills. An essential component of this is meaningful development of reflective practice and target setting skills, which demonstrate that trainees “have the ability to reflect critically and rigorously on their own practice to inform their professional development” (Ofsted 2009). The result will be that trainees should be able to work with the Mentor to plan individual adaptations to their training, which are then supported by reflections/self-evaluations within the professional development e-portfolio.
Throughout this process the aim is that by the end of the practice the trainee, Mentor and Personal Tutor are confident that the trainee fulfils the criteria as laid down in the Professional Standards for the Further Education and Training Sector and are recommended for QTLS (Qualified Teacher Learning and Skills).
Trainees will be expected to adhere to the Edge Hill University Code of Conduct, Professional Standards and the placement’s policies and procedures at all times.
Structure
In the Professional Practice trainees will plan, teach and evaluate an increasing number of sessions in consultation with the Mentor and other teachers/lecturers/ trainers whose classes they are taking. This will necessitate keeping the teaching file in the e-portfolio well organised and up to date. In taught sessions at the university trainees will have opportunities to try out new teaching strategies and build successful ones into their own teaching. Over the duration of the Professional Practice, trainees will be observed formally on 4 occasions by the Mentor and on 4 occasions by the Personal Tutor. Written feedback will be provided as soon as possible following the observation.
To enhance metacognitive skills, the Mentor and the Personal Tutor will guide trainees to develop and review their own targets. Part of this cycle will be underpinned by reflection and Mentor analysis and review.
In a wider context trainees may be attached to a tutorial group of other trainees within the professional practice setting and should pursue all opportunities to be involved in the wider life of the school/college/setting. Even if they are not attached to a tutorial group they should pursue all opportunities to be involved in the wider life of the school/college/setting.
The Mentor will:
Give an induction into the college/training setting. This will include an introduction to safeguarding and any setting policies and procedures
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Have the overview of progress whilst on Professional Practice Give subject focussed mentoring support throughout the Professional
Practice Observe trainees teach on at least 4 occasions and provide a formal written
observation report. Note: Trainees must upload a copy of each written report into their e-portfolio as soon as possible after the observed session
Contribute to the interim and summative report writing process.
The Personal Tutor will:
Visit at least 8 times during the Professional Practice. Four visits will be to observe the trainee teach and provide formal written
feedback. Two visits will be to observe the trainee teaching alongside the Mentor (these
two visits are standardisation observations and will be counted as Mentor Observations).
Two visits will be for the interim and summative meetings. Be available for further support if and when needed.
Note: Trainees must ensure that the Mentor and the Personal Tutor receive a copy of observation reports as soon as possible after the observed session, in addition to uploading them into their e-portfolio. Signed copies of Interim and Summative Reports must be given to the Personal Tutor and Mentor and also uploaded into the e-portfolio.
The Mentor and Personal Tutor will undertake a joint observation of the trainee’s teaching early in the Professional Practice. Ideally, this should be the first observation that is undertaken. A second joint observation will take place at approximately the mid-point of the Professional Practice. Please Note: joint observations are for standardisation purposes and will only count as single observations against the total for the Mentor.
The Personal Tutor can provide extra support where needed. If trainees have any concerns that cannot be resolved by the Mentor or Personal Tutor, please contact the Course Leader. If there are still concerns after speaking with the Course Leader, then speak to the Programme Leader, Further Education and Training.
Expectations
Trainees are expected to follow the guidance in this booklet and to understand and comply with the college/training provider’s policies and approaches, including:
Maintain the college/training provider’s normal hours of attendance, which may include teaching evening classes. Trainees should also be prepared to attend/stay late for particular events (informing the Mentor and Personal Tutor if this is likely to cause difficulties due to specific circumstances)
Implement the school/college/setting’s policies Take advantage of opportunities for extra experience offered by the
school/college/setting
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Behave courteously and professionally to all members of the school/college/setting’s community.
Professional Practice – Guidance on completing pro-formas
All forms identified below are available in electronic form via a hyperlink inside the e-portfolio in Campus Pack Blackboard Learning Edge, in order to ensure that the most recent versions of the documents are being used.
Title of Form/section of e-portfolio
Notes Deadline / Frequency
Attendance Record*
To record attendance at the professional placement organisation. The Mentor signs and the trainee submits along with the travel expense form (available from desk in Faculty of Education). (for travel expenses claims if eligible)
Monthly per travel claim
Breadth of Experience/ Enrichment
Trainees must record breadth of teaching experience in terms of ages and levels, as well as engagement with the wider teaching role, CPD and Conference attendance and engagement with English, maths and teaching students with Special Educational Needs within the e-portfolio.
Up-dates at tutorials. Due by the end of Professional Practice
Lesson Observation form (Mentor)
Mentor uses form to record observations feedback discussions and indicative achievement of the Professional Standards.N.B. Trainees must upload a signed copy of the feedback into the e-portfolio as soon as possible after the Mentor observation. Trainees must also hand a copy to the Personal Tutor. Failure to do this may mean that subsequent observations cannot take place. All targets must be transferred to your IDP and into the subsequent Rationale.
4 x for all trainees, over the duration of the programme.
Lesson Observation form (Personal Tutor)
Personal Tutor uses form to record observations and feedback discussions and indicative achievement of the Professional Standards. N.B. Trainees must upload a signed copy of the feedback into the e-portfolio as soon as possible after the Personal Tutor observation. Trainees must also hand a copy to the Mentor. Failure to do this may mean that subsequent observations cannot take place. All targets must be transferred to the IDP and into the subsequent Rationale.
4 x for all trainees, over the duration of the programme.
Please note: Trainees must carry the required documents to all observed sessions, copies of which must be uploaded into the e-portfolio as directed. Please ensure that all documents that require them have signatures. Documents marked* can be found in the Policies and Procedures folder in Blackboard Learning Edge, all documents relating to planning and teaching can be found by following the hyperlink to the Partnership website.
All pro-formas, including lesson observation forms from the Personal Tutor and Mentor must be clearly signed and dated by all parties. Failure to do this will render these documents inadmissible.
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Rationale for Observed Sessions and Identification of Professional Standards/ Self-Evaluation Report following assessed observation of professional practice
The trainee must complete this form before each observed session and give it to the observer along with the other planning documentation. All documentation must be uploaded into the e-portfolio as soon as possible following the observation. Trainees must complete the Self-Evaluation section of the Rationale/Self-Evaluation form after each observed session, and provide a copy to the observer for the subsequent observation. This document is also uploaded into your e-portfolio. Failure to do this may mean that subsequent observations cannot take place. Trainees will also be expected to self-evaluate the academic writing level of this form in order for the Personal Tutor to give formative feedback to help the trainee reach the required academic level.
Each observed session
Interim Report The trainee, Personal Tutor and Mentor liaise to complete this interim assessment of the trainee’s Professional Practice and the academic level they are currently working at. The completed report, in pdf format must be uploaded into the e-portfolio as soon as all parties have agreed and signed the report. All targets must be transferred to the IDP.
Half-way point in Professional Practice
Mentor Interim Evaluation Sheet
Mentor completes this and returns to Personal Tutor or completes the online Evaluation
Interim of Professional Practice
Trainee Professional Practice Interim Evaluation Sheet
Trainee complete this and returns to the Personal Tutor or completes the online Evaluation
Interim of Professional Practice
Personal Tutor Professional Practice Interim Evaluation Sheet
Personal Tutor completes this and returns to placement coordinator with Mentor and Trainee evaluations, or completes the online Evaluation
Interim of Professional Practice
Summative Report
The trainee, Personal Tutor and Mentor liaise to complete this summative assessment of the trainee’s Professional Practice and the academic level they have achieved. The completed report must be uploaded into your e-portfolio in pdf format. Please note that the agreed summative grade for teaching may be used in the Reference provided to prospective employers
End of Professional Practice
Edge Hill University Partnership Mentor Evaluation Sheet
Mentor completes this and returns to Personal Tutor or completes the online Evaluation
End of Professional Practice
Trainee Professional Practice Evaluation
Trainee complete this and return to the Personal Tutor or completes the online Evaluation
End of Professional Practice
Personal Tutor Professional Practice Evaluation
Personal Tutor completes this and returns to placement coordinator with Mentor and Trainee evaluations or completes the online Evaluation
End of Professional Practice
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Assessment
In order to pass your Professional Practice, The Practising Teacher Module and the Edge Hill University Further Education and Training Programme, trainees must:
Maintain a satisfactory record of attendance and participation in taught sessions
Maintain a satisfactory record of attendance at the Professional Practice school/college/setting
Obtain the Mentor’s and Personal Tutor’s recommendation that the trainee has met ALL of the Professional Standards at the required standard
Have met the required number of hours (100 as a minimum, plus 30 hours Breadth of Experience/Enhancement)
Have evidence of 8 successful observed sessions
If any trainee appears to be at risk of failing to meet these requirements, they will be counselled and set targets in line with the ‘remediation’ process. (See the Policies and Procedures folder in Blackboard Learning Edge for more detail on the At Risk procedures)
If, for whatever reason, the trainee has concerns about their Professional Practice then they must discuss these with the Personal Tutor. If they cannot resolve these concerns with the Personal Tutor please contact the Course Leader.
Making a decision to leave a training setting is a serious matter and could have consequences for the remainder of the programme. Trainees should NOT DO ANYTHING before discussing their situation with the Personal Tutor and, if circumstances allow, with the Mentor. The decision to leave a training setting should never come as a surprise to the Personal Tutor.
If a trainee is given permission to leave the original Professional Practice school/college/setting it is important to realise that we may not be able to secure alternative provision within a short space of time, and there is a possibility that the trainee may have to extend their Professional Practice beyond the original end date of their programme and thus delay graduation from the programme.
Minimum Hours Teaching
Following a revision by the Learning and Skills Improvement Service Quality and Awards Team, all trainees are now required to undertake a minimum of 100 hours solo teaching whilst on Professional Practice. Teaching is defined as planning, teaching and assessing groups of learners. (See also Breadth of Experience for additional hour’s requirements)
Assessment and Grading
Whilst on Professional Practice trainees will be observed formally 8 times, with four observations being the responsibility of the Mentor and four being the responsibility of the Personal Tutor.
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Trainees will be given a grade for each of the formal observations, the grades are based on the Ofsted descriptors of Outstanding (Grade 1), Good (Grade 2), Requires Improvement (Grade 3) and Inadequate (Grade 4). Grading criteria information is available via Blackboard Learning Edge.
If a trainee receives a Grade 4 judgement for any observation, they will be Referred for that observation and will have an opportunity to carry out an additional observation. They will also be given additional support to help them raise their performance to a minimum of a Grade 3. Any trainee who receives two Grade 4 observation judgements will be invited to meet the Course Leader for an Academic Performance Review Meeting (APRM) to discuss progression. If any trainee receives 3 Grade 4 judgements they will be considered to have failed the Professional Practice and a decision will be taken by the relevant Assessment Board about whether they will be allowed to remain on the programme.
