partnership agreement and itt policy · 2019-12-07 · partnership agreement and itt policy 2016...
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Partnership
Agreement and ITT Policy
2016 2017
School Direct and Core Programme
Please note: The Commitment Form (Pages 25 – 27) at the back of this document must be signed by the Headteacher and a representative of the governing body
and returned to THPSCITT as soon as possible.
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School Direct and Core Programme
PARTNERSHIP AGREEMENT 2016
Introduction This ‘Partnership Agreement’ with schools sets out the basis upon which Tendring Hundred Primary SCITT and schools have agreed to work in partnership to train teachers. Itis reviewed annually. This agreement sets out the respective and shared responsibilities of each of the partners for designing, developing and delivering this programme and is supported by a detailed Improvement Plan (agreed by the Strategic Board) and additional guidance, in line with the National College for Teaching and Leadership (NCTL) and Universityof Suffolk (US) policies and requirements, as appropriate. References in this document to partnership schools include all schools with which Tendring Hundred Primary SCITT (with Chase Lane Primary School as the Lead School) is working in delivering our programme. It is the responsibility of the Strategic Board of THPSCITT to put in place the necessary management and other consultative arrangements with its partner schools so that it is able to undertake its role as provider through this ‘Partnership Agreement’ efficiently and effectively. It is expected that operational decisions that are made in the context of delivering these programmes will be taken jointly by both parties to this agreement through transparent, open discussions and negotiations. However, as the accredited ITT provider, THPSCITT is ultimately responsible and accountable to the NCTL, University of Suffolk(US) and others for quality and compliance of this ITT programme. THPSCITT therefore reserves the right to take unilaterally such actions or make such decisions as it considers necessary to preserve quality and compliance where exceptional circumstances dictate this to be essential.
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Leadership of the Programme
The role of the Governing Body of Chase Lane Primary School includes:
Providing Strategic Direction for the Lead School - Chase Lane Primary School;
Setting and approving the THPSCITT budget on an annual basis; Appointing permanent THPSCITT staff, who are employees of the school.
The role of the Strategic Board (including a UCS representative to represent the two validating Bodies) includes:
Providing strategic direction to the work of THPSCITTT; Implementing and monitoring Quality Assurance and enhancement processes
(termed the ‘Risk-based Monitoring and Enhancement (RiME) processes by US);
Keeping policies and practices under review; Being accountable to NCTL, OFSTED and UCS; Recommending Trainees for QTS.
The role of the Training Committee includes:
Reviewing procedures relating to the training and assessment of Trainees and Trainers in line with US Policy;
Monitoring Trainee Progress and ensuring that they meet the requirements for QTS;
Monitoring and reviewing the effectiveness of course design and content;
Reporting and recommending to the Strategic Board on matters of training and assessment.
The role of the Recruitment and Selection Committee includes:
Reviewing procedures relating to recruitment and selection in line with US policy; Shortlisting, interviewing and selecting potential Trainees; Approving procedures and practice for the selection for potential Trainees.
The role of the Trainee Programme Committee includes:
Making recommendations and influence monitoring and evaluation procedures for Quality Assurance purposes;
Making recommendations and influence course design; Discussing support and pastoral practice and procedure relating to the Trainees’
wellbeing.
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THPSCITT Staff and Course Team for PGCE (University of Suffolk) The THPSCITT course team are detailed in the table below: Title/Name e-mail address
Executive Dean of Faculty (Arts, Business and Applied Social Sciences) Professor Simon Hallsworth
Head of Department (Children, Young People and Education) Dr Erica Joslyn
Course Administrator at UCS
Director of SCITT John Morgan
[email protected] THPSCITT Office: 01255 509646
Programme Manager Lynn Walker
[email protected] THPSCITT Office:01255 509646
Business Manager / THPSCITT Administrator Marilyn Cooper-Keeble
[email protected] Chase Lane Bursar: 01255 509643
THPSCITT Admin Assistant / Librarian Lynn Mayo
[email protected] THPSCITT Office: 01255 509646
Roles and Responsibilities of Training Partners To ensure that the Trainee is effectively supported by the training partnership it is vital that all involved are clear about their roles and responsibilities. Trainee’s responsibilities
Take responsibility for their training plan and behave professionally at all times. Identify and maximise learning opportunities. Adhere to US and THPSCITT policies (i.e. Code of Conduct, Appeals Policy, Health
and Safety, Safeguarding). Follow school policies as required. Keep to deadlines agreed between the Trainee and Mentor.
