Faculty of Education in Partnership with Schools and Colleges

Secondary Programme of School Based Initial Teacher Training

SUBJECT MENTOR HANDBOOK2019- 2020

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CONTENTS- Student Calendars 2

Welcome and Programme Outcomes 4

Glossary and Acronyms of terminology used in Partnership 6

Key Meetings and Dates 7

Equality Statement 8

Subject Mentor Responsibility and Role 9

Student Entitlement 12

How to Carry Out Key Tasks 17

How to Carry out Formal lesson Observations 20

How to organise and carry out formal weekly meetings 22

Contributing to the writing of Reviews 24

Contributing to the grading of students 25

Monitoring the SEF 26

Contributing to the Evaluation Process 27

The Induction Phase 28

Aims and Information for Placement A 35

Aims and Information for Placement B 39

The Enrichment Phase 43

Monitoring Documents 45

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School Direct

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CORE

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WELCOME

Welcome to the new Subject Mentor Handbook for the academic year 2019-2020. The focus for this handbook is on the role of the Subject Mentor, the related tasks to be carried out each week and the way in which you, as a mentor working with students in your department, can engage in personal and professional development. It is important that, as the Subject Mentor, you are well trained and familiar with the role and all its key elements. To help you with this the SM Handbook has been separated into specific sections on each aspect of the role as well as providing you with a sense of the course, as a whole, and key points in the student year. There are also several podcasts available on the partnership website to assist you. Subject Mentor Training We ask that, if you are a new Subject Mentor, you attend at least one of the Subject Mentor Training evenings at MMU. These are held prior to the start of each Placement and towards the end of the Summer Term. Some training sessions will be on podcasts on the Partnership website http://www2.mmu.ac.uk/secondary/partnerships/resources/ The purpose of these sessions is to provide you with confidence in carrying out the Subject Mentor role effectively by ensuring familiarity with the requirements of the role and an understanding of the student entitlement. We also use these sessions to ensure that we share good practice, address questions and concerns and look at ways of developing within the role during the course of the year.

OFSTED Framework 2012 onwards As a provider of ITE who selects from high calibre candidates there is an expectation that under the new Ofsted framework for ITE we, as a Partnership, will work together to achieve good and outstanding outcomes for all student teachers who complete the programme. As a result please note that schools working in Partnership with us will be asked to support students in achieving at least good outcomes and where possible work towards outstanding outcomes by the end of Placement B.

PROGRAMME OUTCOMES

The award of PGCE will signify that students have met, and demonstrated evidence of meeting, all of the Programme Outcomes that include the Standards for the Awards of Qualified Teacher Status (i.e. the characteristics which must be demonstrated by all beginning teachers). The Secondary Programmes also prescribe other outcomes that refine the characteristics of the beginning teacher to make the programmes’ outcomes compatible with the aims of academic study at Degree and Masters Levels. NB The skills tests are managed by the Teaching Agency and not administered by the Programme.

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Academic Learning Outcomes of the MMU PGCE Programme Evidence of the ability to:

a) deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data, and communicate their conclusions clearly to specialist and non-specialist audiences;

b) demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at professionally;

c) continue to advance their knowledge and understanding, and to develop new skills to a high level; d) formulate appropriate enquiries into classroom practice and carry them out, either individually

and/or by making a contribution to an enquiry carried out by a group of practitioners (including

peers, mentors and tutors) and evidence of:

e) the qualities and transferable skills necessary for employment requiring: - the exercise of initiative and personal responsibility; - decision-making in complex and unpredictable situations; and - the independent learning ability required for continuing professional development.

This will be demonstrated by the students’ professional engagement with the programme at University and on placements and through:

- Participation in practitioner enquiry (including collaborative enquiry with other students, tutors and mentors)

- Critical discourse on matters of education principle and policy (including professional discourse in the Review Process)

- Formulation of thoughtful and critical written and spoken discourse to justify their own work as a practitioner

- Production of written accounts based on enquiries which meet the needs and professional register of e.g. a Partner school’s commissioned curriculum enquiry and/or the requirements and register of scholarly activity

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Glossary of Acronyms and Terminology Used in the Partnership

AL Award Leads

CPD Continuing Professional Development

ITT Initial Teacher Training

MCPD Mentor CPD

MSM Meeting Standards at Minimum

MSG Meeting Standards at Good

MSO Meeting Standards at Outstanding

PMT Professional Mentor Training

PTM Partnership Tutor Meeting (MMU Staff)

PGS Progress Board of Examiners

Placement A First Main teaching Placement (Sept-Jan)

Placement B Second Main Teaching Placement (Spring/Summer)

PGCE Post Graduate Certificate in Education

SEC Student Evaluation Committee

SPSG Secondary Partnership Steering Group

SMT Subject Mentor Training

ST Student Teacher

TE Teaching Experience (guidance)

UT University Tutor

UVT University Visiting Tutor

UPT University Personal Tutor

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Key Meeting and Training Dates

Professional Mentor Training Wednesday 11th September 2019- 16:30

Subject Mentor Training Wednesday 18th September 2019- 16:30

MCPD Wednesday 2nd October 2019- Afternoon

PMT Wednesday 22nd January 2020- 16:30

PSG Wednesday 22nd January 2020- All Day

SMT Wednesday 29th January 2020- 16:30

PSG Thursday 14th May 2020- All Day

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Equality Statement We live in a diverse society. We have a responsibility as an educational institution to help people to achieve their full potential in life, a responsibility we have to our staff and students alike. We also have a responsibility to create an organisation that recognises and values diversity as a source of strength and enrichment. Our equal opportunities policy is an expression of our intention to meet these responsibilities to the full. The Faculty of Education Equality Policy can be read in full in Programme Handbooks and on the Faculty of Education Website. Following MMU policy, the Faculty of Education seeks to go beyond the minimum standards imposed by the law, and is committed to achieving best practice in the area of equality. All students and staff at the Faculty are entitled to equality of opportunity and treatment regardless of age; colour, race, ethnic origin or nationality; religion or belief; disability; sex or gender; sexual orientation; marital status; caring responsibilities; socio-economic status; employment status; or any other unjustifiable grounds. The Faculty of Education believes that a teacher who fails to provide equal opportunities for all students is failing in her/his professional responsibilities. Thus, the Faculty commits itself to the most firm and resolute opposition to all forms of racism, sexism and other discrimination. It is the Faculty’s intention to uphold these values in all its work both on and off the site and to provide training which enables students to continue such opposition to discrimination in their future careers as teachers and trainers. In addition, to Manchester Metropolitan University guidelines it should be noted that students work in schools that also operate equal opportunities policies. Students are expected to become familiar with these policies and their operation within the school environment. In their work in schools, they are required to provide equal opportunities in order to create an inclusive classroom. They are required to provide a ‘safe and secure’ environment in which all pupils feel valued and able to contribute to the work of the classroom. Students will learn how to support the different needs of pupils of different abilities, including those with special needs, understanding that all pupils have the right to develop at the rate of which they are capable. Students on all ITT programmes also have to fulfil national standards with regard to equal opportunities. The Standards for QTS require that all students understand and uphold the professional code.

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Roles and responsibilities of Subject Mentor The Importance of the Subject Mentor Role

We are aware of the importance of the role of the Subject Mentor as part of the process for ensuring the student teacher receives the best possible support and development whilst on school placement. In the following section, we have aimed to look at both the role of the subject mentor and the key responsibilities to be undertaken as a part of this. It is important that, as a subject mentor, you feel valued by us and that you are aware that we will constantly strive to listen to and respond to your feedback on the role and the way in which we can support you in developing yourself and your role. As the subject mentor you will have a significant impact on the students who are placed with you and so it is important that you are clear about what is expected of you in that role.

The Responsibilities of the Subject Mentor

• To induct the students into the department and clarify departmental expectations. • To help create a suitable timetable which supports the development of subject knowledge

and allows the principle of gradualism to be applied. • To engage in collaborative planning with the student. • To carry out a weekly formal observation on your student. • To carry out a weekly mentor meeting with your student. • To monitor progress towards meeting the standards, setting targets and reviewing student

progress. • To contribute to Review 2a and 2b (during Placement A), 4 and 5 (during Placement B). To

contribute to the Ofsted grading of your student. • To support the student with their assignments and related activities. • To monitor the students collection of evidence for their SEF.• To contribute to the Faculty of Education’s evaluation and monitoring processes

The Role of the Subject Mentor

An effective Subject Mentor will:

• Be an effective communicator • Demonstrate good practice• Monitor student workload and well-being• Demonstrate efficient working practices • Act in a professional manner • Maintain empathy • Facilitate student progression • Adopt a coaching role when required • Demonstrate commitment to the role • Demonstrate a working knowledge of the appropriate programme phase

Subject Mentor training are designed to support you further in carrying out the role effectively. The Student Entitlement

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It is vital that as a Subject Mentor you familiarise yourself with all elements of the student entitlement. The student entitlement ensures that all students receive the same, high quality, basic entitlement. All students must receive their entitlement in full during each of the school placement periods.

What is the Entitlement?

1. All students must have a formal observation with written feedback every week 2. All students must have a mentor meeting every week with their Subject Mentor during

which targets are set to support progress against the Standards. 3. All students are entitled to a formal observation with written feedback by their Professional

Mentor during each of the placements

Additional required Actions 4. All students are entitled to timetabled professional issues sessions in which they will

work on generic themes alongside other students (this will be organised by the Professional Mentor on behalf of the school). All students must attend these sessions.

5. All students must have a gradualised timetable which builds to a maximum of 50% Placement A and 70% (60% teaching and 10%) Placement B contact time and which supports subject knowledge development and is personalised to reflect the individual students stage of development. This should be copied and given to the Professional Mentor who will maintain an overview of all student timetables.

6. All students must have the opportunity to observe examples of good practice in teaching and learning within and beyond their subject area.

7. All students are entitled to practical, professional support within the subject department e.g. access to schemes of work, lesson resources, policies and practices and access to supporting information such as SEN database.