Trainees will also be judged against the Professional Standards for Further Education and Training (grading criteria and indicative content information is available via Blackboard Learning Edge). During the normal course of an observation trainees will not be graded on their performance against the Professional Standards, but will receive formative feedback from the Mentor or Personal Tutor about how well they demonstrated achievement of specific Professional Standards along with targets for improvement. This feedback will be in narrative form and the indicative content statements at Outstanding, Good or Requires Improvement will also be highlighted so that trainees can see which aspects of each of the Standards they have achieved and at which level.
Interim and Summative Review Meetings
A key feature of the Professional Practice, and one that former trainees identify as having been of major importance in their professional development, is the assessment of progress in the interim and summative review meetings. These are meetings between the trainee, Personal Tutor and Mentor. The key focus of the meetings is to discuss and agree achievements and targets for improvement in relation to Professional Practice with a particular focus on achievement of the Professional Standards. The decisions that are made are then recorded on a formal review document. All parties must sign both the Interim and Summative Reports. They cannot be accepted as evidence unless they are signed. Trainees must send a copy of both reports to the Personal Tutor for verification as soon they are fully completed, the Personal Tutor will return both reports in pdf format for trainees to upload into their e-portfolio.
Interim Review and Grading
At approximately the mid-point of the Professional Practice an Interim Review meeting will be arranged, in collaboration with the Mentor and the Personal Tutor. The aim of this meeting is to summarise achievements to date and to outline areas for further development. The Interim Review will help the trainee to focus on areas for further development and to enable the trainee to make their teaching and their own students’ learning even better.
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The most effective way to approach this meeting is for the trainee to take the lead and complete a draft report, in which they carry out a detailed self-evaluation of their practice against the Professional Standards that they have demonstrated by this stage of the programme. The trainee should share this with the Mentor and the Personal Tutor at least two weeks in advance of the proposed Interim Review meeting in order to allow input from both Mentor and Personal Tutor.
At the Interim Review Meeting the evidence will be examined by the Personal Tutor, the Mentor and the trainee. The Personal Tutor will confirm (or amend) any grading judgments made. The trainee must record outcomes and targets resulting from this meeting in their Individual Development Plan (IDP) in their e-portfolio and evidence achievement of these during the remainder of the programme.
Grades available at the Interim stage are Grade 1 (Outstanding), Grade 2 (Good) or Grade 3 (Requires Improvement), the overall grade is arrived at by considering the self-evaluation of the individual Professional Standards and consideration of the grades the trainee has received for their observed practice. Important note: In order to receive a Grade 1 overall, the trainee must have demonstrated achievement of each of the Priority Standards (more information about this will be given during the Practising Teacher module) at Grade 1. If the trainee has received a Grade 2 for one or more of the Priority Standards they cannot receive an overall Grade 1.
If the trainee receives an overall Grade 3 at the Interim stage, additional support will be put into place to help improve their skills with a view to you achieving a minimum of an overall Grade 2 (Good) by the end of the Professional Practice.
Important note: Self-Evaluation plays a key part in deciding the overall grade for the Practising Teacher Module, so it is important that this is detailed, critical and fully justified through evidence from appropriate sources, including Observation Reports and Module Grading Criteria alongside additional more theoretical sources. The Interim Report should be fully referenced. Trainees must provide a signed copy of the Interim Report to the Personal Tutor and to the Mentor and upload a copy into the e-portfolio.
Summative Review and Grading
In the final weeks of your Professional Practice the trainee will arrange a Summative Review meeting. The aim of this meeting is to summarise achievements and outline areas for further development in the first year of teaching. These can be addressed as part of Continuing Professional Development (CPD), and contribute to CPD which is an integral requirement in achieving and maintaining Qualified Teacher Learning and Skills status (QTLS).
As with the Interim Review, the most effective way to approach this meeting is for the trainee to take the lead and complete a draft report, in which they carry out a detailed self-evaluation of their practice against the Professional Standards. The trainee should share this with the Mentor and the Personal Tutor at least two weeks in advance of the proposed Summative Review meeting in order to allow input from both Mentor and Personal Tutor.
At the Summative Review meeting the evidence will be examined by the Personal
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Tutor, the Mentor and the trainee. The Personal Tutor will confirm (or amend) any judgments made. The trainee must record outcomes and targets resulting from this meeting in the Career Entry Development Plan (CEDP) which is an integral part of the Summative Review Report and evidence achievement of these during the first year of teaching.
Grades available at the Summative stage are Grade 1 (Outstanding), Grade 2 (Good) or Grade 3 (Requires Improvement), the overall grade is arrived at by considering the self-evaluation of the individual Professional Standards and consideration of the grades received for observed practice. Trainees will also receive an academic grade for The Practising Teacher module, based on their self-evaluation of their academic writing and formative feedback from the Personal Tutor. Grades available are Pass at Level5 (University Higher Diploma) and Level 7 (PGCE). If you do not achieve a L7, Rationales will be re-examined and may be given a Pass after Reassessment (PAR) at Level 6.
Important note: In order to receive a Grade 1 overall, trainees must have demonstrated achievement of each of the Priority Standards at Grade 1. If trainees have received a Grade 2 for one or more of the Priority Standards they cannot receive an overall Grade 1.
If a trainee receives an overall Grade 3 at the Summative stage they may normally have the opportunity to go through the Awards Board with a Pass with Improvement Opportunity grade. This means that trainees can commit to teaching some additional hours, with additional support, in order to raise their overall grade to at least Grade 2 (Good). Note: Grades for teaching will appear in References, but not on the overall certificate.
Important note: Self-Evaluation plays a key part in deciding the overall grade for the Practising Teacher Module, so it is important that this is detailed, critical and fully justified through evidence from appropriate sources, including Observation Reports and Module Grading Criteria alongside additional more theoretical sources. The Summative Report should be fully referenced.
Trainees must provide a signed copy of the Summative Report to the Personal Tutor and to the Mentor. The Personal Tutor will verify the report and return it to the trainee in pdf format. Trainees must upload this copy into both the e-portfolio and through the submission portal within the Practising Teacher module. This is to ensure that the agreed academic grade can be recorded within the grade profile.
Interim and Summative review documentation, along with exemplar reports will be provided in the Practising Teacher module and will be available on the Partnership wiki http://www.edgehill.ac.uk/educationpartnership/education-training/professional-practice-information/.
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Information for Trainees
You have a number of responsibilities when on professional practice. Schools/colleges and settings have the same high expectations of professional conduct from trainees as from their own staff. They will not tolerate low standards and may, in extreme cases, ask the university to terminate the professional practice. If this happens, and the responsibility for this is deemed to be yours, we cannot guarantee to secure an alternative Professional Practice in the short-term. This may have a significant effect on your progression through your programme. Such events are very rare at Edge Hill University, due to the high quality of preparation for Professional Practice. Nevertheless, there are a number of steps you can take to ensure that your Professional Practice is successful:
Always dress professionally, as would be expected of a teacher. Extremes of personal presentation such as body piercings, tattoos and hair colourings may be found unacceptable by the school/college/setting and you may need to consider how the effect of these can be reduced. You must understand that the school/college/setting’s primary responsibility is to its learners, and your personal preferences may have to take second place. Most schools/colleges and settings have an induction policy for trainee teachers. Please ensure that you attend any induction sessions and adhere to policies and procedures.
Arrive in good time. On your first visit, introduce yourself at the school/college/ setting’s Reception Desk.
Once you have enabled access to your e-portfolio it would be helpful to demonstrate this to your Mentor so that s/he is familiar with the content and can access it for annotation and confirmation purposes. Your Mentor will have had training about the e-portfolio, but you will be the expert in your own e-portfolio and should be willing to work with your Mentor in this process.
Ensure that you take with you all the necessary up-to-date documentation as described in this handbook and that you have all documentation for your Mentor at all times throughout your professional practice
It is vital that you foster, at all times, a professional approach towards relationships with the learners and staff
Model positive behaviour by avoiding inappropriate language, physical contact and over-familiarity with learners of any age. Remember that you are now a teacher and that what may be appropriate in your personal life is not necessarily acceptable in professional practice. Bear in mind also that it is possible that the learners may see you outside of a school/college/setting’s hours and will expect you still to be the teacher!
Ensure that, when dealing with any learner on a one to one basis, there is always another adult present.
The use of mobile phones is generally prohibited during college/setting teaching time, for both teachers and learners. Your mobile phones should remain in silent mode at all times. Sending or answering text messages during teaching time (even when you are in a class as an observer) is not acceptable.
Please ensure that you use your time constructively during your non-teaching time at your Professional Practice setting. You are a professional in training and all teachers are expected to plan, prepare and assess during this time. If you find yourself sitting in the staff room, ask yourself if you could be planning, assessing or contributing to the
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department? Be aware that many trainees do apply for posts in the organisations where they have trained. It is important that you understand that your attitude and willingness to take part in all aspects of school/college/ setting life will be taken into consideration. Also remember that all teachers communicate in networks and may discuss your attitude and approach.
Contact Details
It is absolutely essential that both Academic Registry (which keeps your records from the point of view of the university as a whole) and the Faculty Office (which holds your details for Faculty purposes) are informed immediately of any changes in details regarding addresses (both term-time and vacation) personal e-mail and telephone numbers. This is vital if we need to contact you quickly regarding professional practice, and also ensures that professional practice is allocated appropriately. You can update your personal and contact details via the Go portal once you have fully enrolled onto the programme.
Blackboard
Edge Hill University uses the Blackboard Virtual Learning Environment. This is used by all staff and students in the university. It is a way of communicating vital information regarding professional practice and tutor allocations. You are expected to access Blackboard on a regular basis and also to check your Edge Hill University email accounts, which will be used for urgent communications. Please note: the Further Education and Training team members will use your Edge Hill University e-mail address, so you should check this regularly. When you e-mail us, you can expect a response within a couple of days. You should not expect instant responses from any member of the team, all of whom have responsibilities beyond face to face teaching and supporting trainees. If you do have a query about any aspect of your Professional Practice or modules please correspond with one member of the Further Education and Training team at a time. It is not helpful if a trainee sends the same query to several members of the team (please see Lines of Communication later in this Handbook for more information on who to contact). It is worth noting that we expect you to demonstrate the same sense of responsibility and professionalism in your email contacts as we show towards you and you should aim to respond to emails from any member of the team within the same timeframe as you expect of us. If you wish, you can set your Edge Hill University e-mail to forward messages to your preferred e-mail address. Whichever address you use, please check regularly for messages and please respond in an appropriate time scale.
Personal Issues
If you require pastoral support as a result of personal circumstances whilst on professional practice, you should contact your Personal Tutor as soon as possible. Support will be given as required. Support is also available through Student Services, who maintain a telephone support line.
Tel: 01695 584484 Email: [email protected]
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Frequently Asked Questions related to professional practice
Q: Who allocates me my Professional Practice?A: The Placement Team, in consultation with your Course Leader and Programme Leader, allocates your Professional Practice setting. It is carefully selected from the offers made by schools/colleges/settings and is made on the basis of your identified training needs, whilst taking into account any factors of which we have been made aware. It is not made on the basis of geographical proximity. Once a Professional Practice has been allocated and the school/college/setting notified, changes will not be made unless changes to personal circumstances render attendance at a specific organisation untenable.