Attend all training sessions and notify reasons for absence direct to the Programme Manager or Director of THPSCITT.
Complete all PGCE assignments according to the set timetable, in line with US policy.
Build up evidence for Teachers’ Standards and organise clearly labelled files.
Teach lessons in two consecutive age phases. Have experience in at least two schools. Ensure they are aware of curriculum and teaching arrangements in the age phases
before and after the ones they are trained to teach.
Complete directed tasks, assignments and PDP Portfolio as required by the due date.
Have all assignments completed for the final assessment. Participate fully in the life of the Partnership schools
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Mentors All Mentors:
are qualified class teachers chosen by their schools to be ambassadors of good practice;
have current experience working in the school; and normally have at least 2 years relevant, school experience.
Mentor’s responsibilities
Understand the Teachers’ Standards and training programme (PGCE) expectations. Organise a teaching timetable for the Trainee. Meet with the Training Manager to complete the Trainee’s Individual Training Plan.
Regularly check the Trainee’s portfolio. Observe lessons/sessions (a minimum of once a week), assess against the
Standards and give constructive feedback, setting targets for further development.
Assist the Trainee in planning their schemes of work and lessons. Liaise with other class teachers with whom the Trainee will be working. Set targets for future development linked to the Teachers’ Standards. Ensure that the Trainee maintains standards in the classes they teach so that
pupils’ entitlements are preserved. Help the Trainee to stay well organised. Provide a consistent approach.
Advise the Trainee on the writing of assignments and directed tasks. Attend mentor training and cluster meetings. Contribute to the evaluation and development of the programme. Assist the Training Manager in completing the end of term and block teaching
practice reports.
Adhere to THPSCITT policies (i.e. Appeals Policy; Equality Policy; Health and Safety; Safeguarding).
Read and sign off Evidence Forms – giving necessary feedback to Trainee. Draft the End of Term Report for the Trainee.
Training Managers Training Managers are drawn from a variety of backgrounds. All will be, or have been, Headteachers, senior staff or consultants within a primary school. They are all required to:
be qualified teachers; have relevant experience at an appropriate level;
have at least five years’ experience of teaching/leading within a school; and have proven mentoring skills.
Training Manager’s responsibilities
Understand the Teachers’ Standards and training programme (PGCE) expectations. Liaise with Head Teacher to ensure an ITT policy for the school is in place.
Meet with the Mentor to complete the Trainee’s Individual Training Plan.
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Oversee the Trainee’s progress through the training plan and ensure deadlines are kept.
Meet regularly (as outlined in their guidelines) with the Trainee to discuss progress and record discussions, set new targets for improvement.
Regularly check the Trainee’s Professional Development Portfolio.
Observe a minimum of one lesson per term, assess against the Standards and give constructive feedback, setting targets for further development at least once during each block practice.
Set targets for future development linked to the Teachers’ Standards. Ensure that the Trainee maintains standards in the classes they teach so that
pupils’ entitlements are preserved. Help the Trainee to stay well organised. Liaise with other school staff to organise lesson observations or discussions for the
Trainee. Read and sign off Evidence Forms – giving necessary feedback to Trainee.
Check assignments are completed, mark PGCE assignments / tasks (as appropriate) and provide brief written commentary on quality of work using criteria.
Meet with the External Moderator as appropriate.
Attend training and cluster meetings. Attend moderation meetings for the assessment of Trainees. Liaise with the Programme Manager / Director of THPSCITT on progress of the
Trainee.
Write references for Trainees, if requested. Contribute to the evaluation and development of the programme. Liaise with the Mentor to collate evidence for end of term/year and block teaching
practice reports.
Adhere to THPSCITT policies (i.e. Appeals Policy; Equality Policy; Health and Safety; Training & Assessment Policy; Safeguarding).
Subject/Professional Studies Advisers responsibilities
Prepare and deliver training materials that meet the Standards as laid down by DfE. Set and mark directed tasks and assignments in line with Teachers’ Standards;
Provide feedback to Trainees; complete task feedback form and return to the Programme Manager.
Liaise with Programme Manager, Director of THPSCITT, Mentors and Training Managers on progress of Trainees.