How Can I Ensure The Entitlement Is Met? As the Subject Mentor, you need to be aware of the student’s entitlement and have considered prior to, or in the early days of the placement, how you will monitor each student to ensure that it is continuously being met. As a Subject Mentor, you need to keep files which demonstrate the progress being made by your student(s) and which evidence the targets that are being used to stretch the student(s) further and which evidence that all elements of the entitlement are being met. The professional Mentor will check on your SM files as part of the Quality assurance process.

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HOW TO CARRY OUT THE KEY TASKS

The following section will advise you on how to carry out the key tasks associated with being a Subject Mentor How to: Induct the Students and Establish Expectations It is important to remember that the student although likely to have had some prior school experience, will not be familiar with you and your department so setting up a basic induction programme within the department is crucial in helping the student settle in quickly. Establishing expectations is vital in ensuring that the student is aware of what you expect of them from the very start of the practice – this inevitably reduces the risk of problems at a later date. For more information on this please read that ‘Induction’ section, later in the handbook.

• Structured Induction programme• Guidance for schools about what activities are expected during this time both Placements in handbook• Students will keep a record of what they do and this will be shared with tutors• Suggested extra activities that students can engage with when timetable light

Inducting the Student Aim to arrange the following as a minimum: • Access to departmental policies and paperwork (schemes of work, lesson plans, marking policies etc.) and to support students with their planning.• Introduction to all departmental teaching staff and support staff • Opportunities to observe other members of the department teaching • Access to departmental equipment and resources The students’ needs to be made to feel “at home” as quickly as possible. Our experience tells us that the more settled the student feels, the more quickly they will begin to teach well and a good, planned induction helps this to happen. 7Establishing Expectations Aim to set clear expectations for the following as a minimum: • Sharing of resources / equipment / teaching spaces with other departmental staff • Lesson planning - style and content required by your department • Contribution to other elements such as attendance at departmental meetings, contribution to extra-curricular activities etc. • Professionalism in the department • Departmental procedures – marking, use of photocopier, contacting parents etc. The student needs to be made aware of the expectations that you and your departmental colleagues will have of them. It allows the student to be clear from the start and generally reduces the potential for issues at a later date. Students like to know that they will be well supported and clarity in expectations will add to this.

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How to: Create the Student Timetable In creating the students timetable, it is important to ensure that you have a copy of the student’s most up to date Subject Knowledge Audit and a copy of any recently completed review documents. Gradualism The principle of gradualism needs to be applied to all student timetables, regardless of subject area or stage of the training year. The principle of gradualism means that we expect all students to have a timetable which gradually increases – in terms of the number of sessions and in terms of the movement from observation, to team teach and then on to solo teaching – and which reflects their training needs for that stage of the course. Please refer to the calendar for specific percentages of the timetable students should be teaching at various points during both placements. Subject Knowledge Audit The subject knowledge audit is completed by every student at the start of the course, and further updated at regular intervals throughout the training year, and will provide you with a starting point for their timetable. The timetable should:

• develop new subject knowledge • build on existing subject knowledge • provide opportunities for on-going observation of good practice in teaching and learning • provide opportunities for team teaching • allow the student to become more independent in line with their own progress • gradually become more challenging • provide a range of classes of different year groups and of differing abilities

Ensure that once the timetable is complete you return to the above principles and ensure that they are embedded within the timetable you have produced. Again, follow the calendar to ensure the timetable contact time increases in line with this. What percentage of lessons should the students teach in Placement A?

In Placement A, students are in school for 4 days a week for the majority of time. There are some Fridays when they are in university during Placement A (check the calendar for specific dates). The timetable should be planned for Monday-Thursday until late November/early December and contact times increases to 50% over the five days. This time is devoted to teaching, team teaching and observation. Protected time decreases to a minimum of 50%. Until late November/early December Core students will be in university and School Direct students will either be in university or involved in school based training. From late November/early December all students will be in school every Friday.

In addition, the PM will arrange for all students to have a Professional Issues session at some point during each week. The remaining 50% is devoted to planning, preparation and assignment activities.

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What percentage of lessons should the students teach in Placement B?

In Placement B, students are in school 5 days a week. Their teaching/contact time rises to 60% plus 10% over the five days. The 60%+10% - extra 10% is contact time with pupils but not planning/teaching. Students protected time will decrease to a minimum of 30%. There are some days when they are back in university for teaching sessions and professional practice (please see calendar for dates). The timetable includes observation, team-teach and solo teach plus Professional Issues sessions. The timetable should be personalised to the needs of the student and so the amount of observation and team-teach required will relate directly to the prior experience and current needs of the student. How to: Engage in Collaborative Planning with the Student Collaborative planning is one of the most important developmental actions that the SM can engage in with their student. Many students join the course having already had school experience as a TA, support staff, cover supervisor etc., but in these roles very few have been expected to plan lessons. Working with their mentor to plan lessons collaboratively allows students to see how the process is carried out and how decisions are made within the process. Sharing resources with students is essential, especially early in their teaching practice. Selection of Classes for Collaborative Planning When selecting classes for collaborative planning consider what you are trying to achieve and what the student needs from the process. If the student needs support with the process and structure behind lesson, planning it is best to select an activity in which they have good existing subject knowledge so that you are able to maintain the focus on the process.

If the student needs support with content related elements then an areas of limited prior experience or knowledge is best as it allows the student to be more reflective and maintain a focus on what the content should be and how it is best delivered. Collaborative planning suggestions:

• Speak to the student about the class selected, providing background information about the class and the way in which they have previously been taught successfully

• Ask the student to identify an element of the scheme of work to be used as the basis for the lesson

• Encourage the student to set learning objectives and write an outline of the main content / pupil tasks – once done discuss with the student whether the content will allow the learning objectives to be met.

• Ask the student questions about the organisational aspects of the lesson • Provide necessary ability / performance data about the class and demonstrate how to

use it to effectively personalise planning and differentiate tasks – once done support the student to repeat the process for themselves

• Discuss with the student the ways in which assessment can be carried out and how to select an appropriate style of assessment.

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It is important at each stage to ask students to justify decisions they are making as this helps to develop reflective practitioners and to develop student understanding of the process and rationale behind their planning.

How to: Carry Out a Formal Weekly Observation The weekly observation is a vitally important tool in assisting Subject Mentors in making decisions about the progress that the student is making. It is via this process that strengths and areas for developments are identified which leads to target setting in order to ensure that further progress is made. Before The Observation:

• Agree a focus for the observation with the student, for example low level behaviour management issues or an aspect of subject knowledge.

• Discuss the group and the planning for them that the student will need to carry out. • Ensure that the student has prepared all elements and if not give them guidance, but

do not do the work for them. During The Observation:

• Initially focus on subject knowledge and its delivery. As the student becomes more competent, the focus can switch to also include behaviour management and other aspects of the lesson.

• Aim to make notes as the lesson progresses in order to not miss any key points. • In writing, the notes ensure that you are considering why the good bits are good and,

where you are identifying areas for improvement, you have considered the reasons why these aspects are weaker.

• Make sure you tick the sections of the standards that have been achieved in the lesson Aim to avoid notes, which simply recount what has happened in the lesson as a narrative.

Make sure you are able to have ‘difficult conversations ‘with a student, if needed • In the early stages of either Placement A or B be prepared to step in and support as

and when necessary, but do not step in immediately (unless there is a health and safety concern), but instead allow the student some time to rectify issues.

• Aim to acknowledge improvements made from the previous observation where possible so that students are able to begin to see links between the different lessons they teach and how the skills of teaching are transferable.

After The Observation:

• It is always good practice to give the feedback as soon as is practically possible in order that it is as relevant as possible to the student.

• It is particularly important if the lesson has been very poor, as you will need to re-assure the student about the support they will receive to put it back on track. They will also need some immediate guidance prior to teaching again wherever possible.

• At least once a week the SM feedback should be accompanied by formal written feedback. This should identify Standards achieved and set targets against future Standards. It should provide an outline narrative, but for every strength identified the student will need specific information about what worked, and why. For every area for development, students will need to know what was wrong and will require some guidance as to how not repeat the error.

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• Outside of the formal weekly observation, feedback should always be an element of all lessons seen, but this could take the form of written or verbal feedback and can be brief notes or more detailed.

• No lesson, whether good or bad should have greater focus than any other, nor a greater weighting than any other. They should all contribute in to the overall picture of the student’s progress.

• Each individual lesson should not be OFSTED graded • When you carry out a joint observation with a UT, the UT will observe you giving

feedback and then feedback on your feedback. Make sure the PM informs the placement office that you have carried out a joint observation

• Ensure that both you and the student have a copy of all the lesson observations during the Placement. These should go in your SM file.

When the University Tutor visits, they will undertake a joint observation with you and complete a form regarding the student, their progress and ensuring they are receiving their entitlement. This document will be sent back to the student, yourself and the PM. This is a good opportunity to discuss with the UT any issues or concerns you may be having, however, please do get in touch as soon as you have any concerns and an earlier visit can be arranged to support you.

How to: Carry Out a Formal Weekly Observation Placement A Observations In Placement A remember that the vast majority of students have had some school based experience prior to the start of their course, but that in many students’ cases this will have been limited to observation or to working in a role other than a teaching / delivery role – such as a TA or cover supervisor. In Placement A it is important at first to focus on Subject Knowledge and Subject Knowledge for Teaching. In other words look to see if the student has a good enough grounding in their subject to be able to deliver the chosen topic or activity at an appropriate level to the pupils (Subject knowledge), and look to see if the student is able to take the subject knowledge that they have and align it with a method of delivery which enables that knowledge to be understood by their pupils (Subject knowledge for teaching). All students complete a subject knowledge audit, which is a working document and should be updated on a regular basis – this will provide you with some idea of areas in which subject knowledge is likely to be weaker. Placement B Observations These should have a greater emphasis on the developing independence of the student and the further development of more complex skills. All Standards need to receive a focus, as all must be achieved by the end of placement. Limited Subject Knowledge:

• Guide the student towards resources and research / reading which will help develop their knowledge

• Ensure that the student has the opportunity to work extensively with strong teachers within the department with an observation and team teach focus on the level of subject knowledge required

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• Ensure that the student is teaching some areas / topics where their subject knowledge is strong to maintain confidence whilst they develop their weaker aspects.