Q: Who should I communicate with regarding any Professional Practice issues?A: Issues regarding the nature of the Professional Practice, expectations of the Professional Practice or those which are course or task-related should be addressed to your Personal Tutor in the first instance. Issues of a more practical nature, such as transport, finance, etc. should be raised by completing the appropriate form, available from the FoE Information Desk. The staff there will be pleased to advise you about the relevant forms.
Q: I have a problem with the Professional Practice allocated. What do I do?A: Firstly, consider the nature of the problem. Problems which are a matter purely of convenience or personal preference are unlikely to be countenanced. Those which arise as a result of genuine hardship, e.g., medical conditions, personal issues, financial issues, etc., should be reported within one working day of the notification of the professional practice by completing a Professional Practice Rejection Form, obtainable from FoE Information Desk. The form will then be scrutinised by your Course leader and Programme Leader, who will need to support the submission, and the Partnership Development Manager, who will make the final decision. Please be aware that, in some cases, further documentary evidence, e.g., a doctor’s note, may be required.It is important that you have considered all other options, e.g., submitting a Transport Request Form (when required travel is very difficult), or applying for additional funding (when genuine financial hardship is a factor), as the refusal of a Professional Practice could result in your failing the professional practice on a technicality, i.e., you have been offered a suitable placement but have declined it.
Q: Why has this Professional Practice been allocated to me?A: A placement meeting has been held by your Course Leader and Programme Leader who have allocated this placement to you as being the most suitable offer from a school/college or setting taking into account your training needs.
Q: When and how am I notified about my Professional Practice?A: We aim to notify trainees of professional practice allocations at least two weeks before the Professional Practice commences, at which point Professional Practice providers are also notified. There may be occasions, however, when there is a delay in this process if, for example, schools/colleges/settings withdraw offers shortly before the scheduled notification date. There may also be occasions that two weeks’ notice is not
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possible, which is why we advise that you check your email account regularly, in case a setting offers a place and wants to see you at short notice.
Q: How are Professional Practice placements sourced?A: Professional Practice placements are sourced largely through the use of a complex process whereby schools/colleges/settings consider the proposed Professional Practice patterns for the year, and then match these up with their intended staffing structures, cohorts of learners and, possibly, Professional Practice offered to other ITT Providers. You should be aware that many colleges/ training settings offer only a small proportion of their classes/sessions for training purposes, as there may be other issues which they wish to take into account.
Q: Can I find my own Professional Practice?A: Trainees are not permitted to source their own professional practice. You are welcome to make suggestions of any college/ training setting with which you have particular links. These suggestions should be sent to your Course Leader, the Further Education and Training Administrative Team Leader or the Partnership Development Officer.
Q: How will the University support me in getting to my allocated Professional Practice?A: Travel arrangements are considered reasonable if they allow the trainee to arrive at, and depart from, the college/training setting at times which reflect normal professional practice, whilst still allowing sufficient time in the evenings for effective planning, evaluation and record-keeping. Practicality of travel is considered via the use of Traveline in all cases, to maintain impartiality. Journeys of up to 1.5 hours are considered to be reasonable. If costly travel is incurred by your attendance at Professional Practice, then you may be able to claim support towards your expenses. This support is only payable for any distances over and above that which equates to your normal journey from home to the university. Claim forms (known as Trainee Expense Forms) are available from the Faculty of Education Information Desk. You should check your eligibility to claim expenses by reading the Travel and Accommodation Policy, which can be found in the Policies and Procedures folder in Blackboard Learning Edge.
Prior to starting Professional Practice a trainee will need to think about expenses that they will incur until they receive them back e.g. transport and decide if they can manage these costs. Trainees can seek advice on how to manage their money from the Student Money Advisors. Please contact [email protected] for further information.
Q: I haven’t been allocated a Professional Practice yet, what should I do next?A: Provided that the projected start date for the professional practice has not passed, do not be concerned in the short term. It is not uncommon for professional practice to be sourced only a short time before the commencement date when, for example, the intended school/college/training setting has withdrawn an offer and a replacement has to be sourced. In the unlikely event that you have no allocated professional practice, you will be deemed ‘delayed’ and you will be invited to a Trainee Professional Practice Meeting in order to support you and ensure that the delay does not impact on your training and development. If a main Professional Practice cannot be sourced by the
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projected start date you may be offered an enhancement opportunity in order to help you engage with professional practice in an alternative setting. This enhancement opportunity is offered to all trainees, but may take place at different times of the academic year.
Q: Where can I find information about financial support when on Professional Practice?A: The staff on the FoE Information Desk are able to direct you to the appropriate channels. This might involve an additional loan, set up by Student Services. Nevertheless, please enquire at FoE Information Desk in the first instance.
Q: How are mentors trained to support me in my Professional Practice?A: Mentors undergo a rigorous training programme in order to support Edge Hill University trainees. We insist that all mentors working with Edge Hill University trainees engage with our Mentor Training Programme, which equips them fully to advise, support and develop our trainees. All Mentors are trained and/or updated every year.
Q: What support do I get whilst out on Professional Practice?A: Whilst on Professional Practice, your Mentor and your Personal Tutor will support you in the first instance. Your Course Leader will also provide appropriate support for you. For further academic support, tutors are available for contact by email; likewise, practical support for issues such as unexpected finance or transport matters can be obtained by emailing or telephoning FoE Information Desk on 01695 584790.
Q: How is my Professional Practice quality assured?A: The Professional Practice will be in a school/college/setting whose most recent Ofsted/Estyn (or equivalent) Report has been scrutinised in advance to ensure that the teaching and learning in the school/college/setting is of a high quality. All professional practice venues are reviewed by Partnership Quality Officers and the feedback forms completed by trainees, mentors and tutors; negative issues raised are considered in order to identify those which are isolated incidents and those which fit into a pattern. Where a pattern emerges, this is then considered by the Head of Area and may result in an enquiry which, in turn, may result in the discontinuation of the Partnership, or of professional practice venues within a specific department. Personal Tutors are also consulted in this process.
Q: What do I do if I have an issue with my Mentor?A: In the first instance, you should discuss the issue with your Mentor. If you feel unable to do this, you should discuss the issue with your Personal Tutor. If you still feel that the issue is unresolved contact your Course Leader.
Q: Do I need to make up days/hours missed due to illness?A: You must complete a minimum number of hours in your school/college/training setting. If you do not complete these hours, you will not be compliant with the qualification and sector requirements and the Practising Teacher module requirements and you cannot be recommended for QTLS at the end of the Programme. You may need to make up extra hours at the end of the professional practice.
Q: Can I organise college/training setting trips and residential activities?A: You should work alongside qualified teachers when planning out of
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school/college/setting activities. The final arrangements and risk assessments must always be carried out by a qualified teacher.
Q: Will I be visited by an External Examiner – What will this entail?A: External Examiners and/or External Consultants, in pursuit of their contracted duties, will visit some trainees and schools/colleges/settings. Details of such visits will be shared before they happen. The role of the external examiner/consultant is to act as a critical friend to Edge Hill University and to offer views about how we can develop and improve our provision. Their role is not to visit trainees and colleges/training settings in order to make judgements about their performance.
Q: When I start applying for employment, can I have days off for interview or to look round a school/college/setting?A: If you are invited to interview on a day that you are normally on professional practice you should discuss this with your Mentor in order to ensure that the students you are responsible for are supported in your absence. If you wish to visit other schools/colleges/settings on a day that you are normally on professional practice, you should try to arrange the visit for a time where it will not impact on your teaching. It would be courteous to discuss visits with your Mentor before making firm arrangements with another school/college/ setting. Your Professional Practice is considered to be equivalent to a job, so you should make arrangements in a professional manner in order to minimise the impact of visits or interviews. If interviews or visits are so frequent as to interfere with your Professional Practice then you may be asked to meet with your Personal Tutor and Mentor to discuss arrangements.
Q: How do I feed back to the university about my Professional Practice experience?A: We are interested in your experiences at your Professional Practice setting and you will have the opportunity to give us feedback via the Trainee Voice mechanisms (see your Programme Handbook for further details of this) and through Evaluation questionnaires. You are also free to speak to your Personal Tutor at any time, especially if you wish to give specific mention to good experiences or exceptional Mentors as we are always eager to celebrate excellence and thank individuals who contribute to our trainees’ success.
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Information for Mentors
Thank you for taking on the role of Mentor and supporting our trainees with regard to the training and development of their subject specialism.
This handbook is designed to be an accompaniment to the training you will receive from a member of the Further Education and Training (FET) team. This section provides an overview of the role and responsibilities of the Mentor as well as links to key documents for reference purposes.
As one of our key partners, you are instrumental in the development of the programme and joint training for the trainees, therefore we have shared a copy of our Key Area Priorities document on the wiki for your consideration and consultation (see back cover for further details). We hope that you find the role both enjoyable and professionally fulfilling and we look forward to working with you during this academic year. Trainees value the support they receive from Mentors and have commented favourably on this during Focus group meetings:
“The experience I have gained from my placement has given me a lot more confidence in my teaching abilities”“The level of support I have received at my placement has been fantastic”
The Philosophy of Coaching
Throughout the Further Education and Training programme, we have adopted a philosophy of coaching in order to support, develop and empower our trainees. Therefore utilising coaching skills whilst mentoring is essential. Some of the key skills involved in coaching are:
Listening Asking open questions Reflecting Paraphrasing Summarising Giving feedback
When exercising these skills the trainees are able to take responsibility for their own learning and development as it is a solution focused approach. You will discuss these skills during phase one (face to face) of your training and this will be developed throughout the year during phase two (joint observation) and mentor conferences.
As part of their training schedule our trainees should expect the following induction items to be completed by you as a Mentor, when they first begin their Professional Practice at your organisation:
Induction Checklist
Mentor to organise and provideWelcome to trainee, introduction to key personnel within the department/college/setting
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Teaching Timetable shared and agreedInduction to college/setting - policies and procedures such as: safeguarding, bullying and behaviour management.Induction to department to include the department’s key policies (including Safeguarding training as appropriate), handbooks, syllabuses/course specifications and schemes of work as appropriate.Mentor/Trainee/Personal Tutor contact detailsSchedule of weekly meetings
Professional Practice Schedule (Trainees on the full-time I year programme)Trainees on the full-time programme are expected to attend Professional Practice for up to 3 full days per week, in 2015-16 this will be Mondays, Tuesdays and Wednesdays. They must accrue a minimum of 100 solo teaching hours plus 30 hours additional engagement (see Breadth of Experience for further information) by the end of the programme.
Activity Approximate length
Approximate hours
Shadowing 2 weeks 10Team Teaching and shadowing 3 weeks 20Solo Teaching and shadowing 10 weeks 30Increased timetable of solo teaching and shadowing 10 weeks 70
Professional Practice Schedule (Trainees on the part-time 2 year programme)Trainees on the part-time programme are expected to attend Professional Practice for a minimum of half a day per week, by negotiation with you as a Mentor. The teaching hours and Breadth of Experience requirement is the same as for full-time trainees but is spread across two academic years.