Attend meetings to discuss progress on Trainees. Attend training and cluster meetings. Observe lessons during block teaching practices, assess against the Standards and
give constructive feedback, setting targets for further development.
Adhere to THPSCITT policies (i.e. Appeals Policy; Equality Policy; Health and Safety; Training & Assessment Policy; Safeguarding).
Continue personal professional development to secure up to date best practices within their subject area.
Director of THPSCITT and Programme Manager Responsibilities
Work in partnership with UCS to deliver the agreed PGCE programme and apply for validation / revalidation when required.
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Recruitment of Trainee Teachers (including overseeing the website). Arranging and participating in interviews for potential Trainees. Market Tendring Hundred Primary SCITT in the local community, regionally and
nationally.
Organise events throughout the year to promote the SCITT programmes. Liaising with schools, colleges, careers services, local authorities and higher
education institutions in order to promote the activities of the SCITT.
Liaising with potential Trainee Teachers, offering appropriate advice and guidance and ensuring that all administrative procedures have been followed.
Advise Trainees on pre-course tasks. Help to deliver the Induction programme for Trainees. Liaise with schools and the Training & Assessment Committee on the placement of
Trainees.
Attend courses/conferences/networking meetings to update Professional Development and for Bench marking.
Manage the training of Trainees including co-ordinating and implementing delivery. Organise and support delivery of training Mentors, Training Managers, Subject
Advisers.
Line manage the Advisers and Training Managers. Continue to be a point of contact for Trainees throughout the year. Offering general advice and counselling support and overseeing any Trainee
Teacher Support Service that may be set up. Co-ordinating the production of course documentation.
Working on a day to day basis with external agencies such as the NCTL, the DfE and OFSTED.
Developing and supporting the network of schools which are integral to the training process.
Ensuring that the SCITT develops and moves forward.
Attend Cluster/Board/Committee meetings as outlined in the Management Committee structures.
Observe and give constructive feedback to Trainees and Trainers as part of Quality Assurance.
Keep a general overview of the programme and report to the Strategic Board any concerns.
Organise visits by External Moderators to promote Quality Assurance and set Bench marks.
Monitor and evaluate course material, delivery and feedback forms from Trainees and Advisers.
Write a termly report for the Partnership meetings. Collate evidence on Trainee progress throughout the year. Adhere to THPSCITT policies (i.e. Selection and Recruitment of Trainees; Quality
Assurance; Equality Policy; Appeals Policy; Health and Safety; Training & Assessment Policy; Safeguarding).
Headteacher/ School responsibilities
Accept the responsibility of training the next generation of teachers and ensure there is an ITT policy in place.
Ensure Trainees have an Induction meeting with the Head Teacher or senior member of staff at the start of their placement.
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Monitor the impact of ITT within the school: Support all class teachers who have Trainees in their classroom: Allow Subject Co-ordinators to observe and fully support Trainees while in the school.
Identify a Mentor and ensure that arrangements are in place for them to carry out their role effectively, i.e. having time available to attend training/meet with the Trainee/observe and discuss teaching.
Ensure that the Trainee will not teach for more than 50% in any week of the spring term and 80% in any week of the final term of the programme.
Ensure resources for ITT are adequate and that the Trainee has access to: o work space o books / professional journals o ICT o the school’s Continuing Professional Development programme (CPD).
Support the Trainee, Mentor, Training Manager in implementing the training plan. Enable the Trainee to attend all the training sessions. Ensure that Governors are committed to ITT involvement. Contribute to summative and formative assessment as appropriate. Monitor the impact of the Trainee’s school experience on the school and on
children’s learning. Adhere to THPSCITT policies (i.e. Selection and De-selection of Schools; Staffing
Policy; Equality Policy; Health and Safety). To attend Partnership meetings (or send a senior representative). Support professional development for all school based and centre based trainers.
Headteacher responsibilities
Ensure that Governors are committed to ITT involvement and are aware of the: o Partnership Agreement o ITT Policy for the school
Monitor the impact of ITT within the school.
Identify staff, where applicable, to support the delivery of training for Trainees in subject specific/professional development.
Be willing to act as hosts for visits to the school by Trainees.
Be willing to offer classroom space or resources where appropriate for the delivery of training.
Adhere to THPSCITT policies (i.e. Selection and De-selection of Schools; Equality Policy).