Limited Subject Knowledge for Teaching: • Ensure the student maintains a good level of observations through which they can

observe good practice in teaching and learning – provide a focus for the observations enabling the student to have an understanding of the types of issues most pertinent to them e.g. a disorganised student might be guided to look at pre-lesson preparation, handling of equipment / resources and time given to different phases of the lesson. This, once weekly observation to be undertaken by the student, is a critical part of their programme and to be discussed in every SM meeting.

• Where possible engage in collaborative planning with the student to assist them in selecting appropriate methods and styles of delivery.

• Where possible provide opportunities for team teaching so that the student can deliver sections of the lesson and where methods / style of deliver differ to those they are confident and familiar with they are able to take on a supporting role and watch and learn from others.

Organising the Weekly Mentor Meeting

The weekly mentor meeting is part of the student entitlement and therefore must happen on a regular basis.

The meeting fulfils several purposes: • It provides an opportunity to discuss progress made against the Standards• It provides the opportunity to monitor students wellbeing and workload. • It provides an opportunity to discuss “next steps” and set targets • It provides an opportunity to review progress against the phase of the course and ensure

the student is performing at the right level (or better) for the phase • It provides the opportunity for both you and your student to discuss issues or concerns and

seek solutions • It provides the opportunity for students to identify areas for reflection and to begin to take

a lead in driving the mentor meeting agenda forward If you have an identified period within your timetable in which the mentor meeting takes place ensure that the student has contributed to the agenda and that the agenda is agreed in advance – then expect the student to be properly prepared for the meeting. If you do not have an identified period on your timetable for the mentor meeting then aim to agree a meeting slot at the start of the week so that the student is able to prepare for the meeting and so that you can expect the student to have considered key elements and to arrive prepared. Target Setting A vital element of the weekly mentor meeting is the setting of targets for the student. The targets will allow the student to be clear about their next step and what the end product will be. The setting of targets should be a collaborative process between yourself and the student, but as the mentor, you will need to ensure that you guide the student appropriately through this process so that targets are appropriate to the phase of training and to the areas for development being identified in lesson observations.

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It is important that the student keeps a record of all mentor meetings and targets and that you keep a copy for your SM file.

Each week/fortnight you should include the following: Most Weeks

Check and monitor students well-being and workload concerns Review specific standards Review student impact on pupil progress Review gaps in subject knowledge Review lesson plans and resources Review class management Review lessons observed Review use of assessment Review assignments and related activities Check that student entitlement has been met Review impact of Professional Issues Programme

Discuss progress Review Progress Indicators Review gradualised timetable Review progress with Key Priorities for MMU

Please also refer to professional practice sessions that students have done in university in your mentor meetings

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How To: Monitor Progress against the Standards (Use of Progress Indicators) The Progress Indicators can be found on the Secondary Partnership pages of the website. The Progress Indicators are the chosen method for monitoring each student’s progression against the Standards. The Progress Indicators describe each standard, but also provide a description of the students as they progress toward meeting the standard and provide a description of students working beyond the standards. Using the Progress Indicators Effectively

• The first step to effective use of the Progress Indicators is for you, as the Subject Mentor, and the student to engage with the document and familiarise yourself with it.

• For each phase of the programme, it is important to familiarise yourself with the standards associated with that phase and use these as a focus within the Progress Indicators.

• Set aside time regularly to discuss progress made against the Standards and identify where on the Progress Indicator chart the student is best placed for each of the focus standards.

• Use the student’s position on the progress Indicators chart to begin a discussion about the rate of progress to date and to identify strategies for further progress.

• Good practice from Partnership schools tells us that this works best when students self- assess their performance at the same time as the SM assesses it, leading to further discussion.

• The progress indicators will assist you to make clear decisions when grading students in the review process

As the Subject Mentor, it is useful to keep the copies of the above process in your file. This will allow you to have a sense of the rate of progress being made by your student (assisting you to see whether they need extending as they are progressing well or whether they may need additional support as they are progressing more slowly). This will also allow you to easily identify standards that are not being met over a longer period.

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How To: Contribute To The Writing of a Review. As the Subject Mentor, it is your responsibility to contribute to each of the formal reviews which record student progress and which are returned to the University. Preparation It is important prior to the writing of the review that you:

• Discuss with the student their progress to date and encourage the student to reflect on their progress prior to them writing their section.

• Engage with the progress indicators to ensure that the comments that you intend to make within the review are accurately reflecting the student at this point of their training.

• Consider the evidence that there is to indicate progress since your last assessment of where the student is placed.

Writing the Review The review serves two key purposes. It allows the current position of the student’s progression towards meeting the standards to be recorded and it allows the areas for student development to be highlighted. To write effectively about the student’s current position you need to:

• Use the Progress Indicators to identify where the student is against each of the Standards. Highlight the appropriate sections within the matrix contained in the review (chose a different colour for an interim review (Review 2a – Placement A, Review 4 Placement B ) to a final review ( Review 2b – Placement A, Review 5, Placement B) This helps show progression.

• Discuss the Progress Indicators with the student so that there are no surprises in the review and so that there is a level of agreement over the content of the review.

• Ensure that the student at the final review point has completed their own comments • Write comments for each of the sections on the review document making reference to the

Standards and ensuring that comments are personalised to the student with supporting examples where appropriate.

• Identify the elements from the Standards that the student still needs to work on. • Proof read the review once you have completed your part to ensure your comments

adequately and accurately describe the student • Be aware of the deadlines and timescale for the writing of the review so that you pass your

part of the review on to the Professional Mentor with enough time for their comments to be made and the deadline met. Make sure the university is sent a copy of the review.

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How To: Contribute to the Ofsted Grading of a Student During placements, all ITE students must be graded but at review 4/5 this becomes an Ofsted grade, which will be collated and returned to at Review 6. The Ofsted characteristics are contained within the Progress Indicators booklet, which can be found on the faculty website Partnership pages. This means that the same matrix can be used to assess against the Standards and the Ofsted Characteristics. When does the Ofsted grading take place? The Ofsted grading of students occurs at Review 4/5 (carried out by the school) and at Review 6 (carried out by the University) and reflects the student at that point in their training. What is my role as the Subject Mentor in the grading of students at Review 4/5? As the Subject Mentor, it is important that you contribute to the Review 4/ 5 process. Although the Review 4/5 is signed, and completed by the Professional Mentor your contribution, as the Subject Mentor, is vital in ensuring accuracy as you are the person working most closely with the student. You will need to carry out the following actions:

• Familiarise yourself with the Progress Indicators and review 4/5documents. • Meet with the student and discuss their recent progress and their current position. • Come to a final decision as to what grade you would give the student and having come to

that decision meet with the Professional Mentor to indicate your grading. It is important to remember that at times the Professional Mentor may adjust the grading that you have given. This is because the Professional Mentor has to act as a moderator across all of the students and their performances. When a Professional Mentor feels the need to change or adapt the grading that you have given it is always good practice to meet with and speak to the Professional Mentor to find the reasons why the changes are required.

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How To: Monitor the Student’s School Experience Folder (SEF) It is the student’s responsibility to record their progression through the training year via the SEF.As the Subject Mentor it is important that you monitor the development of the files and to highlight to the visiting University Tutor where you have concerns. This is particularly important in the early stages of Placement B as review 4 asks you to grade the student in relation to the quality of their supporting documentation. What Should Students Have in Their Files? The following list is not exhaustive, but does include some of the common aspects that students should include within their files:

• Contextual analysis of the school • Lesson plans • Lesson evaluations • Copies of resources used to support teaching and learning • Weekly evaluations- including target setting against the Standards • Evidence which demonstrates the ways in which the student has met the Standards • The subject knowledge audit, which should be up-dated during the placement period • Copies of all formal observations carried out by you, the Professional Mentor and the

University Tutor. • Copies of completed reviews.

It is important that the student takes the lead with regard to their files and that, as the Subject Mentor, you simply monitor their development and provide advice on how their quality can be kept high. Students should be reflective in their writing and should be using their files as a means of demonstrating their developing skills, knowledge and understanding in relation to their teaching and their professionalism.

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How To: Contribute to the Evaluation Process Student evaluations At the end of Induction, Placement A and Placement B, MMU asks every student to complete an online evaluation. The purpose of the evaluation is to allow MMU to gain feedback on the performance of the school in regards to mentoring. The evaluation has a separate sections for the students evaluation of the UT, PM and SM. SM/PM evaluations At the end of each Placement A and Placement B MMU asks every school to complete an evaluation. The purpose of the evaluation is to allow MMU to gain feedback on the performance of the Faculty of Education. The evaluation has a section where the SM can feedback to the PM with evaluation points. What Happens to the Evaluation Once Completed? Once the PM has completed the evaluation, they will email to e-mail it to secondary.placements@mmu.ac.uk It is useful to keep a copy of the evaluation for yourself and a copy for the Professional Mentor in your schools so that they can see the views of all of the mentoring team from their school. After the evaluation has been e-mailed to MMU, the Lead for the Secondary ITE Partnerships has responsibility for reading all evaluation. The findings of the evaluations will be written into a report for senior managers to consider. Changes to the course and course practices often come from school mentor evaluations and comments and this represents one of the ways in which MMU acts in response to the wishes of the Partnership.

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INDUCTION

This section will provide you with information on Induction for both Placement A and B to ensure

that you are familiar with your role during this period.

In order to plan appropriately for the arrival of your student(s) it is important to have some sense of what the students will need in their first few days in school. It is important that the Professional Mentor has a detailed planned programme for the student which provides a sense of the year ahead, but which also provides an induction to the whole school and not just the subject department. Preparatory Sessions, in their subject groups, at the University will include:

Feedback on the Pre-course writing task An Introduction to Teaching as a profession and ‘Being Professional’ The Faculty of Education Code of Professional Conduct for Programmes of Initial Teacher Training Personal and professional development on the PGCE: The Record of Professional Development

and the Induction File. Beginning the Audit of Subject Knowledge. The role of the teacher in schools and colleges. An introduction to the 11-19 curriculum and the place and value of their subject within it. An introduction to units of work, lesson planning and intended learning experiences. A range of Teaching and Learning strategies. A range of methods, resources, and sources of information that contribute to teaching and

learning. This will include reference to key texts in their subject area enabling students to interrogate the learning and teaching that they observe.

