Introduction
As a Training School and Beacon School linked strongly to a partnership with St. Martin 's College, Anchorsholme has developed a proactive programme and network of mentorship for the trainee teachers who are assigned to the school. It aims to ensure that appropriate guidance and support are made available in the school in order to secure a proper foundation upon which the trainees can build. It is during the school placements that the right kind of structured support is crucial if the trainee teachers are to develop the competencies and confidence that will serve as a basis for their professional development leading to Qualified Teacher Status.
Anchorsholme is committed to providing the best possible start to the trainees' school based learning and professional development. We believe that teachers and therefore those training for the profession are the most valuable resource available in school. If we are to promote effective teaching and learning we must give the maximum possible quality professional support to our trainee colleagues, in order that they in turn, become competent and enthusiastic practitioners.
The school welcomes trainee teachers from all the routes into teaching offered by the University of Cumbria, as well as trainee teachers from other Colleges, and is committed to providing a variety of experience, including block placements, one or two day weekly attachments and focused weeks, for a significant number of trainees each year. The school also runs a Needs Analysis week for the Flexible / Modular route into teaching, once each term.
In addition to the partnership with the University of Cumbria, Anchorsholme School also works closely in partnership with the Designated Recommending Body for the area and offers individually tailored work-based placements for the Graduate Teacher Programme both as the employing school and as a partner school.
We believe that partnership is of key importance to the training of teachers and is of benefit to all involved. We aim therefore, to ensure that as a result of our close partnership with the University of Cumbria, which includes members of the staff being actively involved in the selecting of trainee teachers, assessing trainee teachers for Qualified Teacher Status and planning and developing new programmes for a variety of routes into teaching, everyone involved benefits. Trainee teachers will be confident that all partners are working closely together and the teachers will be able to engage in professional dialogue with trainee teachers, colleagues and college tutors.
The Purpose and Outcomes
As a result of this policy, the approach for all Trainee Teachers in our school will be consistent in its professional support and assessment.
- There will be regular informal and formal observations of the trainees' teaching with follow up discussions, as commensurate with the stage of their training.
- Opportunities will be provided for the Trainee to observe experienced teachers and a variety of model lessons.
- Training opportunities, tutorials and seminars will be provided, as appropriate, to individual needs and focus of training.
The trainee teacher will be assigned an associate tutor (mentor) who will be responsible for the supervision, monitoring and assessment of the trainee's placement. Usually this will be the classteacher. All teachers, apart from NQTs, will be trained mentors.
Prior to the trainee teacher beginning their programme of work in school, the lead associate tutor or associate tutor will:
- attend the appropriate College/School partnership planning meeting.
- inform and discuss with all involved in the placement, the programme of work
to be carried out during the course of the placement.
- liaise with the link tutor from the University of Cumbria, or other teacher training institution, as necessary and in line with the Colleges' procedures.
- meet with the trainee and introduce the TT to the classteacher, if different,
headteacher and office staff on their first visit.
- provide the TT with information about the school, including availability and
location of resources, a copy of the Trainee Teacher handbook and the opportunity to discuss any general points with a member of the senior management team.
- give the TT information about the support and supervision provided by the school and introduce them to the appropriate personnel.
During the time the trainee teachers are in school, they will be given the opportunity:
- to observe their class teacher and other experienced teachers,
- to work alongside teachers in both KS1 and KS2,
- to joint plan with classteachers,
- to discuss ideas, methodology, pedagogical knowledge and understanding of
subject areas, class management and organisation, and assessment, recording and reporting, with classteacher mentors, subject co-ordinators, lead associate tutor and in group seminars.
- to access all the school curriculum policies and schemes of work appropriate to the programme of the placement.
- to fulfil all the requirements of their course but at the same time be offered experiences that are commensurate with their individual needs.
- to cover all the requirements for school based Initial Teacher Training as stated in the Qualifying to Teach, DfES Circular 02/02, as appropriate to the trainee's level of experience.
- to experience and develop through seminars and tutorials, their involvement in the life of the school, and from the example of the school's staff a comprehensive view of the role of a professional.
- to have their teaching observed by their classteacher, lead associate tutor, and at times core subject co-ordinator and to receive prompt oral and written feedback on the teaching observed; to receive appropriate advice, guidance, support and help as necessary.
- to attend seminars and/or tutorials organised by the lead associate tutor.
- to help with extra curricular activities
- to attend staff meetings, curriculum working parties, staff INSET, as appropriate.
- to speak to the associate tutor or lead associate tutor to discuss anything of concern which is, or will affect their performance in the classroom.