To attend Partnership meetings (or send a senior representative). External Examiner responsibilities
Monitor the quality of assignments (written and presentations) produced by the Trainees.
Monitor the quality of teaching by the Trainees. Make recommendations for the improvement of the course. Write reports as required by the University of Suffolk.
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Training and Development In accordance with this agreement, the Strategic Board of THPSCITT will, as validated by the University of Suffolk, plan, design and develop a detailed PGCE training and development programme, describing the training and development activities and tasks to be undertaken, where they are to be undertaken, how they will be undertaken and who will undertake them. This PGCE programme will include details of how the training and development will be quality assured and by whom. THPSCITT will ensure that every Trainee has had the opportunity to evidence meeting the requirements to gain a PGCE and QTS and the Strategic Board will take responsibility for recommending each Trainee for QTS. THPSCITT will take responsibility for the design and delivery of all centre-based training and for the design and delivery of the subject specific pedagogy and training elements of this programme. The NCTL requirements for ITT acknowledge that schools involved in training play a leading role in the development of each trainee’s professional competence and emphasise that providers of ITT must work in partnership with schools in selecting, training and assessing trainee teachers. Within the partnership all partners share responsibility for ensuring that Trainees have a successful training experience. The active promotion of equal opportunities and race equality is a central consideration of this training programme. THPSCITT is committed to promoting race equality and equality of opportunity for all in order to eliminate unlawful discrimination and to value and celebrate the diversity of both its staff and Trainees. All members of the Partnership are fully committed to implementing our equal opportunity race equality policy in our recruitment, training and assessment procedures. Course Content The course consists of three modules through which Trainees demonstrate competence against all of the Teachers’ Standards for the award of Qualified Teacher Status. Trainees will follow three mandatory modules:
1. Learning in a Primary Context 2. Professional Studies: 3. Professional Practice, consisting of:
Classroom Practice, including observation of and working alongside, an experienced teacher;
Teaching Practice, including taking a leading role in planning, organisation of and teaching a class and assessing pupil progress in their lessons;
Core Subjects (English, Mathematics and Science in the EYFS, KS1 and KS2);
Foundation Subjects and RE: The course aims to provide Trainees with a coherent range of experiences and learning opportunities which, when taken together, build upon what has gone before and lays the foundations for further development. Coherence is achieved by all the Trainers having a
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shared and clear understanding of how the elements for which they are responsible fit into the rest of the course and how it will be used by Trainees in their subsequent work. To this end, planning groups for each of the taught modules includes both centre-based Subject Advisors and relevant school-based Mentors and Training Managers.
Credits, Time and Allocation
Module Credits
Level
Learning in a Primary Context 20 6
Professional Studies 40 6
Professional Practice 60 6
Total 120
A detailed training calendar is prepared and is available on request.
Module Specifications
Each module is constructed to meet ITT requirements identified by the National College for Teaching and Leadership (NCTL). Learning in the Primary Context This module is designed to develop the Trainees’ understanding of learning theory relating to learning and behaviour for learning and how this informs pedagogy. It is designed to promote an understanding and critical awareness of the nature of children’s learning and appropriate learning behaviours and behaviour for learning in schools, drawing on a range of theoretical perspectives and models of learning and teaching. The module is designed to help Trainees to construct and debate alternative practices of classroom teaching and management and to explore the purpose and nature of effective practice in primary school learning and teaching. It also provides opportunities for the Trainees to evaluate critically appropriate research and theories and to explore ways in which the research may contribute to good teaching practice and the management of learning. It will enable Trainees to develop a strong understanding of the various factors that may influence children’s learning, including social, emotional, physical, religious and cultural variations, within the whole school and classroom environments. This module will also address specific elements of the Teachers’ Standards. Professional Studies This module is concerned with the management and practice of learning and teaching within schools. It is designed to promote a systematic understanding and critical awareness of the nature of learning in schools, drawing on a range of theoretical perspectives and models of learning and teaching. The unit introduces Trainees to relevant learning and teaching theories and the concept of reflective practice. The unit is designed to help Trainees to construct and debate alternative practices of classroom teaching and management and to explore the purpose and nature of effective school practice in learning and teaching. This unit also provides opportunities for Trainees to experience research and research methodologies and ways in which these may contribute
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to effective teaching practice and the management of learning. The unit will also include the examination and engagement with professional and legal policies and responsibilities. As part of this exploration of theory and practice, Trainees will conduct their own reflective school-based project. Through this module, Trainees will develop a strong understanding of a wide range of professional responsibilities within the whole school and classroom environments. This unit will address elements of the Teachers’ Standards. Professional Practice This module will consist of school-based training in at least two schools and in two consecutive Key Stages. School experience provides opportunities for Trainees to observe excellent practice from experienced teachers, undertake specific tasks linked to their centre-based training and practice their teaching skills.