The role of evaluation in developing their skills. First steps towards positive behaviour management. A range of subject specific issues.

The Induction Period in School – Placement A

PurposeThe purpose of the induction period is to welcome students into their placement school and help them to settle in at a time that can be both exciting and daunting. A successful induction period will enable students to make a confident, GRADUAL start to their teaching after induction.

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The induction period should be well structured and students should have a clear idea of what they will be doing on each day and how best to use their time effectively. Students should be provided with a timetable for the induction period to help achieve this.

There are a number of activities that students are expected to engage with at different stages of the induction period that will help them to settle into their placement school and become familiar with their surroundings, key staff, the school’s expectations and context.

Below is a list of expected activities that students should engage in during the first week of the induction period and then further activities for week 2. Students will also have some subject specific activities/observations/research, determined by the university, for each week. There is a list of suggested ‘additional activities’ these may form part of the initial induction phase if relevant or students can be directed to complete these during the first two weeks after the induction period when teaching expectations are low.

Activities for week 1Day 1Expected activitiesWelcome meeting with Professional Mentor for an overview of the school. This should include but is not limited to:

Sharing professional expectations Help students to understand the ethos of the school Introduce students to the policies and practices of the school – where to access these Student information pack (map of school, key staff list etc) IT access/ID badge/keys etc Timetable for induction phase Professional Issues Programme overview

Tour of school – could also set a ‘Treasure Hunt’ activity to help students find their way around.Meet SM and members of relevant department

Day 2-4 Expected activities

• Work with Subject mentor to identify opportunities to complete university subject specific activities/observations

• Timetable of lessons to facilitate observation of good and outstanding teaching and learning in a wide range of subjects.

• Joint observation of lesson by student and SM/PM/Experienced teacher – to help students understand what they are observing

• Learning walk with SM/PM/Experienced teacher• Pupil track day where student engages in the work/activities that pupils do in lessons• Subject mentor to facilitate student FULL access to departmental teaching resources• Subject mentor to share pupil information for classes on timetable • Begin meeting and observing classes on timetable• Planning meeting with SM to identify class and teaching activity for week 2

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Activities for week 2• Work with Subject mentor to identify opportunities to complete university subject specific

activities/observations • Timetable of lessons to facilitate observation of good and outstanding teaching and learning

in a wide range of subjects.• Structured time for engaging with information, researching resources, planning etc.• SENCO meeting• Further observation of classes on timetable• Plan, teach and evaluate one teaching episode• First formal Subject Mentor meeting – following Mentor Meeting schedule including

identification of lessons to observe.Additional activities

• Anything else important to school context• Further track day – EAL or SEND pupil, TA, pupil of different KS from first track day• Investigate school extra-curricular offering for potential involvement• Meet Form group and Form Tutor • Begin shadowing one staff duty• Focused observations/Learning walk to look at behaviour management strategies in use in

classrooms.

Induction Phase Completion Activities

Reflections- Students will reflect upon their experiences and learning journey thus far.

Moodle - Students will keep a log of induction activities completed via a checklist on Moodle. The log will allow students to track their progress during induction and enable them to be more proactive about using their time purposefully. University tutors will be able to monitor student engagement with induction activities via Moodle.

Survey - In the third week of placement, students will be required to complete a short survey to record completion of induction activities. They will also have the opportunity to add any additional activities not already listed. This information will then form part of the overall QA of placements and provide opportunity for sharing of good practice.

University Directed Activities

1. Subject SpecificEach subject will set a minimum of one subject specific induction task. Subjects will set up Moodle forums where students can share reflections on specific activities/research findings during the school based days of the induction period and will be able draw on student experiences/research findings in university sessions.

2. M-Level writing taskAs part of the Critical Studies programme, students will engage in an M level workshop where they will analyse their own writing in regards to meeting M level criteria. Students will therefore need to produce a piece of writing for use in the workshop and it is advised that they aim to complete this during the induction period and the first 2 weeks of teaching when teaching expectations are minimal.

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Writing task wording….INDUCTION – REFLECTIVE ACADEMIC WRITING TASKThis academic writing task draws upon the Induction Phase School experience in the Placement A school. The task is devised to help you prepare for the reflective writing assignments of the PGCE course, and it is a requirement of the Induction Phase to complete the task.

Focus: One factor (of your choice) that you believe has an impact on effective teaching and learning

Purpose: To start to develop your understanding of effective teaching and learning: through reflections from your school experience, as well drawing upon academic reading. This is also a key task to help you develop your M-level writing, and the writing that you produce will be used in future university sessions.

The task: A written reflection and analysis of your findings about effective teaching and learning in relation to your chosen factor. Consider the implications of your findings for your future teaching practice. Throughout the writing task, you must draw explicitly on your classroom observations, any teaching you have undertaken, and your wider reading (academic literature that shed some light on the factor you are writing about).

What to do:- Discuss the task with your Subject Mentor in order to decide on a focus for the written task- Conduct focused observations (at least two lessons) where you reflect on your chosen factor- Find some academic reading to inform your thinking and your writing (refer to reading lists)- Use insights from your school experience and findings from your reading to produce a piece

of writing explaining and evaluating the role of your chosen factor on effective teaching and learning, and explore how this awareness will impact on your future teaching practice.

Word count: Approx. 1,000 words

Referencing: MMU Harvard (find guidance here): https://libguides.mmu.ac.uk/refguide/mmuharvard

Moodle checklist (needs matching to final Moodle version)

Activity CompletedYes No

Initial meeting with PM in first 2 daysDuring PM meeting were you … Made aware of professional expectations Introduced to school policy for safeguardingIntroduced to school policy for behaviourGiven overview of key school staff and rolesGiven an overview of the Professional Issues programme for trainees

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School tourTrainee information pack received (map of school, key staff list, school calendar, lesson times etc) IT access arrangedID badges/keys/key fobs arrangedIntroduction to department staff Initial meeting with Subject Mentor

Work with Subject mentor to identify opportunities to complete university subject specific activities/observations Issued with induction activities timetable (not just proposed teaching timetable)Pupil track day where you did the work/activities as a pupil in lessonsOpportunity to observe lessons in department (different teachers)Opportunity to observe lessons in range of subjectsOpportunity to meet and observe classes on your teaching timetable Issued with proposed teaching timetable Identification of weekly mentor meeting on timetableCarry out joint observation of a lesson with your SM,PM or other experienced teacher to help you understand what you were observing.Learning walk with SM,PM or other experienced teacherIssued with class listsGiven access to pupil information for classes taughtDiscussed access to printing facilities, IT etcDiscussed any relevant H&S if appropriate Planning meeting to discuss induction phase teaching episode for week 2Introduction to school/departmental assessment policies Meeting with SENCOCarry out a teaching episode in week 2Evaluation of teaching episode in week 2First formal SM meeting – recorded on meeting proforma

Further track day – EAL pupilFurther track day – SEND pupilFurther track day – TAFurther track day –pupil of different KS from first track dayMeet form group (should be attached to form group during Placement)Shadow staff duty (should continue to shadow duty during Placement)Focused observations/Learning walk to look at behaviour management strategies in use in classrooms.

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The Induction Period in School – Placement B

The purpose of the induction period for Placement B remains the same as Placement A in terms of welcoming students into their placement school and helping them to settle at a time that they can often have a dip in confidence. It should be well structured and students should have a clear idea of what they will be doing on each day and how best to use their time effectively. Students should be provided with a timetable for the induction period to help achieve this.

The induction period is shorter in Placement B, one week compared to two in Placement A but students should still engage in some key activities. These are listed below.

Day 1Expected activitiesWelcome meeting with Professional Mentor for an overview of the school. This should include but is not limited to:

Sharing professional expectations Help students to understand the ethos of the school Introduce students to the policies and practices of the school – where to access these Student information pack (map of school, key staff list etc) IT access/ID badge/keys etc Timetable for induction phase Professional Issues Programme overview

Tour of school – could also set a ‘Treasure Hunt’ activity to help students find their way around.Meet SM and members of relevant department

Day 2-5Expected activities

• Timetable of lessons to facilitate observation of good and outstanding teaching and learning in a wide range of subjects.

• Learning walk with SM/PM/Experienced teacher• Pupil track day where student engages in the work/activities that pupils do in lessons• Subject mentor to facilitate student FULL access to departmental teaching resources• Subject mentor to share pupil information for classes on timetable • Begin meeting and observing classes on timetable• Planning meeting with SM to discuss timetable (including how Rev 2b developmental targets

will be addressed) and identify which class(es) teaching will start with.• Meet form group

Induction Phase Completion Activities

Moodle - Students will keep a log of induction activities completed via a checklist on Moodle. The log will allow students to track their progress during induction and enable them to be more proactive about using their time purposefully. University tutors will be able to monitor student engagement with induction activities via Moodle.

Survey - In the second week of placement, students will be required to complete a short survey to record completion of induction activities. They will also have the opportunity to

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add any additional activities not already listed. This information will then form part of the overall QA of placements and provide opportunity for sharing of good practice.