Activity Approximate length
Approximate hours
Shadowing 3 - 4 weeks 10Team Teaching and shadowing 3 - 4 weeks 20Solo Teaching and shadowing 10 weeks 30Increased timetable of solo teaching and shadowing* 20 weeks 70
*where feasible. Note: Many trainees on part-time programmes have additional jobs, which may be full-time and may only be available for limited periods during the week.
Campus Pack e-PortfolioPart of the assessment for the trainees is their online e-portfolio available via Campus Pack, which is part of Blackboard, the Virtual Learning Environment used by the university. During phase one training you will be shown how to access and navigate the e-portfolio. There are also step by step instructions on the Partnership wiki. When you are invited to view the e-portfolio by your trainee via an email link you will have to sign for completion of the following entries:
Teaching hours log Mentor meetings log Mentor observation evidence
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Please note: If you have any difficulties accessing your trainee’s e-portfolio please contact Lindsey Lythgoe [email protected]
Mentor MeetingsThe guidance for mentor meetings is the equivalence to one hour per week. You can organise this to suit your workload and it does not have to be a set time or continuous hour each week. However this time is organised, you should urge your trainee to log times, dates and the main topics of your discussions so that they can record them in their mentor meetings log. For part-time trainees the guidance is for the equivalence of half an hour per week.
Observation Process
Professional StandardsYour trainee must meet all of the Professional Standards for the sector as set out by the
Education and Training Foundation and can be viewed in the link:http://www.et-foundation.co.uk/supporting/programmes/professional-standards/ You will cover the Professional Standards in your training and a document that might be useful in helping your trainees gather evidence for meeting the standards can be viewed on the Partnership wiki. Some standards will be evidenced in lessons while others in contexts outside of the teaching role using witness statements.
Interim and Summative meetings
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Pre Observation CoachingThis is designed for the trainee to soundboard ideas for their lesson and should last approximately 30 minutes
Lesson Documentation CheckAt least 24 working hours before the lesson you should receive, check and make appropriate comments on the following documents:
Lesson plan Rationale Lesson evaluation from the previous lesson (this is essential to enable you to
give feedback on the Professional Standards relating to self-evaluation
ObservationThis should last approximately 45 minutes to one hour. You should complete the EHU Lesson Observation Form making particular reference to subject specific related targets and the Professional Standards achieved. Please use the Professional Standards indicative content statements at the back of the Lesson Observation form to indicate which elements and at which level you feel the trainee has demonstrated in the observed session. This is to give the trainee valuable indicators of progression, but observations are not graded using the Professional Standards grading criteria. Grading of the Professional Standards takes place at Interim and Summative Review stages.
FeedbackVerbal feedback should be given no later than 24 hours after the observation, sooner if possible and should include coaching skills and setting effective targets. Written feedback must be provided within one working week of the observation.
Interim and summative meetings will be arranged by the trainee, in consultation with you and the Personal Tutor approximately half way through and at the end of the placement. They are triangulation assessment meetings with yourself the trainee and the Personal Tutor in attendance. There are sections of the documents to be completed prior to the meeting by the trainee, yourself and the Personal Tutor. The summative grade will be the final assessment for The Practicing Teacher module of the programme. N.B. Although the Interim and Summative meetings are for discussion and professional dialogue, where a consensus of opinion relating to the grade to be awarded for the trainee’s achievement cannot be reached, the University Personal Tutor will make the final decision.
Breadth of ExperienceWhilst the trainee is on placement at your setting ensure that you facilitate opportunities for them to develop their Breadth of Experience. Ideally, trainees should have the opportunity to teach different age groups and levels within their subject specialism and to develop knowledge and skills relating to the wider teaching role through activities such as:
Departmental meetings Open Events Staff Development Enrichment events such as visits Assessment of students’ work Moderation and standardisation events
This may be through introducing your trainee to colleagues within your organisation who may have specific expertise in the following areas such as:
English as an Additional Language/English for Speakers of Other Languages Special Educational Needs and Disabilities Maths and English Technology Enhanced Learning Behaviour for Learning Employability
Trainees have commented positively on their experiences in this area:“I gained a good breadth of knowledge working with a range of students at different ages (14-16years and adult) at my placement, and the addition of working with SEND students has increased my interest in working with SEND students more in the future”
Employers who visited the university to carry out mock interview with our trainees also commented:
“Trainees’ knowledge of supporting students outside of their subject due to the 30 hours mandatory enhancements in SEND, Mathematics etc. is very strong.”
Trainees’ Subject DevelopmentYour role as a Mentor in the joint training with Edge Hill University and your setting means that we can work together to fully prepare the trainee for the demands of the teaching role within the sector. The trainee will spend two days a week at Edge Hill University (Thursday and Friday) and three days on placement (Monday, Tuesday and Wednesday). The focus of the training at Edge Hill is the art of teaching, theoretical underpinning and skills development, therefore the focus on placement is concerned
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with putting this into practice and subject development. It is helpful for the trainee if you could use some part of your meeting time to discuss curriculum requirements and signpost them to useful sources of information and subject specific resources. Trainees have commented positively on the development of their subject knowledge:
“I feel well supported on placement and receive effective support from my mentor with regards to my subject knowledge and subject pedagogy”
“The amount of support I have been given, as well as having access to resources have assisted me greatly in my learning at the setting”
Mentor EvaluationsWe value your opinions and we use your feedback to improve the programme. Therefore, in order to capture this, you will be required to complete two evaluation forms regarding your experiences as a Mentor. These will be sent to you electronically following the interim and summative meetings.
Professional Development Opportunities
Mentor Training
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Phase OneFace to face training including:
Role and responsibilities Coaching skills Campus pack
Phase TwoJoint observation with the Personal Tutor looking at:
Edge Hill grading criteria Professional Standards
Professional Education (ProfEd)We are committed to providing our mentors and the Further Education and Training sector with high quality, relevant and up to date professional development opportunities. There are a number of programmes in the Professional Education department which may be of interest to you. You can peruse the myriad of courses on their webpage http://www.edgehill.ac.uk/education/professional-development/
Alternatively, you can call or email: Tel: 01695 584790 E-mail: [email protected] If you require something else, or more specific, we will also provide bespoke training tailored to your needs. Please speak to your trainee’s Personal Tutor with details of your requirements.
Masters ProgrammeThere is a choice of modules to complement and enhance your current role including, Teaching HE in FE, Leadership and Management and The role of the Mentor. Please see the Professional Education website for more details.
Expert Practitioner SeriesEvery Thursday there are lectures held at Edge Hill University and delivered by experts in the subject areas on offer. The lecture starts at 4.30-6pm. All mentors are welcome to attend the lectures free of charge and if you feel you could contribute to the series in any way, please speak to the Personal Tutor and they will pass on your details.
Mentor ConferencesAnnual events for all of our Partnership Mentors held at Edge Hill University. This year the focus will be developing your coaching and observation skills as well as exploring ways to enhance your own career in education. It is also an opportunity to share ideas and practices and to engage in professional networking. Further details will be published on the Partnership wiki and you will also receive an email invitation before the event.
Partner EngagementThere are always plenty of opportunities to get more involved with the programme. Please speak to the Personal Tutor and express an interest in getting involved with any of the following:
Interviewing prospective trainees Delivering on the pre programme workshops Becoming a Partnership Lead Trainer
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Phase FourSecond joint observation with the Personal Tutor giving feedback on your observation, grading and coaching skills.
Phase ThreeContinuous training with the Personal Tutor and attendance at the Mentor Conference.
Delivering in the Expert Practitioner Series Delivering a session on one of the modules Participating on Programme Board Meetings
Information for Setting Lead/Professional Mentor
The role of the Setting Lead/Professional mentor from the university perspective is that they are the main point of contact within the setting for sourcing Professional Practice placements and will liaise with the Placement Quality Officer (PQO) to ensure that university records are accurate in terms of Mentors allocated to current trainees. They will be able to provide general information about current trainees’ progress and be able to give the PQO any updates to the university Quality Assurance Reports, with information about the progress of any NQT’s/Former trainees who may have secured employment within the setting, for example, formal observation grades.
They will meet with the university PQO (see page 40 for further information about this role) and are the first point of contact in the event Ofsted inspections at the university and for the university External Examiner Quality Assurance visits.
Information for Personal Tutors
Thank you for undertaking the role of Personal Tutor in Further Education and Training (FET). Personal Tutors play a crucial part in ensuring that trainees are supported throughout the programme and achieve the highest standards possible.
The role of the Personal Tutor is twofold. Personal Tutors provide academic and Professional Practice support through individual tutorials, and they also are responsible for supervising the trainee whilst on Professional Practice. Personal Tutors may also be known to the trainee through contact in class.
The Personal Tutor’s role in supporting a trainee requires a fine balance between trainees’ needs and tutor experience. Personal Tutors are not counsellors and, whilst we owe a duty of care to our trainees, it is important that both tutor and trainee understand the boundaries of that role. Whilst a Personal Tutor should be contactable, it is important that trainees understand that tutors are not always available. Depending
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upon circumstance, Personal Tutors need to decide if it is appropriate to give out home or mobile telephone numbers, or home email addresses. A trainee who requires such a level of support may require the services of other agencies. Personal Tutors must also ensure that they do not use social networks to communicate with their tutees.
Through Personal tutorship the performance of trainees (both academic and professional practice) can be monitored, and their progress supported, ensuring they achieve the very highest standards. Additionally the role of the Personal Tutor is to be someone a trainee can trust and who will help to build their confidence and self-belief especially in relation to their performance on Professional Practice. Carrying out the role of Personal Tutor effectively will ensure that FET trainees have the highest quality experience and that they will achieve their full potential.
Personal Tutor responsibilities
• To supervise the trainee during their Professional Practice
• To meet with the trainee regularly during the course of their study, at key transition points to set appropriate targets for the next stage of training. Note: Trainees are entitled to four x 1-hour tutorials as a minimum expectation over the course of the programme (8 x ½-hour tutorials for part-time trainees, four per academic year) and the target dates for these have been embedded within the Achievement Tracker in the trainee’s e-portfolio
• To be familiar with the evidence requirements and target dates within the trainee’s e-portfolio; to check the trainee’s progress with uploading evidence into the e-portfolio at regular intervals, ensuring that the trainee is meeting set target dates for completion and to give formative feedback on the academic level of the four Rationales linked to Personal Tutor observations. At the end of the programme, to provide a Confirmation of Completion form, in pdf format once the trainee has completed all the evidence requirements of the Practising Teacher module.