Key Personnel
Within Anchorsholme Primary School the following personnel will play key roles in the trainees' programme whilst they are in school:
The Trainee Teacher
The Associate Tutor / Class Teacher
The Lead Associate Tutor
The Curriculum Co-ordinators
The Headteacher
The Trainee Teacher
- Will be expected to take an active role in all aspects of their training, professional behaviour and learning;
- Will behave professionally, for example, they will respect confidentiality, be reliable, punctual and responsible, be reflective and show integrity in behaviour and be sensitive to the procedures and routines that are already established in school;
- Will be expected to be aware of their progress towards the QTS standards to enable them to fully participate in the monitoring of their work and the review of their objectives and targets. The targets for professional development will be shared with the Associate Tutor for use in observations, critiques and tutorials;
- Will reflect on their school placement and after discussion with their Associate Tutor formulate an action plan;
- Will plan, carry out and evaluate activities that are related to their ongoing phase within a planning and organisational framework agreed with the Associate Tutor;
- Will carry out directed tasks in school that are required for satisfactory completion of the placement;
- Will participate as fully as possible in the daily life of the school
The Headteacher
- Will ensure the inclusion of Initial Teacher Training in the SDP
- Will make it possible for the Associate Tutors to discharge his/her responsibilities by freeing him/her from classroom responsibilities as necessary to attend course briefing meetings and to work with trainees in school.
- Will ensure that any new teachers to the school will undergo the St. Martin's mentor training as soon as is possible and appropriate.
- Will, with the Lead Associate Tutor ensure that a member of the associate tutor team will attend an annual cluster meeting to evaluate school based ITT.
- Will, with the Lead Associate Tutor ensure that the trainees are placed with the classes where there are appropriate role models.
The Associate Tutor (Mentor)
- Will complete the University of Cumbria foundation mentor training course and update mentor training and subject specific training as appropriate;
- Will attend course specific briefing meetings if not attended by the Lead Associate Tutor.
- Will provide the trainees with support in their medium and short term planning;
- Will support the trainee teachers in establishing themselves in their teaching role and encourage the children to perceive them as teachers;
- Will provide the trainee teachers with the opportunity to observe different aspects of teaching and learning;
- Will support the trainee teachers' reflection on their practice by enabling them to talk through specific sessions;
- Will give regular constructive and supportive feedback to the trainee teachers focusing on the trainee teachers' achievements;
- Will share the reasons underlying specific classroom decisions with the trainee teacher.
- Ensure the trainees have the opportunity to teach using ICT as appropriate;
- Will discuss their own practice with the trainees and provide feedback;
- Will observe the trainee (at least once a week on block placement) and complete a written critique sheet. This task could also be assigned to the subject co-ordinators or lead associate tutor;
- Will monitor trainees' planning , assessment and evaluation, including ensuring pre-placement planning is satisfactory;
- Conduct formal professional conversations with trainee teachers (at least once a week on block placements) based on the trainees' target setting proforma;
- Liaise with the lead associate tutor about trainee teachers' progress and development and alert the lead associate tutor if any trainee teacher is giving cause for concern;
- Liaise with subject co-ordinators and exploit any opportunities for their involvement in the trainees' placement
- Will write formative and summative reports on trainees at the end of block placements;
- Will grade trainees against the QTS standards at the end of final placements, using the criteria published by the College.
In addition to the role of the Associate Tutor,
The Lead Associate Tutor
- Will attend course specific briefing meetings and disseminate these to the appropriate staff or arrange for the appropriate associate tutor to attend the meeting;
- Will arrange the placements of the trainee teachers allocated to the school
- Will provide a supportive environment for the trainee teachers and give them as far as possible the opportunity to enter into the full life of the school during their placement.
- Will provide the trainee teachers with information about the school and the school policies as appropriate to the placement;
- Will facilitate and negotiate as necessary for trainee teachers to have the opportunity to address any requirements specific to the placement;
- Liaise with the link tutor and associate tutors about trainee teachers' progress and development and alert the link tutor if any trainee teacher is giving cause for concern;
- Liaise with subject co-ordinators and exploit any opportunities for their involvement in the trainees' placement;
- Will conduct training seminars and tutorials, appropriate to need, at various stages of the trainees' placement
- Will ensure that critique sheets, formative and summative reports are sent to the University's School Partnership Office or the appropriate teacher training institution;
- Will support and moderate alongside the Associate Tutor in the grading of trainees at the end of final placements using the criteria published by the University
- Keep up to date with current developments in teaching and learning and mentoring
- Will act as a moderator within school for purposes of assessment or when another Associate Tutor would like support or a second opinion;
The Literacy and Numeracy Subject Co-ordinators
- Will observe trainees at least once on the final placement
- Will conduct professional conversations with the trainees about the school's approach to literacy and numeracy.
Responsibilities and Duties
It is the duty and responsibility of every trainee teacher to care for the physical, emotional and social well being of the children in their care. In legal terms we are in 'Loco Parentis': ".....we must give to the child that care which a prudent parent would give under similar circumstances." All staff are deemed to be in 'Loco Parentis' when they are on the school premises and when they have children in their care whilst outside the school on school business.
It is important that we do not expose the children to any unnecessary risks or dangers and that if we are able to foresee a potential dangerous occurrence that that activity should not take place.
The key phrases to remember are 'reasonable' and 'foreseeability.'
All trainee teachers should, at their earliest opportunity, make themselves aware of the school's Health and safety Policy and of the Discipline and Anti-Bullying Policy.
This policy should be read in conjunction with the University's 'Guidance for School Based Work,' booklets and the school, 'Trainee Teacher Handbook,' available to all staff from the Deputy Headteacher.