Moodle checklist (needs matching to final Moodle version)

Activity CompletedYes No

Initial meeting with PM in first 2 daysDuring PM meeting were you … Made aware of professional expectations Introduced to school policy for safeguardingIntroduced to school policy for behaviourGiven overview of key school staff and rolesGiven an overview of the Professional Issues programme for trainees

School tourTrainee information pack received (map of school, key staff list, school calendar, lesson times etc) IT access arrangedID badges/keys/key fobs arrangedIntroduction to department staff Initial meeting with Subject Mentor

Issued with induction activities timetable (not just proposed teaching timetable)Pupil track day where you did the work/activities as a pupil in lessonsOpportunity to observe lessons in department (different teachers)Opportunity to observe lessons in range of subjectsOpportunity to meet and observe classes on your teaching timetable Issued with proposed teaching timetable Identification of weekly mentor meeting on timetableLearning walk with SM,PM or other experienced teacherIssued with class listsGiven access to pupil information for classes taughtDiscussed access to printing facilities, IT etcDiscussed any relevant H&S if appropriate Introduction to school/departmental assessment policies Meeting with SENCOMeet Form group

Aims of Placement A25

Placement A has been designed to provide students with an opportunity: • to begin to build their own classroom practice to add to their professional knowledge; • to understand the school's expectations and become aware of its culture; • to learn how school and departmental policies work; • to build their confidence by the application of the principle of ‘gradualism’ • to experience the school curriculum and assessment policies ‘in action’; • to encourage pupils’ learning; • to learn about the school’s inclusion and diversity policies and practice; • to consider pupils’ Special Educational Needs so that the pupils students teach are not

disadvantaged; • to build professional relationships; • to plan for a differentiated approach according to their previous experience. As the Subject Mentor, you should aim to support your student to do the following: • Find out about the school and the subject department. • Undertake observation of classes they will be teaching. • Determine an indicative timetable for the Placement to include all aspects of the student

entitlement and to take account of the Subject Knowledge Audit. • Explore departmental units of work and resources. • Familiarise themselves with the Units of Work for the classes they are to teach. • Begin (collaborative) lesson planning. • Find out about the department’s assessment scheme. • Complete the appropriate assignment activities and subject development tasks. • Meet with the Professional Mentor who will organise a programme to introduce students to

general professional issue. Professional Mentors and other colleagues will also help students to explore the following issues related to their Professional Studies sessions during Placement A: • Exploring Inclusion – school policy and practice • Exploring SEN - school policy and practice • Professionalism issues • Safeguarding and e safety • Behaviour management policy and practice • Teaching and learning issues in the school. Placement A Lesson Observations The Standards for Placement A are identified on lesson observation pro forma and the Progress Indicators grading matrix in bold print. The identified standards for Placement A must be met by the students by the end of the Placement A placement in order to be considered as having passed the Placement.

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The Subject Mentor in Placement A

As the Subject Mentor in Placement A, your focus should now be on how to best facilitate and support your student as they begin their gradualised progress towards independent teaching. For most students this will be the first ‘real’ teaching experience and opportunity to experience the range of roles and responsibilities that teachers undertake. As a Subject Mentor, you will play a key role in determining if a student has met the Standards for QTS. The identified standards for Placement A are highlighted in bold on the lesson observation pro forma. It is essential that you keep a record of observations, tutorials and their outcomes in a SM file. Information to be kept in your Subject Mentor file: • Student Placement Information form • Students’ timetables, including a programme for observation / preparation weeks, and tutorials, • Copies of students’ targets / previous Reviews (for Placement A this will mean a copy of Review 1

and 2a) • A copy of the students most up to date Subject Knowledge Audit. • Copies of lesson observations including: • Formal observations by Professional Mentor • Formal observations by University Tutor (Faculty of Education) • Formal / Informal written feedback by you, based on your observation of the student, • Informal / Formal written feedback from other colleagues whose classes the student is working

with. • Copies of notes from all mentor meetings • Copies of highlighted progress indicators to demonstrate student’s current position and/or

progression. It is important that all Subject Mentors keep an up to date file, which maintains records on the work carried out in support of the student and which demonstrates student progression. The files that you keep as a Subject Mentor will assist you in contributing to the Quality assurance grading that your Professional Mentor will carry out on behalf of the school each year

SUPPORTING STUDENTS WHO FAIL TO MAKE PROGRESS Where you feel that your student is failing to make progress against the indicators you must immediately identify targets for the student in order that their progress becomes satisfactory. It is important that you inform the Professional Mentor of your concerns and that you are able to identify specific areas of concern and have considered what the student needs to do to address this. If the student does not, or is not able to address the areas of concern then the Intervention Support Plan (ISP) process must be undertaken. What we know is that students who are placed on an ISP as soon as weaknesses are identified are much more likely to come out of the ISP successfully as this gives them the maximum amount of time to address the issues and to re-gain their confidence.

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The aim of the ISP is to identify the specific areas of concern and allow the student a structured and supported process through which to address the areas of weaknesses. As a part of this process, it is normal for a student to see a reduction in their timetabled teaching commitment in order that they can focus on the key areas more intensively with a reduced workload in other areas. If you feel that, your student needs to be moved to an ISP you should follow the procedures laid down in the timeline for ISP identified in the Appendices section of this handbook. As the Subject Mentor, you will be supported throughout the process by both the school’s Professional Mentor and the student’s University Tutor who will visit the school, carry out a joint observation and work with the school to set appropriate targets for the student. It is important that the procedures laid down in the appendices section of this handbook are followed exactly so that every student is clear about the support that they will get and so that we provide every student with the opportunity to progress successfully.

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Placement B

This section will provide you with information on the Placement B period and will identify the aims for this phase of the course.

AIMS FOR PLACEMENT B To provide the student with an opportunity: • to understand, within a new context, the school's expectations and become aware of its culture,

and within this context to develop understanding of the wider professional responsibilities of a teacher:

• to extend the student’s understanding of how school and departmental policies work; • to further develop confidence by the application of the principle of gradualism; • to add to experience of the school curriculum and assessment policies ‘in action’; • to encourage and enhance pupils’ learning; • to learn about a different school’s equal opportunities policies and practices, and to deal with

pupils’ Special Educational Needs so that the pupils taught are not disadvantaged; • to extend understanding of the pastoral role of the teacher and other professional requirements

of the Standards for the Award of Qualified Teacher Status • to build and develop professional relationships; • to plan for a differentiated approach according to previous experience. Outcomes of Placement B By the end of the Development Phase the student should have taught up to about 60% of a full timetable, plus 10% and been observed regularly by the mentors and other teachers whose classes they are taking. As in Placement A, oral and written feedback are given, a programme of tutorials with specific developmental topics is carried out and university tutors visit in their monitoring and moderating role, encouraging continuation of gradualism and differentiated development which personalises the experience for all students. Students have contact with the University during this part of the programme when they take part in a some days at University, engaging in activities designed to develop perceptions of subject teaching.

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Assessment Phase The “formal” stage of assessment takes place in the second part of Placement B designated the assessment phase, during which mentors and tutors come to a moderated agreement on whether students are reaching the required QTS Standards. During the last week of the assessment phase, external and internal examiners visit some Placement B schools to sample the teaching competence of particular student teachers and make recommendations to the Progress Board. Before the end of the assessment phase, there is a final review with the Professional Mentor from which reports and references will be constructed. Ofsted Grading of Students In addition to the formal assessment of a student’s attainment against the Standards in Placement B students will also be graded against the Ofsted criteria for ITT Students. This assessment occurs at Review 5 and with the University Tutor at Review 6. It is important that you familiarise yourself with the Progress Indicators booklet and use this as a guide when determining the most appropriate grade for your student. This document is an agreed document that is used by all North West ITT Providers. At Review 5 the student, the Subject Mentor and the Professional Mentor will all contribute to the writing of the review. At the end of the review, a final school grade is given which is based on the progress indicators and the student’s achievement of the Standards contained within them. At Review 6 with the University Tutor a single Ofsted grade is given. This grade will take into account performance in both Placements A and B Review 4 and 5 comments, academic writing (assignments and assignment activity tasks) and their engagement and performance throughout the Enrichment Phase

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The Subject Mentor in Placement B As the Subject Mentor in Placement B you are responsible for ensuring that students continue to make progress against the Standards and that the planned, gradualised timetable allows the student to build on their skills and knowledge from Placement A and that new areas of expertise are able to be developed. The following are the key elements that should form the key tasks that you will carry out during the Placement B: • Introduce students to assessment policies of departments including National Curriculum levels

and GCSE and A Level grading. • Assess students’ achievement of the Standards for the Award of Qualified Teacher Status and

contribute to the assessment of progress against the Course Outcomes and against the Ofsted criteria through the process of feedback, tutorials, Reviews and engagement with the Progress Indicators.

• Set challenges to stretch students and devise concrete targets for development using the

Progress Indicators to facilitate this. • Encourage students to use a wider range of teaching strategies by liaising with the Professional

Mentor where appropriate to provide opportunities to observe good practice from teachers in other departments

• Ensure students teach across the whole 11 - 16 or 11 - 18 age range - access to year 11/12/13

classes might be via team teaching / assisting the class teacher etc. • Help students to construct letters of application and CVs for first posts. • Facilitate team teaching or observation of different teaching strategies.

PREPARING FOR PLACEMENT B

As students begin Placement B they will need support with a range of tasks that they should carry out in order to be properly prepared for their Placement B teaching experience. The list below identifies the tasks that students should aim to carry out. It is the students responsibility, but one which is always done best in collaboration with their Subject Mentor. During the initial week of Placement B, students should: • Discuss targets set as a result of earlier experiences on the programme.

• Find out about the school and the department

• Observe classes they will be teaching

• Determine an indicative timetable to include:

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o working as a teacher’s aide / team

teaching

observation of others teaching

whole class teaching

o tutorials and school-based training activities / planning time

• Look at department resources

• Identify themes for Units of Work they are to plan

• Begin lesson planning

• Find out about the department’s assessment scheme SUPPORTING YOUR STUDENT - Students have a number of school-based training activities to carry out during the programme. The activities address aspects of the Standards and inform the students’ practice in and out of the classroom. The assignment activities are particularly important as they contribute to the marks given for the assignment work that students undertake. The assignment activities are marked against the Masters level matrix and contribute to the student’s final mark. In addition to the support, you give students with their teaching we find that students really benefit from support with, or discussion of, the assignment and subject activities. The brief for each assignment activity can be found in the Programme Handbook Through the activities, students will:

• engage in critical enquiry and reading • link and integrate important issues that they encounter in University and on Placement

• expand their repertoire of teaching strategies

• set targets for professional development

By carrying out the assignment and subject activities students:

• acquire insights and practical skills to support their development as a teacher • develop awareness of their own strengths and the opportunities in the school and

department

• obtain data which will inform their sessions in the University or tutorials with mentors

• develop a critical awareness of their own practices and those of the school

• develop transferable skills

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• demonstrate, through the quality of their engagement with the activities, professional

commitment and professional competence at the level of a beginning teacher Your responsibility as a Subject Mentor is firstly, to check that the student has access to information, resources and people to enable the activity to be addressed, and secondly to ensure that the student has been able to complete the activity. Activities do not need to be marked, but you may wish to add written comments to aid the students’ reflection or to raise issues in SM tutorials. Students’ value discussions on the different activities with their Subject Mentors as this allows them to gain an understanding of each activity from a different perspective. In turn, this will help students, as they will use the activities as appendices to their assignments.