• To monitor trainee attendance at taught sessions through access to electronic registers. Links to the electronic registers are available via the Personal Tutor wiki. Please contact Lindsey [email protected] if you are unable to see this wiki within your Campus Pack area
• To provide academic advice to trainees on their progress and development
• To carry out Phase 1 Mentor Training with the trainee’s Mentor within two weeks of the trainee commencing Professional Practice and to provide Phase 2 – 4 training on an ongoing basis
• Phase 1 training comprises a face-to-face professional discussion and covers a number of activities, including familiarisation with Edge Hill University requirements of Professional Practice, an explanation of Further Education and Training observation paperwork, an explanation of the Professional Standards and how trainees evidence progress with these, a guided tour of the Partnership Wiki and of your own copy of the e-portfolio
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• Phase 2 training comprises a joint observation of the trainee, with feedback to the Mentor about their formative feedback to the trainee
• Phase 3 training is provided by ongoing contact between the Personal Tutor and the Mentor
• Phase 4 training comprises a second joint observation with the Mentor at around the mid-point of the trainee’s Professional Practice and again provides feedback to the Mentor.
As soon as you have completed any training you must update the details via the Trainee Tracking Database
• To provide advice and guidance in relation to the trainee’s performance on Professional Practice. This will include undertaking the required number of pre teaching observation coaching sessions, teaching observations, liaising with the Mentor and providing formative feedback to the trainee on their performance in the observed lesson and their attainment against the Professional Standards
• To review the trainee’s Professional Practice at Interim and Summative Meetings, setting targets aimed at improving the trainee’s final grade and agreeing the academic grade for the e-portfolio, which should be based on the trainee’s self-assessment of their academic writing within the four Rationales that are linked to the Personal Tutor observations. Trainees are required to forward an electronic copy of the fully completed and signed Interim and Summative Report to the Personal Tutor for verification. These should then be returned to the trainee in pdf format for uploading into their e-portfolio
• To identify any needs that the trainee may have and arrange for a Grade 3 Intervention if the trainee receives an overall Grade 3 is awarded at the Interim stage
• To record data on tutorials and trainee performance during Professional Practice on the Trainee Tracking Database. This will include inserting observation grades which are carried out by the Mentor and updating Mentor training records, tracking achievement of the Professional Standards at Interim and Summative stages and identifying the number of hours the trainee has completed in key topic areas of English, maths and SEND
• To complete a first reference for the trainee at the Interim stage and a final reference at the Summative stage of the trainee’s journey through the programme
• To refer any concerns to the Course Leader and/or Programme Leader, including identifying and gathering information for APRM’s if required
Arranging tutorials
Tutorials need to take place in an appropriate environment. For Personal Tutors who do not have a permanent base the procedure that will be adopted is for Associate Tutors to arrange their tutorials at least one week in advance and then liaise with the FET support team [email protected] who will book a room. Personal Tutors will find
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it useful to have access to a computer/laptop in order to use the Trainee Tracking Database as part of the tutorial process.
Tutorial Documentation
The tutorial documentation is available electronically on the Trainee Tracking Database.
Records of tutorials are stored on the Trainee Tracking Database. You must e-mail the trainee a copy of all tutorial documentation.
When setting targets please make sure you draw from interview records and pre-course information, the Individual Development Plan, observation feedback reports, the interim report – if this has occurred, and feedback on the trainee’s academic performanceThe targets you set should clearly enable trainees to progress towards their target grade and their optimal academic performance.
Record keeping
Electronic recording of information via the trainees e-portfolio and the Trainee Tracking database will mean that all information on individual trainees will be readily available.
Trainee attendance patterns, commitment to the programme and academic progressAn attendance requirement is in place for all modules in FET ITT programmes. This formalises trainee attendance tracking processes, and will utilise an Academic Professional and Review Meeting (APRM) at specified points to remediate where needed. Trainees who fail to meet 80% attendance will be subject to a review process. In cases where attendance falls below 50%, this will mean that pre-service trainees may have their placement opportunity terminated, thus being unable to complete their full programme of study. Please ask trainees to honestly reflect about their attendance. Feedback regarding poor attendance and / or commitment to the programme should be communicated as soon as possible to the Course Leader.
Professional Practice TimetablesTrainees are required to complete a minimum of 100 teaching hours, although the Faculty looks to secure 130 hours for each trainee. Once a trainee is placed in a school/college/setting then Personal Tutors need to check their timetables for sufficiency and breadth of experience. Any concerns need to be referred to the mentor and the Course Leader. Personal Tutors should keep a copy of the trainees’ timetable in their own tutorial file. Trainees are expected to keep a copy of their teaching timetables in their e-portfolio and to update this in the light of any changes
Breadth of Experience It is important that all trainees experience a range of teaching in terms of levels and age ranges. When trainees commence Professional Practice then the Personal Tutor in conjunction with the Mentor will need to ensure that breadth and depth of experience includes:
Sufficiency in terms of providing the appropriate number of hours over the period of the practice (100/130 hours)
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Sufficiency in terms of being able to meet all of the Professional Standards (ETF, 2014)
Engagement with key areas such as; English as an Additional Language, Maths, English and Special Educational Needs and Disabilities
A mix of age ranges A variety of levels and curriculum areas within their subject speciality A range of experiences that form part of the wider role of the professional teacher
in the sector. For example, the pastoral role
Breadth of experience also needs to be recorded and regularly up-dated at each tutorial meeting. Personal Tutors working with in-service trainees will need to interpret the breadth of experience form taking account of the trainee’s contractual obligations and where appropriate seek advice from the Course Leader.
Target setting Trainees are graded on Professional Practice using the Edge Hill University grading criteria on a scale of
1: Outstanding2: Good3: Requires Improvement4: Inadequate
Personal Tutors need to discuss the targets with trainees, using the Edge Hill University criteria as a reference. Clear targets will enable the trainee to improve their grade.
At an approximate half way stage in the programme trainees will be given an interim grade to indicate their performance at that stage in their training.
Employability The FET programme aims to ensure that we meet the individual needs of all trainees and employers, and that all of our trainees are highly successful in applying for teaching posts. All tutorials with Personal Tutors need to include a focus on employment and career development resulting in action targets to support each individual.
Personal Tutors will help all trainees to complete their own Career Development Plan, which is embedded into the Summative Report. This is particularly important for in-service trainees who are already in employment but may well be looking to enhance their career and promotion prospects. For those trainees who have not found a teaching post by the time they have completed the programme, then Tutors will maintain contact and provide on-going support.
Note too that there is also support for all trainees from the Edge Hill University careers service.
Using the support of othersYou will be able to guide trainees through the scheduled agenda for each tutorial meeting; however it is important to recognise that there may be issues that you are not in the best position to resolve. There may be times when you want to refer trainees on for health or counselling services, fees, financial advice or careers
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Trainees make contact with these services via the Student Information Desk. This is open 8:30am-7:30pm Monday to Thursday and 8:30am-5:00pm Friday during term time and 8:30am-5:00pm Monday to Friday during vacation periods.
Tel: 01695 584554 or just call in and someone will point you in the right direction.
If you have concerns about trainee progress, attendance etc. then your first contact point is the Course Leader. Concerns about Mentors and Mentor Training should be referred to the Mentor coordinator Mike Stoddart [email protected] .
If you have other issues which you feel you cannot resolve then contact Jane Wood: Assistant Head of FET.
A buddying system is in place for all Associate Tutors, whereby you will be allocated a member of the core team as your first point of contact. This will provide a ready source of information for those everyday/operational questions which you may have. The Buddy list is situated in the Personal Tutor wiki via Campus Pack
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Role of Partnership Quality Officer (PQO)
The Partnership Quality Officer is a key quality assurance role in the Edge Hill University ITT Partnership. A Partnership Quality Officer is identified for a group of schools, colleges or settings and makes contact with them via a visit or a telephone call to ensure that all trainees are receiving their entitlement to training, that the training they are receiving is high quality and that all expectations are being met by the school, college, setting. They ensure that there is consistency in training across the ITT Partnership and identify any effective practice that can be shared across the Partnership.
The Partnership Quality Officer responsibilities include the following:
1. Work with a designated group of identified partner schools, colleges, settings (cluster) to assure and enhance the quality of the professional practice and the training for Edge Hill University (EHU) trainees in each school, college, setting
2. Share the vision and priorities of working in Partnership with the identified contact in each school, college, setting
3. Take responsibility for the knowledge EHU holds on each school, college, setting
4. Work with the identified contact in each school, college, setting to ensure that the partnership agreement is signed and fulfilled appropriately
5. Ensure all trainees are receiving their support entitlement from all Mentors within the setting
6. Check that all Mentors within the setting have been trained, when they were trained and by who, and if any Mentors have not yet been trained, take appropriate action
7. Arrange a once termly visit or phone call, depending on whether a trainee/s are in the setting, to schools, colleges, settings on their cluster list to meet with the identified contact in each school, college, setting and trainees
8. Provide update training to identified contact in each school, college, setting on the allocated cluster list
9. ‘Signpost' staff to the relevant departments within EHU for Professional Development and School Improvement
10.Support the completion of the requests for offers that each setting completes
11.Check the Partnership database, prior to a PQO visit
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12.Be the point of contact between the school, college, setting and EHU for additional professional practice requests
13.Liaise with Central Student Recruitment to share key messages about working in partnership with EHU
14.Complete a full report, termly, on schools, colleges, settings within the allocated cluster
15.Retain a paper copy and submit an electronic copy of the report within 1 week of the visit to the AHOA with Partnerships responsibility
Any issues or concerns identified are addressed by either the PQO, the Professional Support Team or the AHOA as appropriate. Once a term the Assistant Head of Area collates all PQO responses and produces a termly report for the Partnership Programmes Board
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Specific Training Requirements Linked to Training Priorities
National Priorities relating to Further Education and Training have been identified by Ofsted / government as follows:
16-19 Study Programme Behaviour for Learning Bullying (including cyber-bullying) Special Educational Needs / Disabilities Technology Enhanced Learning English as an Additional Language (English for Speakers of Other Languages) Reflective Practice Employability Functional Skills (including English and maths) Subject Specificity
The following chart indicates where these topics are embedded within the Further Education and Training programme:
Further Education and Training Focus AreasThis tracking grid indicates where the Further Education and Training Focus Areas of• Behaviour for Learning Bullying (including cyber-bullying)• Special Educational Needs / Disabilities• Technology Enhanced Learning• English as an Additional Language (English for Speakers of Other Languages)• Reflective Practice• Employability• Functional Skills (English and maths) Subject Specificityare addressed within the programme modules and also in the non-module-specific
resource areas in the Further Education and Training area of the Virtual Learning Environment (VLE).
The term ‘addressed’ has been interpreted as widely as possible, indicating either explicit coverage through resources, activities or discussion or implicitly within the topics for a
particular session; for example ‘meeting the needs of all learners’ would implicitly encompass behaviour for learning, special educational needs/disabilities, English as an additional language (ESOL) and functional skills (English and maths).
It has also been interpreted as the use of resources and activities that directly enhance the
Further Education and Training trainees’ knowledge and skills as well as how they can utilise the knowledge and skills gained with their own learners within their Professional Practice.