Information to be kept in your Subject Mentor file for Placement B includes:

• Student Placement Information form • Student’s timetable, including a programme for observation / preparation weeks, and

tutorials • Copies of student’s targets / subject knowledge audit / previous Reviews Copies of

lesson observations including: • Formal observations by Professional Mentor • Formal observations by Subject Tutor (Faculty of Education) • Formal / Informal written feedback by you, based on your observation of the student, • Informal / Formal written feedback from other colleagues whose classes the student is

working with • If you are a new mentor then you will need to do two joint observations, one with your

Professional Mentor and one with your University Tutor. Please make early contact so that this can be arranged.

• Mentors are asked to observe one lesson jointly with MMU tutors, to ensure that assessments are moderated. It is particularly useful if this is close to the time of the Review 4/5 so that Ofsted grading of students can be a focus.

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ENRICHMENT PHASE

This section will provide you with information Enrichment Phase and will identify the aims for This phase of the course.

Purpose

The main aim and objective of the enrichment period is for students to reflect upon and consolidate the aims of the programme. Students are expected to undertake a specific project considering three key aspects- intention, implementation and impact. Students are expected, as part of their project, to make innovate and creative resources if appropriate.  

The majority of students will stay in their Placement B school unless they need further specific/contrasting experience, for example, working with SEN/EAL/G&T learners, or an international placement is achieved. 

Routes

There will be two potential routes for students-  1.  At Review 5 if students are graded as overall Meeting the Standards at Minimum Level (MSM), they

will be expected to remain in placement to improve their practice with the potential to move from MSM to Meeting the Standards at a Good Level (MSG) overall. There will be a clear end to Placement B and start to enrichment; a distinction between the two phases will be evident. These students will have a reduced timetable (potentially one group or 4/5 lessons depending on what is appropriate). The remainder of the time each week should be used for an enrichment project. These students will be set clear, SMART targets explicitly linked to the teaching standards and personalised to them. Students will need to complete their enrichment timetable and demonstrate how they intend to use their remaining time in school for an enrichment project. Student progress will be carefully monitored and, at the end of their enrichment phase their grade will be reviewed. If a mentor feels that that a student has improved their grade to overall MSG early on in the enrichment phase, the student can then move to engaging with their enrichment project full time.  

2. If at Review 5, a student has been graded as ‘MSG’ or ‘MSO’, then they will undertake a specific, targeted, focussed enrichment project.  A list of possible activities will be provided (not exhaustive nor prescriptive) and students do one/some as appropriate.  Students must evidence an enrichment timetable identifying exactly which activities they are doing and how time will be used effectively. This should be linked to the teaching standards.   Projects can be carried out either individually or in collaboration with other students in their school. Students must be in a school setting for the duration of the enrichment period with the exception of school trips. Students are not permitted to spend time visiting their NQT school during this period unless they have been requested to attend an official induction day by their new employer.  At the end of enrichment- all students will undertake a presentation of their project to their peers . An enrichment folder on Onenote /Moodle (tutor can see this as it is updated) presented as part of Review 6. This project will be part of course completion. Student presentations will address:- Intention, implementation and impact of their enrichment project. Good practice, innovation and creativity will be shared with peers.

Examples of Enrichment Projects Enrichment projects are not limited to the activities listed below but all projects must have clear intent. It is possible for students to engage in more than one project to ensure that the enrichment period is used effectively.

Whole school project - This might be a cross curricular day or a theme day Eg. a French day, Poetry Day, STEM Day, Well-being Day etc. Student should take a leading role in development of resources/materials etc

An aspect of inclusion - Students could further develop understanding of EAL or aspect(s) of SEND by working with individuals/groups of pupils and TAs in lessons to help understand the barriers pupils may face, across a range of subjects. Students could work with class teachers and TAs, in their own specialism to develop and trial innovative resources.

Games and learning through play- design innovative and creative games for use in lessons and work with class teachers to explore the impact in the classroom. Share findings with department.

ICT- research subject specific ICT resources and where/how they could be used in particular lessons. Work with class teachers to trial some resources and share findings with departmental colleagues.

Marketing your subject at GCSE / A level – Develop innovative and creative materials that could be used at options evenings/open events/displays 

Assemblies– work with form group to produce an assembly for year group/whole school. This is likely to be a partial enrichment project 

Charity event  - work with form group to support a whole school charity event. This is likely to be a partial enrichment project 

Residential trip – students can attend day and residential trips. Where possible students should be fully involved in preparations for trips including producing resources etc. Its likely that any trips will be partial enrichment projects    

Transition Projects – students can design and deliver activities for Yr6 pupils to engage in during transition events at either their placement school or feeder primary schools.

Revision activities – students can design creative and innovative revision materials for use in class/revision sessions and explore impact.

Children's hospital school – working with staff in hospital setting to support children's learning. Overseas / Erasmus Enrichment Small scale research project – students might want to engage in researching a particular aspect of

education that they have become interested in or that the school would like someone to begin researching. Students should present their findings to school colleagues as appropriate.

Setting up a school club – Eg Science club, Coding club, Languages club, Gardening club, Environmental club, STEM club etc. This is particularly suitable for students who will be working as an NQT in the school

Monitoring Documents

MONITORING THE SCHOOL EXPERIENCE FILE (SEF)

Student……………..……. School or College ……………………. Mentor ………………..…….

Subject or Professional Mentor should discuss progress and sign boxes below to record response to Key Questions two or three times during the placement.

The Contextual Analysis

(see Subject Guide)

Subject knowledge Audit

Lesson plans and Units of Study

(Planning)

Lesson Evaluations Weekly reflection / journal / self evaluations

Assignment and Subject

Activities

ILA / SCDA Assignment

Is this item present in the file?

N Y

N Y

N Y

N Y

N Y

N Y

N Y

Is the Quantity of work on this item satisfactory for this stage in the Placement?

N Y

N Y

N Y

N Y

N Y

N Y

N Y

Is the Quality of work on this item satisfactory for this stage in the Placement?

N Y

N Y

N Y

N Y

N Y

N Y

N Y

Is the presentation / organisation satisfactory for this item?

N Y

N Y

N Y

N Y

N Y

N Y

N Y

SEF-item specific questions

• is it based on satisfactory research into school profile information?

• does it include

is the student recording a range of activities? E.g. private study, lesson

• does the planning include overviews of the units of study?

• is the medium term planning

is there evidence that lesson evaluations are influencing subsequent planning and

is there evidence that weekly reflection and self evaluations are influencing subsequent planning and

is the student discussing the activities and planning for them?

Is the student discussing and planning for the data collection necessary for the assignment?

37

Elements of SEF Key Questions

discussion of the student’s practice in this school context?

planning, professional discussions, university inputs, lesson obs. etc

completed in advance of teaching?

teaching? teaching and the formation of the Placement experience?

RECORD OF FORMAL DIRECT CONTACT:

Person Minimum Entitlement Nature of Activity/Feedback

Prof. Mentor 3 tutorials, each approx. 30 minutes. Student Teacher records notes from tutorials. Review 2b generates end of Placement A formal report.

38

Review 5b generates end of Placement B formal report Prof. Mentor

One/Two Lessons Observations as moderation towards 2nd half of placement, use in review 2a ( Placement A) and Review 4 and 5 ( Placement B)

Student should receive formal written feedback at the end of the observation

Prof. Mentor or delegate Group Tutorial to focus on Professional Issues linked to school based activities: • Exploring Inclusion – school policy and practice • Exploring SEN - school policy and practice • Behaviour management policy and practice • Teaching and learning issues in the school

Subject Mentor Individual / Paired tutorials. Weekly Monitoring progress. Target Setting from Review 1 and preparing Review 2a and 2b ( Placement A) Target setting from Review 3 and preparing Review 4 and 5 ( Placement B)

TT and SM agree and set targets, discuss progress on training activities. TT keeps written record of discussions and targets set.

Subject Mentor Weekly Lesson Observation by trained SM of specific aspect of classroom practice – as indicated by training activities and observations.

Formal written feedback based on specific elements / focus together with targets and issues to be followed up in tutorials.

University Tutor visits vary according to the needs of the student teacher and the SM. The focus of visits is monitoring and moderation. The Tutor visits will include lesson observation, scrutiny of SE files and discussion with the Subject Mentor and a combination of observation and discussion with ST. Both visits will generate a formal written record of discussion and observation as appropriate. University Tutor should be involved in the final assessment process.

39

Weekly Mentor Meeting Agenda and Discussion Items - Placement A

Week Completed(or x)

1 Induction

• Discuss expectations for mentor-mentee relationship

• Discuss induction activities for first week and student reflections on any activities completed to date. Ensure student has clear structure for each day and knows how to use non-contact time effectively

• Arrange a time to carry out a joint lesson observation with student of good/outstanding colleague to help understand good teaching and learning

• Ensure student has full access to all departmental teaching resources

• Check student has access to school policies and handbook etc

• Check student understands school BM policy• Discuss range of induction activities for

following week including opportunity to complete any university directed collaborative activities

• Look at Subject Knowledge audit and consider how this might inform timetable structure.

• Discuss and plan for classroom experiences for the following week including teaching episode.

• Discuss impact of Professional Issues session •

2Induction

• Discuss induction activities and student reflections on activities completed to date. Agree time for completion of any remaining activities.

• Check student understands school BM policy and has observed implementation in lessons

• Discuss and plan for classroom experiences for the following week including progress with lesson planning for first teaching week

• Discuss impact of Professional Issues session• Introduce medium term planning (schemes of

work) to take the student teacher through to the end of term for potential classes on timetable.

• Discuss and plan how student will use non-contact time effectively – which induction activities still need completing

• Agree expectations for submission of lesson plans and feedback

• Finalise timetable and discuss timeframe for taking up classes

• Check progress with SK audit• Make reference to the Progress Indicators for

student’s self assessment.• Discuss impact of Professional Issues session

3Planning

and teaching

10%

• Discuss induction activities and student reflections on activities.

• Discuss and plan for classroom experiences for the following week including planning for teaching.

• Agree a plan for scheduling formal observations during of Placement A

• Discuss how workload will be managed. Consider the potential pressures of taking up teaching and importance of smart working and building resilience

• Set SMART targets referenced to Standards for coming week – ensure student knows how to meet these

• Check progress with SK audit• Discuss impact of Professional Issues session

4Planning

and teaching

10%

• Reflect on teaching experiences from previous week.

• Discuss progress against previous week’s targets

• Discuss progress with lesson planning for following week

• Arrange with student for copies of lesson evaluations to be handed in on a regular basis and provide feedback.

• Make reference to the Progress Indicators for student’s self assessment.

• Discuss student learning from directed observations

• Set SMART targets referenced to Standards for coming week – ensure student knows how to meet these

• Discuss impact of Professional Issues session

Ensure there is discussion in each meeting around wellbeing. Allow time for the student to express any concerns or share significant progress. This can be achieved through questions such as: • What was the most positive outcome of last

week? • Are there any classes you feel particularly

concerned / pleased about?• What do you feel you need support in

achieving? • What would you most like to improve on in

the next week?

5Teaching

(20%)

• Discuss progress against previous week’s targets

• Discuss and plan teaching for following week• Discuss wellbeing and workload

management• Check student’s understanding of marking

policy. Engage in some joint marking of examples of pupil work

• Check progress with SK audit• Discuss the Progress Indicators for student’s

self-assessment• Discuss suitable lesson for student to

observe good/outstanding practice for particular focus linked to targets

• Discuss student learning from directed observations

• Set SMART targets referenced to Standards for coming week – ensure student knows how to meet these

• Discuss impact of Professional Issues session

6Teaching

(30%)

• Discuss progress against previous week’s targets

• Discuss and plan teaching for following week• Discuss wellbeing and workload

management• Check progress with marking• Discuss student learning from directed

observations • Set SMART targets referenced to Standards

for coming week – ensure student knows how to meet these

• Make reference to the Progress Indicators for student’s self assessment.

• Discuss suitable lesson for student to observe good/outstanding practice for particular focus linked to targets

• Discuss impact of Professional Issues session

7Teaching

(40%)

• Discuss progress against previous week’s targets

• Discuss and plan teaching for following week• Discuss wellbeing and workload

management• Check progress with marking• Check SEF• Check progress with review 1 in preparation

for Rev2a

• Check progress with SK audit• Discuss student learning from directed

observations• Set SMART targets referenced to Standards

for coming week – ensure student knows how to meet these

• Discuss suitable lesson for student to observe good/outstanding practice for particular focus linked to targets

• Discuss impact of Professional Issues session

8Teaching

(40%)

• Discuss progress against previous week’s targets

• Make reference to the Progress Indicators for student’s self-assessment

• Discuss and plan for completion of Rev2a this week

• NB If the student is struggling to make the expected progress (for this early stage in the placement) you should discuss with your Professional mentor and the University Tutor whether it is appropriate to consider setting informal targets or the more formal Intervention Support Plan (ISP).

• Discuss and plan teaching for following week including increase of lessons and how student will manage workload – strategies for smart working

• Check progress with marking• Discuss student learning from directed

observations • Set SMART targets referenced to Standards

for coming week – ensure student knows how to meet these

• Discuss suitable lesson for student to observe good/outstanding practice for particular focus linked to targets

• Discuss impact of Professional Issues session

9Teaching

(50%)

• Discuss progress against previous week’s targets

• Discuss and plan teaching for following week • Discuss well-being and how student

managing increased workload. Consider strategies to speed up planning/ smart working

• Check progress with marking/work scrutiny• Check SEF• Check progress with SK audit• Discuss student learning from directed

observations• Set SMART targets referenced to Standards

for coming week – ensure student knows how to meet these

• Discuss suitable lesson for student to observe good/outstanding practice for particular focus linked to targets

• Discuss impact of Professional Issues session

10Teaching

(50%)

• Discuss progress against previous week’s targets

• Make reference to the Progress Indicators for student’s self assessment.

• Discuss and plan teaching for following week • Discuss well-being and how student

managing increased workload • Check progress with marking/work scrutiny• Discuss student learning from directed

observations• Set SMART targets referenced to Standards

for coming week – ensure student knows how to meet these

• Discuss suitable lesson for student to observe good/outstanding practice for particular focus linked to targets

• NB If the student is struggling to make the expected progress (for this stage in the placement) you should discuss with your Professional mentor and the University Tutor whether it is appropriate to implement the formal Intervention Support Plan (ISP).

• Discuss impact of Professional Issues session

11Teaching

(50%)

• Discuss progress against previous week’s targets

• Discuss and plan teaching/activities for following week

• Discuss wellbeing and workload management

• Check progress with marking/work scrutiny• Review progress from Rev2a in preparation

for Rev2b. Make reference to the Progress Indicators.

• Check SEF • Check progress with SK audit• Discuss student learning from directed

observations • Set SMART targets referenced to Standards

for coming week – ensure student knows how to meet these

• Discuss suitable lesson for student to observe good/outstanding practice for particular focus linked to targets

• Start to look at writing a letter of application /

applying for jobs• Discuss impact of Professional Issues session• Remind student to fill in online evaluation of

Placement A

12 • Discuss progress against previous week’s targets

• Discuss wellbeing and workload management including balance of work and rest during upcoming break

• Check progress with marking/work scrutiny• Review progress from Rev2a in preparation

for Rev2b. Make reference to the Progress Indicators.

• Check SEF • Check progress with SK audit• Discuss student learning from directed

observations • Set SMART targets referenced to Standards

for coming week – ensure student knows how to meet these

• Discuss suitable lesson for student to observe good/outstanding practice for particular focus linked to targets

• Remind student to fill in online evaluation of Placement A

13Teaching

(50%)

• Discuss progress against previous week’s targets

• Make reference to the Progress Indicators for student’s self assessment.

• Discuss and plan for completion of Rev2b this week. Make reference to the Progress Indicators and discuss how student will evidence progress made. Consider early targets for Placement B

• Discuss and plan teaching for following week including handing back of classes

• Discuss wellbeing and workload management

• Check on marking/work scrutiny • Remind student to fill in online evaluation of

Placement A• Discuss student learning from directed

observations• Set SMART targets referenced to Standards

for coming week – ensure student knows how to meet these

• Discuss suitable lesson for student to observe good/outstanding practice for particular focus linked to targets

• Discuss impact of Professional Issues session

14Teaching

(50%)

• Discuss progress against previous week’s targets

• Make reference to the Progress Indicators for student’s self-assessment

• Revisit early targets for Placement B• Check all marking completed and books with

class teachers• Discuss student learning from directed

observations• Discuss wellbeing and reflect on how

student has managed workload. Discuss strategies for Placement B that will help continue to build resilience.

• Discuss impact of Professional Issues sessions during Placement

• Final SEF check• Final SK audit progress check

Mentor meeting

Placement B

Week Completed

(or x)1

Induction Discuss expectations for mentor-

mentee relationship Discuss how student coped with

pressures during Placement A and consider strategies for Placement B that will help continue to build resilience.

Agree expectations for submission of lesson plans and feedback

Agree a plan for scheduling formal observations during of Placement A

Discuss outcomes and targets set in Review 2b (end of Placement A)

Discuss subject knowledge audit and strategies to address ‘gaps’

Discuss timetable and how this will help with SK gaps and address Rev 2b and Rev 3 targets

Ensure student has full access to all departmental teaching resources

Check student has access to school policies and handbook etc

Check student understands school BM policy

• Discuss and plan for classroom experiences for the following week

• Set SMART targets referenced to Standards for coming week – ensure student knows how to meet these

Discuss suitable lesson for student to observe good/outstanding practice for particular focus linked to initial targets

Discuss impact of Professional Issues session

2Teaching

(30%)

• Discuss progress against previous week’s targets

• Check student’s understanding of marking policy. Engage in some joint marking of examples of pupil work

• Discuss and plan for classroom experiences for the following week Discuss wellbeing and workload management including any issues experienced in Placement A

• Discuss timetable increase and

how student will manage increased workload

• Set SMART targets referenced to Standards for coming week – ensure student knows how to meet these

• Discuss suitable lesson for student to observe good/outstanding practice for particular focus linked to targets

• Discuss impact of Professional Issues session

3Teaching

(40%)

Discuss progress against previous week’s targets

Make reference to the Progress Indicators for student’s self-assessment

• Discuss and plan for classroom experiences for the following week

• Discuss timetable increase and how student will manage increased workload

• Set SMART targets referenced to Standards for coming week – ensure student knows how to meet these

• Discuss suitable lesson for student to observe good/outstanding practice for particular focus linked to targets

• Discuss impact of Professional Issues session

• Check progress with marking• Check SEF• Check progress with SK audit• Discuss student’s plans and

progress for job applications, check draft letter and CV

Ensure there is discussion in each meeting around wellbeing. Allow time for the student to express any concerns or share significant progress. This can be achieved through questions such as: • What was the most positive

outcome of last week? • Are there any classes you feel

particularly concerned / pleased about?

• What do you feel you need support in achieving?

• What would you most like to improve on in the next week?

4Teaching

(50%)

• Discuss progress against previous week’s targets) Begin to consider grading for review 4 (using Progress Indicators) and student progress.

• Discuss and plan for classroom experiences for the following week

• Discuss wellbeing and check how student is managing increased workload – discuss smart working and strategies to speed up planning

• Set SMART targets referenced to Standards for coming week – ensure student knows how to meet these

• Discuss suitable lesson for student to observe good/outstanding practice for particular focus linked to targets

• Discuss impact of Professional Issues session

5Teaching

(50%)

• Discuss and plan for completion of Rev 4 this week

o Working really well – set clear targets to stretch and challenge.

o Working well – definitely on target, set clear targets (implement MSG to MSO procedure)

o Working well enough but danger of coasting – set targets to push on to further competency (Implement MSM to MSG procedure)

o Working at a level which is causing some concern – need to achieve some short term targets to get on track for a Pass. Intervention Support Plan might help to focus targets.

o Working at a level which might lead to being at risk of failing – initiate the Intervention Support Plan with two week target reviews.