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The Developing Teacher
Behaviour for
Learning
Bullying
Special Educational Needs/Disabilities
Technology
Enhanced Learning
EAL/ ESOL
Reflective Practice
Employability
Subject Specialis
m
Functional Skills
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Session 1
Session 2 Session 3 Session 4
Session 5
Session 6
Session 7 Session 8
Session 9
Session 10 Session 11
Session12
Session 13 Session 14 Session 15
Session 16 Session 17 Session 18 Session 19
Session 20 The Professional Teacher
Behaviour for
Learning
Bullying
Special Educational Needs/Disabilities
Technology
Enhanced Learning
EAL/ ESOL
Reflective Practice
Employability
Subject Specialis
m
Functional Skills
Session 1 Session 2
Session 3
Session 4
Session 5
Session 6
Session 7
Session 8
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Session 9
Session 10
Session 11
Session12
Session 13
Session 14
Session 15 Session 16
Session 17
Session 18 Session 19
Session 20 The Practising Teacher
Behaviour for
Learning
Bullying
Special Educational Needs/Disabilities
Technology
Enhanced Learning
EAL/ ESOL
Reflective Practice
Employability
Subject Specialis
m
Functional Skills
Session 1 Session 2
Session 3 Session 4 Session 5 Session 6
Session 7
Session 8
Session 9 Session 10
Session 11 Session12
Session 13
Session 14
Session 15
Session 16
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Session 17 Session 18 Session 19 Session 20 Session 21
Session 22 Session 23 Session 24 Session 25 Session 26 Session 27
Session 28
Session 29
Session 30
The Specialist Teacher
Behaviour for
Learning
Bullying Special Educational Needs/Disabilitie
s
Technology Enhanced Learning
EAL / ESO
L
Reflective Practice
Employability
Subject Specialis
m
Functional Skills
Session 1 Session 2
Session 3
Session 4
Session 5
Session 6
Session 7
Session 8
Session 9
Session 10
Session 11
Session12
Session 13
Session 14
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Session 15
Session 16
Session 17
Session 18
Session 19
Session 20
The Outstanding Teacher
Behaviour for
Learning
Bullying Special Educational Needs/Disabilitie
s
Technology Enhanced Learning
EAL / ESO
L
Reflective Practice
Employability
Subject Specialis
m
Functional Skills
Session 1
Session 2
Session 3 Session 4 Session 5 Session 6 Session 7
Session 8 Session 9
Session 10 Session 11
Session12
Session 13 Session 14
Session 15 Session 16 Session 17 Session 18 Session 19 Session 20 Induction
Policies and Procedures
Level 7 Support
Expert Practitioner
Series
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Professional Practice Files (e-portfolio)
All trainees on the Further Education and Training programmes complete an e-portfolio which is linked to The Practising Teacher module. The Achievement Tracker below identifies the evidence elements within the e-portfolio and within the trainee’s e-portfolio, contains specific target dates for completion of each activity. Trainees are expected to make regular contributions to their e-portfolio and every activity is explicitly linked to both module learning outcomes and the Professional Standards.
Mentors and Personal Tutors are also invited to be Authors within their trainee’s e-portfolio in order to verify the evidence that has been uploaded. In the event that a Mentor or a Personal Tutor has difficulty accessing their trainee’s e-portfolio, please contact Lindsey Lythgoe [email protected]
Achievement Tracker example 2015 e-portfolio
Assignments: Upload annotated assignments and feedback in the relevant box below
Submission Date
Date Submitted / Completed
Indicative Grade
Actions required as a result of grade or feedback
Deadline for Actions
Confirmation of completion
The Developing Teacher
Annotated assignment:
Feedback sheet:
Date Submitted:
Grade: PT:
The Professional Teacher
Annotated assignment:
Feedback sheet:
Date Submitted:
Grade: PT:
The Specialist Teacher Write Option choice here:
Annotated assignment:
Feedback sheet:
Date Submitted:
Grade: PT:
The Outstanding Teacher
Annotated assignment:
Feedback sheet:
Date Submitted:
Grade: PT:
The Practising Teacher: e-portfolio: Date Submitted:
Grade: PT:
Section 1: Initial Audit and ongoing Individual Development Plan
Deadline Date Completed
Grade Actions Required
Deadlines for Actions
Confirmation of completion
Initial Audit and Individual Development Plan (IDP) (click here for hyperlink to page)
Audit: Grade N/A PT:
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IDP:Diagnostic Assessment Results: (Click here for hyperlink to page) English
Grade and level:
Maths Grade and level:
PT:
e-portfolio shared with Personal Tutor (University)
Grade N/A PT:
e-portfolio shared with Mentor (Professional Practice setting)
Grade N/A Mentor:
Section 2: Personal and Professional Development
Deadline Date completed
Grade Actions required
Deadline for Actions
Confirmation of completion
Personal and Contact Information (hyperlink to page 1 ) Grade N/A PT:
Pen Portrait ( hyperlink to page 2 ) Grade N/A PT:
Code of Conduct (hyperlink to page 3 ) Grade N/A PT:
Tutorial 1 Grade N/A PT:
Observation of an experienced teacher 1 Own subject specialism (hyperlink to page 4 )
Grade N/A PT:
Observation of an experienced teacher 2 Additional Specialism (hyperlink to page 5 ) Grade N/A PT:
Observation of an experienced teacher 3 Additional Focus Area (hyperlink to page 6 ) Grade N/A PT:
Section 3: Professional Practice Deadline Date completed
GradeActions required
Deadline for Actions
Confirmation of completion
Timetable of Professional Practice (hyperlink to page 1 )
Grade N/A
PT:
Observation 1 (hyperlink to page 2 ) Grade: Mentor / PT:
Observation 2 (hyperlink to page 3 ) Grade: Mentor / PT:
Observation 3 (hyperlink to page 4 ) Grade: Mentor / PT:
Tutorial 2 Grade N/A
PT:
Observation 4 (hyperlink to page 5 ) Grade: Mentor / PT:
Interim Review Meeting (hyperlink to page 6 ) Teaching grade:
Standards grade:
PT:
Observation 5 (hyperlink to page 7 ) Grade: Mentor / PT:
Tutorial 3 Grade N/A
PT:
Observation 6 (hyperlink to page 8 ) Grade: Mentor / PT:
Observation 7 (hyperlink to page 9 ) Grade: Mentor / PT:
Observation 8 (hyperlink to page 10 ) Grade: Mentor / PT:
Summative Review Meeting (hyperlink to page 11 )
Teaching grade:
Standards
PT:
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grade:Confirmation of Teaching Hours and additional session plans (hyperlink to page 12 )
Hours total:
Mentor:
Breadth of Experience (hyperlink to page 13) Hours total:
PT:
Professional Standards Tracking (hyperlink to page 14 )
Grade N/A PT:
Mentor Meetings Log (hyperlink to page 15) Grade N/A Mentor:
Tutorial 4 Grade N/A PT:
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OFSTED Information
Ofsted Inspection of Initial Teacher Training and Partnership Role
The inspection process is a two part process and the University and its Partnership will have two days notification of an Ofsted Inspection.
Stage One – can take place at any point during the summer term; with a focus upon the quality of training and observations of trainees teaching (final year trainees) and learners’ progress.
Stage Two – will occur in the autumn term, following the completion of the training programme and will focus on the quality of NQTs’/Former Trainees’ teaching and learners’ progress as a result of the training provided by the Partnership.
The Inspection of ITT will focus on three key areas of judgement: Outcomes for Trainees Quality of Training across the Partnership Leadership and Management of the Partnership
Inspection activities will include: Observation of trainees teaching and learners’ progress Discussion with trainees Observation of school-based mentors Discussion with school-based mentors Observation of university-based teaching sessions Discussion with university tutor teams Discussion with NQTs/former trainees
As a Mentor to a Further Education and Training trainee your discussion with Ofsted Inspectors will focus on the following:
Have you been trained by Edge Hill University’s partnership to undertake your role as a school/college/setting Mentor?
When were you last trained?
What are the Further Education and Training Area’s current priorities for improvement?
How well do trainees attain in your school/college/setting?
How is the trainee you are currently training progressing? What grade is s/he currently operating at and what are his/her current targets?
How is your voice heard within the Edge Hill University partnership?
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How effective is the communication from the university?
How do you evaluate the training that takes place in your school/college/subject and what is the improvement process that is undertaken?
If you need any help, advice or support with this aspect please contact [email protected] and a member of the team will be in touch.
Information and resources to support Mentor Training, along with information about the Further Education and Training improvement priorities can be found on the Partnership wiki http://www.edgehill.ac.uk/educationpartnership/education-training/
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Lesson Planning and Assessment of Learners
Trainees are expected to plan all their teaching thoroughly and to share those plans with their Mentor in advance of delivery as a matter of course, in order to get formative feedback and agreement. Individual settings and Mentors may have specific timeframe requirements but as a general rule, we would expect trainees to provide appropriate finalised plans at least 24 hours prior to delivery. We provide a detailed Lesson Planning template for trainees to use and if settings are happy for the trainees to use this template, then they should use it throughout their Professional Practice.
Some Professional Practice settings prefer trainees to use the organisation’s own planning documentation and we have no objection to this, providing that trainees ensure that they evaluate each plan after its delivery.
At the beginning of the programme trainees are unlikely to have expertise in longer term planning, for example Schemes of Work and we ask that Mentors support their learners in this respect by sharing previous Schemes of Work for modules that trainees are teaching in order for them to become familiar with forward planning, including incorporating assessment activities to support learning. We would not expect learners to create full Schemes of Work covering many modules and would prefer them to concentrate on planning for their own teaching, supported by examples wherever possible.
We place a strong emphasis on assessment from the very start of the programme, exploring both theoretical and practical methods of assessment for and of learning and we encourage trainees to develop methods of tracking the results of assessments that they have used in addition to any formal records that might be entered into settings’ management systems. Trainees may not recognise the importance of keeping such records and we encourage Mentors and Personal Tutors to ask to see their trainees’ records, and to make explicit links to tracking of learners’ progress in order to emphasise how important it is to have detailed information to hand. If possible, it would enhance trainees understanding and appreciation of the importance of record keeping if Mentors could demonstrate their setting’s procedures even if trainees are not able to enter records themselves.
Trainees who have had the opportunity to become involved in formal marking and feedback opportunities, including internal and external verification processes have said how much these opportunities have developed their skills.
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Quality Assurance
External Examination
Degree‐awarding bodies are responsible for the quality of their educational programmes and the standard of the awards to which they lead; and the external examination system within UK higher education is one of the principal means for assuring both.
Within Further Education and Training we work with an External Examiner and an External Consultant and both of these roles are taken by experts in their subject, or field of work. Both the External Examiner and the External Consultant are colleagues from other Higher Education institutions. They are independent experts who have no significant prior association with the programme team.
Our externals are valued partners at Edge Hill University and the work they undertake allows us to be assured of the quality of the programmes we deliver. They also provide invaluable advice and identify enhancement opportunities in order to continue to improve programmes.
External colleagues may also visit a sample of trainees on placement and will observe them teaching and may also look at trainees’ files. They will also talk with school/college/setting colleagues. All of these activities allow externals to judge the quality of the programme being delivered.
Externals also review samples of assessments in order to judge the accuracy, reliability and fairness of marking being undertaken; and they will meet with a group of trainees at the university to discuss all aspects of their studies.