• Discuss and plan teaching for following week

• Discuss well-being and how student managing workload

• Check SEF

• Check progress with SK audit• Check progress with marking/work

scrutiny• Discuss student learning from

directed observations• Set SMART targets referenced to

Standards for coming week – ensure student knows how to meet these

• Discuss suitable lesson for student to observe good/outstanding practice for particular focus linked to targets

• Discuss impact of Professional Issues session

• Check progress with job applications

6Teaching

(50%)

Discuss progress against previous week’s targets

Discuss and plan teaching for following week

Discuss well-being and how student managing workload

Discuss student learning from directed observations

Set SMART targets referenced to Standards for coming week – ensure student knows how to meet these

Discuss suitable lesson for student to observe good/outstanding practice for particular focus linked to targets

Discuss impact of Professional Issues session

7Teaching

(50%)

• Discuss progress against previous week’s targets

• Discuss and plan teaching for following week including increase to timetable. NB Students should teach/team teach 60% and have a further 10% contact time on their timetable (this is not to be responsibility for teaching)

• Discuss well-being and how student will manage increased workload

• Review targets set at Review 4 and update paperwork MSM to MSG/

MSG to MSO/Review ISP targets and progress

• Make reference to the Progress Indicators for student’s self-assessment

• Check SEF• Check progress with SK audit• Check progress with marking/work

scrutiny• Discuss student learning from

directed observations• Set SMART targets referenced to

Standards for coming week – ensure student knows how to meet these

• Discuss suitable lesson for student to observe good/outstanding practice for particular focus linked to targets

• Discuss impact of Professional Issues session

8Teaching

(60% + 10%)

Discuss progress against previous week’s targets

Discuss and plan teaching for following week

Make reference to the Progress Indicators for student’s self-assessment

Discuss well-being and how student managing workload

Discuss student learning from directed observations

Set SMART targets referenced to Standards for coming week – ensure student knows how to meet these

Discuss suitable lesson for student to observe good/outstanding practice for particular focus linked to targets

Discuss impact of Professional Issues session

9Teaching

(60% + 10%)

• Discuss progress against previous week’s targets

• Discuss and plan teaching for following week including increase to timetable

• Discuss well-being and how student managing workload

• Review targets set at Review 4 and

update paperwork MSM to MSG/ MSG to MSO Review ISP targets and progress as appropriate. NB If the student is struggling to make the expected progress (for this stage in the placement) you should discuss with your Professional mentor and the University Tutor whether it is appropriate to implement the formal Intervention Support Plan process.

• Check SEF• Check progress with SK audit• Check progress with marking/work

scrutiny• Discuss student learning from

directed observations• Set SMART targets referenced to

Standards for coming week – ensure student knows how to meet these

• Discuss suitable lesson for student to observe good/outstanding practice for particular focus linked to targets

• Discuss impact of Professional Issues session

• Check progress with job applications

• Remind student to fill in online evaluation of Placement B

• Discuss plans for Enrichment phase and how Standards could be further met

10Teaching

(60% + 10%)

Discuss and plan for completion of Rev 5 this week. Discuss grading for review 5 (using Progress Indicators) and student progress and discuss how student will evidence progress made. Consider early targets for NQT year.

Discuss and plan teaching for following week including how classes will be handed back

Discuss well-being and how student managing workload

Discuss student learning from directed observations

Set SMART targets referenced to Standards for coming week – ensure student knows how to

meet these Discuss suitable lesson for student

to observe good/outstanding practice for particular focus linked to targets

Discuss impact of Professional Issues session

Confirm plans for Enrichment phase

Remind student to fill in online evaluation of Placement B

11Teaching

(60% + 10%)

• Discuss progress against previous week’s targets

• Make reference to the Progress Indicators for student’s self-assessment

• Confirm targets for early in NQT year

• Discuss wellbeing and reflect on how student has managed workload. Discuss strategies for NQT year that will help continue to build resilience.

• Confirm plans for Enrichment phase

• Check all marking completed and books with class teachers

• Discuss student learning from directed observations

• Discuss impact of Professional Issues sessions during Placement B

• Final SEF check• Final SK audit progress check

INTERVENTION and SUPPORT PLAN (ISP)

INFORMATION FOR MENTORS

Students please note the text is directed at school mentors. The information is important for you to know and understand and is shared with you here and, where applicable, will be shared again with you when you are on school placement.

Very occasionally, students do not make the progress necessary to achieve the outcomes by the end of the course. In such (rare) situations they may be required to take part in one of the following (described in full in the Programme Handbook):

a Progress Review Panel meeting which would look at general issues relating to their professionalism or engagement with the ITT programme, or

the ISP process, which would address issues of concern in relation to their progress in meeting The Standards. This would be identified via the use of Progress Indicators.

The following points should be borne in mind:

ISP should be the result of concerns which have been logged and discussed with the students, i.e. not come as a complete surprise to them.

ISP should be jointly managed by the Professional and Subject Mentor, in consultation with the University subject tutor.

ISP does not mean that the student will fail – in fact very often the process alone can give the student a sense of urgency to meet stated targets and to refocus their efforts.

PROGRESS REVIEW PANEL

Purpose:To deal with concerns regarding a student’s professionalism e.g. poor attendance, repeated failure to respond to mentor guidance, unprofessional behaviour generally which is signalled by the personal tutor in partnership with school mentors

Students are asked to attend the meeting of the Panel on campus. The panel is usually chaired by the Head of Partnerships, Head of Programmes or another member of SLT and also attended by other members of the Secondary team as appropriate

Outcomes:Targets for the student’s professional development that are monitored closely by the personal tutor.

ISP PROCEDURE

Purpose:To deal with concerns about a student who is not making adequate progress towards the course outcomes/the Standards based on evidence gathered by mentors and/or the university tutor. It can be initiated at any point in the course but not normally before week 3 of Placement A

Outcomes:Formulation and agreement of an ISP that is recorded and monitored; students who do not meet the targets will be considered at the Progress Review Panel/Progress Board

Please note that there is a podcast that explains the steps of the ISP procedure and these must be followed as described. The flow chart below takes you through the steps of the process.

Subject Mentor initial concern about student progress

Discuss with Professional Mentor and do joint observation ASAP

If PM agrees there is insufficient progress SM/PM to contact university tutor If student is School Direct, PM from Lead School must also be informed

Tutor will arrange a time ASAP to visit and do a joint observation and agree if ISP is required

PROGRESS BOARD

Purpose:To monitor the academic and professional progress of all student teachers, in particular the assessment element: teaching

Format:

Morning - an informal meeting to discuss students who are a cause for concern/at risk of failure and agree recommendations

Afternoon - a formal meeting to confirm recommendations to the final board of examiners and to make prescriptions for some students for their use of enrichment e.g. to extend and consolidate professional practices.

Who is involved:External examiners, senior moderatorsTutors as appropriateProfessional mentors will be invited to attend, where appropriate, to contribute to the discussion of individual cases drawing upon documentation completed/evidence gathered during the placement

FINAL EXAMINATION BOARD

Purpose:To confirm whether the award of PGCE should be awarded and to draw up requirements for those students who have not, as yet, completed all the necessary course elements satisfactorily

Format:

Morning - informal meeting to consider students with mitigating circumstances and those who are at risk of failure

Afternoon - formal meeting

Who is involved:External examiners, senior moderators Tutors as appropriate

Professional mentors will be invited to attend, where appropriate, to contribute to the discussion of individual cases a.m. drawing upon documentation completed/evidence gathered during the placement

PROGRESS BOARD Purpose: To monitor the academic and professional progress of all student teachers, in the assessment element: teaching. Format:

a.m. an informal meeting to discuss students who are a cause for concern/at risk of failure and agree recommendations, this is an important meeting and either the Professional Mentor or Subject Mentor of the student being discussed should attend.

p.m. a formal meeting to confirm recommendations to the final board of examiners and to make prescriptions for some students for their use of enrichment e.g. to extend and consolidate professional practices. Who is involved:

External Examiners, Senior Moderators Tutors as appropriate Professional Mentors will be invited to attend, where appropriate, to contribute to the

discussion of individual cases a.m. drawing upon documentation completed/evidence gathered during the placement

FINAL EXAMINATION BOARD Purpose: To confirm whether the award of PGCE should be awarded and to draw up requirements for those students who have not, as yet, completed all the necessary course elements satisfactorily Format:

Two;. formal meeting Who is involved Tier Board One:

External examiners, senior moderators Tutors as appropriate

Who is involved Tier Board Two:

University External examiners, Tutors as appropriate

Following The Equality Procedures

There are Equality procedures in place to support students and mentors whilst working on placements. It is important that you study the procedures as outlined above and that you work alongside the Professional Mentor in ensuring that those stages that require your involvement are followed rigorously. These can also be found on the programmes website. Equality procedures Informal Stage One Schools will only be involved in these procedures during Informal Stage One and it is expected that most situations will be resolved by step 2 of this first stage. If necessary Formal Stages Two and Three follow; these later stages move beyond the school placement. Formal Stages Two and Three Formal Stages Two and Three operate in the university only. By these stages the procedures have moved beyond the school. * PM = Professional Mentor; SM= Subject mentor ** University tutor, in the case of the PGCE secondary programme this is likely to be the Subject Supervising tutor; the supervising tutor might also consult with partnership tutor at this point too.

EQUALITY PROCEDURES FOR PLACEMENTS-Secondary programmes.

STAGE ONE: INFORMAL

STAGE TWO: FORMAL

This includes submission of complaint to the Dean of Faculty, and ‘where appropriate’ a Completion of Procedures letter will be issued to the student at the end of this stage.

NB Student continues placement in new context. Complaints procedures continues in parallel to this, as indicated here.

E: FORMALSTAGE THRE

of the procedures.Three Stage course, automatically leading to

Formal Complaints procedure takes its student.

Head of Department meets with the Programmes and Student Experience

student to the Head of Department, Written notice of complaint by the

Faculty Head of Department University