At the end of the academic year externals attend the relevant assessment boards in order to confirm that due process is happening across every area of the assessment process.
Following this process external colleagues write a report which outlines their findings, observations and judgements. This is a significant document which allows programme teams to celebrate strengths and identify areas to develop. The reports are located in the relevant area of Blackboard Learning Edge for you to read; along with the programme team’s response to the report.
The External Examiner for your programme is:
Dr Jane Salisbury, Senior Honorary Lecturer at Cardiff University.
The External Consultant for your programme is:
Andrew Armitage, Honorary Tutor at Canterbury Christ Church University and Chair of the Post 16 Committee at the University Council for the Education of Teachers (UCET)
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Health and Safety
The University and school/college/setting have a duty of care towards the trainees while they are in the school/college/setting.
In order to fulfil this duty of care the University will:
• Prepare the trainee for the Professional Practice/Placement and ensure they are aware of general health and safety aspects (this does not include the specific information needed for any particular school, college or setting)
• Give the trainee an opportunity to notify the University of any health and safety problems encountered whilst in the school/college/setting
• Respond to any negative feedback received from trainees regarding health and safety practices during Professional Practice/Placement, by informing the school/college/setting
During any Professional Practice/Placement, we expect our trainees to be effective, safe and reliable people. However, during Professional Practice/Placement, trainees are under the control of the school/college/setting, therefore the statutory duty of care and consequent liabilities rest with the school/college/setting.
We expect you to treat trainees in the same way as you would treat your employees with regards to health, safety and welfare.
You will be expected to:
• Provide the trainee with information on the workplace health and safety arrangements, including fire precautions, specific hazards and health and safety precautions
• Include the trainee in the risk assessment programme as necessary, if it affects activities undertaken by them; also the completion of any relevant pregnancy risk assessments and any personal Emergency Evacuation Plans for disabled trainee/students
• Provide appropriate instruction and training in working practices and in the particular control measures identified in the risk assessments
• Provide ongoing supervision and training for the trainee in the performance of their duties
• Have a system of recording and investigating accidents and incidents – you must notify the University of accidents and incidents involving the trainee
All schools, colleges, settings have indicated on the online portal their agreement to the terms and conditions of the Partnership Agreement which included a health and safety checklist. This confirmed that the school, college, setting will ensure that all Edge Hill University trainees are trained on identified key health and safety procedures at the beginning of each period of Professional Practice/Placement. By signing in acceptance of this agreement, schools, colleges and settings are confirming that they will adhere to these roles and responsibilities
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Insurance
Edge Hill University assumes that you will have Employer Liability and Public Liability insurance in place for the period of the Professional Practice/Placement and that these will apply to a trainee as they would to any other member of your staff. If this is not the case, or if this creates any problems or questions, please let us know at the earliest possible date.
Health Clearances
All trainees on entrance to a programme must complete a health assessment form, which is forwarded to our Occupational Health Service provider for assessment and, where necessary, further discussion or examination by a qualified Occupational Health Nurse Practitioner or Consultant.
Teachers and those training to become teachers need a sufficient standard of health and physical fitness (Fitness to Teach, 2007). Teaching is a demanding career and teachers have a duty of care for the pupils in their charge. The health, education, safety and welfare of pupils are an important factor in deciding on an individual’s health and physical capacity to train and subsequently to teach.
Sometimes health problems only emerge after a trainee has started their programme. If these could affect ‘fitness to teach’ then it is important that you raise any concerns that you have with the Placement/Course Leader. This will enable the programme team to decide on the appropriate course of action.
These procedures may additionally include the completion of a Risk Assessment.
Pregnancy
Disclosure of pregnancy is at the trainee’s discretion, but in the interests of health and safety and to ensure that appropriate support is provided, we strongly advise trainees to make this known to their tutor or other appropriate member of University staff at an early stage.
On the occasion that a trainee discovers that she is pregnant mid-placement; she should inform her Mentor or Personal Tutor. If this happens, please ask the trainee to contact her Personal Tutor. Alternatively, ask her permission to contact the University.
We will then organise risk assessment procedures to be carried out within two working days of notification and identify appropriate steps to support the trainee and partner institution. If the pregnancy goes beyond 34 weeks, the trainee must provide a note from their doctor stating that she is fit to work.
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Timetables The following grids give an overview of the timetables for Full-time and for Part-time provision incorporating an indication of the intended pattern of Professional Practice.
2015/2016PGCE / University Higher Diploma - Full Time Programme
Week beginning Week Monday Tuesday Wednesday Thursday Friday Notes
31-Aug-15 1 07-Sep-15 2 14-Sep-15 3 X X X X Induction21-Sep-15 4 X X 28-Sep-15 5 X X 05-Oct-15 6 X X 12-Oct-15 7 X X 19-Oct-15 8 X X Shadowing26-Oct-15 9 Half Term02-Nov-15 10 X X Prof. Prac.09-Nov-15 11 X X Prof. Prac.16-Nov-15 12 X X Prof. Prac.23-Nov-15 13 X X Prof. Prac.30-Nov-15 14 X X Prof. Prac.07-Dec-15 15 X X Prof. Prac.14-Dec-15 16 X X Prof. Prac.21-Dec-15 17 Christmas Break28-Dec-15 1804-Jan-16 19 X X Prof. Prac.11-Jan-16 20 X X Prof. Prac.18-Jan-16 21 X X Prof. Prac.25-Jan-16 22 X X Prof. Prac.01-Feb-16 23 X X Prof. Prac.08-Feb-16 24 X X Prof. Prac.15-Feb-16 25 Half Term Prof. Prac.22-Feb-16 26 X X Prof. Prac.29-Feb-16 27 X X Prof. Prac.07-Mar-16 28 X X Prof. Prac.14-Mar-16 29 X X Prof. Prac.21-Mar-16 30 Easter28-Mar-16 31 Easter04-Apr-16 32 X X Prof. Prac.11-Apr-16 33 X X Prof. Prac.18-Apr-16 34 X X Prof. Prac.25-Apr-16 35 X X Prof. Prac.02-May-16 36 X X Prof. Prac.09-May-16 37 X X Prof. Prac.16-May-16 38 X X Prof. Prac.23-May-16 39 30-May-16 40 06-Jun-16 41 NQT / Former Trainee Development & Enhancement Programme intro.13-Jun-16 42
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2015/2016PGCE / Higher Diploma - Part Time Programme Year 1
Week beginning Week Monday Tuesday Wednesday Thursday Friday Notes
31-Aug-15 1 07-Sep-15 2 14-Sep-15 3 X Induction21-Sep-15 4 X Induction28-Sep-15 5 X Induction05-Oct-15 6 X 12-Oct-15 7 X 19-Oct-15 8 X 26-Oct-15 9 Half Term02-Nov-15 10 X 09-Nov-15 11 X 16-Nov-15 12 X 23-Nov-15 13 X Shadowing30-Nov-15 14 X Shadowing07-Dec-15 15 X Shadowing14-Dec-15 16 X Shadowing21-Dec-15 17 Christmas Break28-Dec-15 1804-Jan-16 19 X Prof. Prac.11-Jan-16 20 X Prof. Prac.18-Jan-16 21 X Prof. Prac.25-Jan-16 22 X Prof. Prac.01-Feb-16 23 X Prof. Prac.08-Feb-16 24 X Prof. Prac.15-Feb-16 25 Half Term22-Feb-16 26 X Prof. Prac.29-Feb-16 27 X Prof. Prac.07-Mar-16 28 X Prof. Prac.14-Mar-16 29 X Prof. Prac.21-Mar-16 30 Easter28-Mar-16 31 Easter04-Apr-16 32 X Prof. Prac.11-Apr-16 33 X Prof. Prac.18-Apr-16 34 X Prof. Prac.25-Apr-16 35 X Prof. Prac.02-May-16 36 X Prof. Prac.09-May-16 37 X Prof. Prac.16-May-16 38 X Prof. Prac.23-May-16 39 X Prof. Prac.30-May-16 40 X Prof. Prac.06-Jun-16 41 X Prof. Prac.13-Jun-16 42 20-Jun-16 43
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Attendance Expectations
Trainees on the Further Education and Training programmes are expected to demonstrate excellent attendance, which means no less than 80% attendance in all modules.
Attendance is recorded by module tutors via an electronic register which is completed during or immediately following every session. The Course Leader for Full-time provision and the Centre Programme Coordinator for Part-time provision actively monitor attendance and contact trainees’ Personal Tutors in the event that any trainee has less than 80% attendance for any module.
Persistently low attendance will result in individual trainees being invited to speak to the Course Leader via the Academic Progress Review Meeting procedure. Trainees are reminded that attendance is one of the elements that are included in References sent to potential employers.
We recognise that there may be valid reasons for lack of attendance, and we request that trainees inform us of any anticipated absences via the Further Education Support Team email, before 9.00 am if they are due to attend classes at the university. [email protected]
Absence from Professional Practice
If a trainee is going to be unavoidably absent from the Professional Practice setting, they must notify the setting by no later than 8.30 am, on each day of their absence, so that the Mentor has the opportunity to plan cover. Trainees must not simply leave a message with the setting’s switchboard, but should ensure that they speak personally to their mentor.
Trainees should recognise that their absence may have a significant impact on the Mentor and other colleagues at the setting. Trainees have a responsibility to send the Mentor copies of their lesson plan(s) for the days that they are going to be absent, along with copies of any resources that they intended to use had they been able to attend.
Please note that holidays should only be booked for during the periods noted in timetables as Half Terms, Christmas or Easter. It can be disruptive for the trainee, and for their own learners if trainees are absent during term times. We would also caution trainees against booking a holiday immediately following the end of taught sessions in May, as they may still have work to do on assignment submissions and holidays at this time have in the past prevented trainees from graduating with the rest of their cohort.
It is important to note that your Professional Practice has all the characteristics of a job in terms of the expectations on trainees regarding attendance, dress, professional demeanour and reliability. Many previous trainees have acquired jobs at their Professional Practice setting as they have been able to demonstrate the qualities that are valued in the Further Education sector, some trainees have even said that their Professional Practice was like one long job interview!
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Trainee ‘At risk’
If a trainee is not making satisfactory progress and are considered to be ‘at risk’, i.e. in danger of failing their Professional Practice, a formal action plan will be put in place, along with extra support and agreed dates for improvement.
A copy of the ‘At Risk’ documentation is included in the Policies and Procedures folder in Blackboard Learning Edge.
It is important to note that if your lack of progress is such that the Professional Practice provider considers that the trainee is actively damaging their learners’ progress then the ‘At Risk’ procedure and action plan may be superseded by the Academic Progress Review Meeting (APRM) procedure.
Mentors or Personal Tutors who have concerns about any trainee should contact the Course Leader at the earliest possible opportunity in order that appropriate action plans can be instigated.
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Safeguarding – Management of a Cause for ConcernMANAGEMENT OF A CAUSE FOR CONCERN ON PROFESSIONAL PRACTICE RELATED TO SAFEGUARDING OF A CHILD/VULNERABLE ADULT
Safeguarding is everybody’s responsibility and there may be occasions where we need to act quickly to identify and minimise any risks to children/vulnerable adults.
This policy sets out the actions that must occur if a student/trainee has a concern for the safeguarding and welfare of a child/vulnerable adult during the Professional Practice element of their programme. It also clarifies how a student/trainee will be supported throughout any process of enquiry.
POLICY TITLE MANAGEMENT OF A CAUSE FOR CONCERN ON PROFESSIONAL PRACTICE RELATED TO SAFEGUARDING OF A CHILD/VULNERABLE ADULT
NEXT REVIEW DATE June 2016
REVIEW RESPONSIBILITY N. Baker
LAST REVISION MADE July 2015
Please note that copies of the Incident Reporting form is available in the Policies and Procedures folder in Blackboard Learning Edge.
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MANAGEMENT OF A CAUSE FOR CONCERN ON PROFESSIONAL PRACTICE RELATED TO SAFEGUARDING OF A CHILD/VULNERABLE ADULT
The following sets out the actions to be taken by a trainee and Faculty staff
* The FoE (DSO) is Nadine Baker, Associate Dean (ITT & QME), email: [email protected] Tel: 01695 584336, and Leon Fraser, email: [email protected] , Tel: 01695 584314.
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Trainee must inform the school/college/setting’s DSO immediately (within 24 hours) using the details provided during the induction into the
Professional Practice.
Trainee must inform the Faculty of Education DSO immediately (within 24 hours) using the designated
email [email protected] and must be copied to the appropriate HoA.
The HoA will ask the trainee to complete an incident reporting form and submit this to the Faculty DSO,
who will refer to the appropriate body, as necessary (and concerns of a serious nature will be reported
directly to the local authority’s Safeguarding Officer).
The HoA will advise the trainee to seek support from their Personal Tutor.
The school/ college/setting’s DSO will guide and support the trainee in following the
school/college/setting’s relevant procedure.
The FoE’s DSO will contact the *relevant school/college/setting’s DSO to ensure the
appropriate procedures are in place.
Trainee to be informed of outcome by HoA.
As appropriate, the HoA will work with the relevant Personal Tutor to ensure the trainee is supported in
their Professional Practice.
Trainee has concerns relating to safeguarding of a
child/vulnerable adult
DSO – Designated Safeguarding OfficerFoE – Faculty of Education
HoA – Head of Area
The FoE’s DSO will seek and record the outcome, and share with HoA and with other colleagues
within the University, as necessary.
The FoE’s DSO will ensure the partnership database details are amended, as necessary.
Please note it is courteous for the trainee to also inform their Mentor of the fact that an issue has been reported (please note the specific details should not be shared).STRICTLY CONFIDENTIAL
INCIDENT REPORTING FORM
TO BE COMPLETED BY A TRAINEE WHO WISHES TO RAISE A CAUSE FOR CONCERN ON PROFESSIONAL PRACTICE
(Please include the full names of all concerned)
Name of reporting student/trainee: ......................................................................................
Student no.: ……………………………………………………………………………….
Programme: ……………………………………………………………………………….
Name of Personal Tutor: ..........................................................................................
Professional Practice and name of school/college/setting:
..................................................................................................................................
Date of alleged incident, or cause for concern: ........................................................
Time of alleged incident, or cause for concern: ……….……………………………….
Reported to (please include name(s) and role(s)): ...................................................
Nature of alleged incident, or cause for concern:
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Name of Designated Safeguarding Officer in school/college/setting:
.....................................................................................................................................
Incident reported to Designated Safeguarding Officer in school/college/setting on:
.........................................
Signed:
Trainee: ………………………………..................................... Date: ……………please also print name
To be returned to the relevant Head of Area to forward to the Faculty Designated Safeguarding Officer.
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STRICTLY CONFIDENTIAL
OUTCOME
TO BE COMPLETED BY THE DSO ONCE AN OUTCOME HAS BEEN REACHED, FOLLOWING THE INVESTIGATION INTO THE ALLEGED INCIDENT, OR CAUSE FOR CONCERN
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Signed: ………………………………………………………………
Faculty DSO: ……………………………….................................. Date: ……..……..please also print name
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Responding to Trainee ConcernsThe following chart identifies who a trainee should contact if he/she has concerns
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For wider support outside the faculty please access support from Student Services or Learning Services.Student Services for Accommodation/ Counselling/ Health/ Careers/ Finance /Inclusion/ Childcare/ Faith Support/ Social SupportOpen: 8:30am-7:30pm Monday to Thursday and 8:30am-5:00pm Friday Tel –- 01695 584554 https://www.edgehill.ac.uk/studentservices/student-information-desk/
Leaning Services for Library/ IT help / Media Facilities /SpLD support Tel – 01695 650800 Email, live chat or text message – ehu.ac.uk/askus https://www.edgehill.ac.uk/ls/about/
If you have a personal concern or an academic query (e.g. in relation to your
academic writing)
If you have a query relating to a particular module (including the content, tasks or assignment)
Please contact the individual module tutor who teaches you for that module in the first instance.
Please make contact with your Personal Tutor initially via email to arrange a time to
meet. Your Personal Tutor will usually be able to
resolve your issues or direct you to the most appropriate point of contact.
Note: Issues and or concerns may also be raised with your Group Tutor.
Certain matters may be referred by the Course Leader, to the Programme Leader. NB: You should not make contact with the Dean of Education, Head of Area or Assistant Head of Area.
If you have a query relating to procedures, timetables or locations, have you first checked all the information available, including handbooks, announcements and the News Flash folder in Blackboard Learning Edge? Have you checked with members of your peer group?
Your module tutor will usually be able to resolve your issues, however, if necessary they may be referred to
the Module Leader. Note: Issues and or concerns may also be raised with your Group Tutor
If necessary your Personal Tutor, Group Tutor, Module Tutor or Module Leader will refer your queries or concerns on to the Course Leader. NB: Due to data protection we cannot discuss your training with anyone other than you.
If you have a concern or query in relation to your professional practice.
If you have not yet started your professional practice please contact your Personal Tutor
(Edge Hill University based)If you have started your professional practice please contact your Mentor (setting based
trainer) or your Personal Tutor.Note: Issues and or concerns may also be raised
with your Group Tutor
Further Education and Training Professional Standards
Professional Standards for Teachers and Trainers in Education and Training – EnglandIntroductionTeachers and trainers are reflective and enquiring practitioners who think critically about their own educational assumptions, values and practice in the context of a changing contemporary and educational world. They draw on relevant research as part of evidence-based practice.
They act with honesty and integrity to maintain high standards of ethics and professional behaviour in support of learners and their expectations.
Teachers and trainers are ‘dual professionals’; they are both subject and/or vocational specialists and experts in teaching and learning. They are committed to maintaining and developing their expertise in both aspects of their role to ensure the best outcomes for their learners.
These expectations of teachers and trainers underpin the 2014 professional standards, with their overall purpose being to support teachers and trainers to maintain and improve standards of teaching and learning, and outcomes for learners.
The professional standards are set across three sections each of equal importance: each links to and supports the other sections.
The 2014 professional standards:• Set out clear expectations of effective practice in Education and Training;• Enable teachers and trainers to identify areas for their own professional
development;• support initial teacher education;• provide a national reference point that organisations can use to support the
development of their staff.The corresponding Guidance, which was developed with the support of practitioners, aims to help teachers and trainers use the standards and apply them to the context in which they work.
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understandingknowledge and Professional
attributesvalues and Professional
skillsProfessional
www.et-foundation.co.uk
Professional StandardsAs a professional teacher or trainer you should demonstrate commitment to the following in your professional practice.Professional values and attributes Develop your own judgement of what works and does not work in your teaching and training
1 Reflect on what works best in your teaching and learning to meet the diverse needs of learners
2 Evaluate and challenge your practice, values and beliefs3 Inspire, motivate and raise aspirations of learners through your enthusiasm and
knowledge4 Be creative and innovative in selecting and adapting strategies to help learners to
learn5 Value and promote social and cultural diversity, equality of opportunity and
inclusion6 Build positive and collaborative relationships with colleagues and learners
Professional knowledge and understanding Develop deep and critically informed knowledge and understanding in theory and practice
7 Maintain and update knowledge of your subject and/or vocational area 8 Maintain and update your knowledge of educational research to develop evidence-
based practice9 Apply theoretical understanding of effective practice in teaching, learning and
assessment drawing on research and other evidence10 Evaluate your practice with others and assess its impact on learning11 Manage and promote positive learner behaviour12 Understand the teaching and professional role and your responsibilities
Professional skills Develop your expertise and skills to ensure the best outcomes for learners
13 Motivate and inspire learners to promote achievement and develop their skills to enable progression
14 Plan and deliver effective learning programmes for diverse groups or individuals in a safe and inclusive environment
15 Promote the benefits of technology and support learners in its use16 Address the mathematics and English needs of learners and work creatively to
overcome individual barriers to learning17 Enable learners to share responsibility for their own learning and assessment,
setting goals that stretch and challenge18 Apply appropriate and fair methods of assessment and provide constructive and
timely feedback to support progression and achievement
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19 Maintain and update your teaching and training expertise and vocational skills through collaboration with employers
20 Contribute to organisational development and quality improvement through collaboration with others
www.et-foundation.co.uk
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APPENDICES
Document Link
ITE Partnership Agreement /Working Together Agreement
http://www.edgehill.ac.uk/educationpartnership/itt-partnership-agreement/
Further Education and Training Lesson Observation Proforma including example of a high quality one completed
http://www.edgehill.ac.uk/educationpartnership/education-training/professional-practice-information/
Further Education and Training Lesson Plan including example of a high quality one completed
http://www.edgehill.ac.uk/educationpartnership/education-training/professional-practice-information/
Further Education and Training Interim Report form including example of a high quality one completed
http://www.edgehill.ac.uk/educationpartnership/education-training/professional-practice-information/
Further Education and Training Summative Report form (incorporating Career Employment Development Plan) including example of a high quality one completed
http://www.edgehill.ac.uk/educationpartnership/education-training/professional-practice-information/
Mentor Training Evaluation Forms Hard copy forms will be provided at Mentor training sessions
Attendance Record
Code of Conduct http://www.edgehill.ac.uk/educationpartnership/education-training/professional-practice-information/
DBS http://www.edgehill.ac.uk/educationpartnership/dbs/
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All resources can be located via our Partnership Website
Professional Practice Documentation/Further Opportunities
Documentation and information relating to further opportunities to engage with the Faculty can be viewed and downloaded from the link below. You will be able to click on a category title to see a list of the available resources. Then click on a resource name to download.
http://www.edgehill.ac.uk/educationpartnership/education-training/
Professional Practices/Placements 2015-2016
If you are able to offer more professional practices and/or the number of trainees that your school/college/setting can accommodate changes then please contact the Partnership Development Officer, Joanne Jones, [email protected] or telephone 01695 657368 who will assist you.
Evaluations
At the end of each Professional Practice, Mentors and Personal Tutors will receive a link from [email protected] to complete the professional practice evaluations, as soon as these have been completed and all relevant paperwork has been submitted payments will be processed.
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