Primary specialists will have experience both in KS1 (Year 1 or 2) and KS2 (Year 3,
4, 5 or 6)
Early Years specialists will have experience in Nursery or Reception and KS1
Trainees will receive extended training in English, Maths and Science. This will cover the various elements and facets of these subjects:
English training will cover learning about systematic synthetic phonics; guided reading; speaking and listening; reading; writing; poetry; ‘Grammar, Punctuation and Spelling’; and visual literacy:
Maths training will explore all areas of practical and theoretical primary maths, including maths trails and maths in the environment. Progression in computation will form a central theme in the teaching of this subject.
Science training will address all areas of science in the Primary National Curriculum – working scientifically in areas of biology, chemistry and physics.
Trainees will receive focussed training on art and design, computing, design and technology, geography, history, languages, music, PE and RE. Quality Assurance and Standards UCS operates a set of quality assurance and enhancement processes termed the ‘Risk-based Monitoring and Enhancement (RiME) processes. These will be overseen through the THPSCITT Strategic Board and will be reported through to the Department of Children, Young People and Education at UCS Ipswich. The RiME process will take the form of a Self-Evaluation Documents (SED) as required by OFSTED on a yearly basis. This will conform to the RiME processes detailed by UCS policy. The THPSCITT course term are committed to following the UCS Complaints Policy, Academic Appeals Policy and Management of Course Policy. THPSCITT has a detailed Improvement Plan for future development.
The self-evaluation document for THPSCITT uses a variety of sources to inform areas for development. These include:
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Feedback from Trainees: Trainee Programme Committee; end of session evaluation forms; termly evaluation forms; end of Module evaluations; end of course evaluation form;
Feedback from NQTs through the yearly NQT survey; Feedback from Mentors and Training Managers through training evaluations and
course design discussions; Feedback from Committees: Strategic Board; Recruitment and Selection; Training; Feedback from UCS and OFSTED Student Surveys.
There are robust systems in place for ensuring the accuracy and consistency of the assessments of Trainees. This is promoted through the following processes:
Early support visits to all mentors by THPSCITT staff and/or Training Managers where a paired lesson observation is undertaken and appropriate modelling of assessment against the standards is discussed;
At least two joint lesson observations for each of the placements: one by the School Mentor with a THPSCITT representative and one by the Training Manager with the School Mentor;
Twice termly meetings by the Strategic Board where all outcomes of the activities itemised below are analysed together with Trainee progress and attainment. At the end of the year Trainee attainment is judged against the Ofsted grade criteria. These are used to support accurate and reliable judgments of trainees’ attainment against the Standards. These are then validated by external moderation.
Monitoring of QA processes and outcomes is undertaken by the Strategic Board; There is targeted internal observation schedule of centre-based training by the
Programme Manager, SCITT Director and external consultants External moderation of Trainees’ teaching in terms 2 and 3 is undertaken by
external moderators for the programme. The proportion of Trainees observed teaching by external moderators is at least 25% each year.
External examiners are appointed in accordance with UCS guidelines.
Internal moderation is firmly embedded in the programme within the following activity:
Paired lessons observations of Trainees’ teaching by: two mentors from different schools, where possible the School Mentor and the Training Manager within the school THPSCITT staff and the School Mentor
Spot Check (unannounced) lesson observations are undertaken by members of the Strategic Board and Training Committee. Training assignments and teaching grades are moderated during the year:
All assignments are first and second marked; Teaching grades are moderated against the termly Professional Development
Record and all anomalies scrutinised as part of the file marking procedure;
Presentation panels have a moderator who watches every presentation; External moderators observe and interview 15% of the Trainees.
Any Trainee who is deemed to be failing in any area will be referred to the External Examiner. It is anticipated that the external examiner will observe a sample of Trainees, sample Trainee assessments (15% plus all refers) as part of contributing to a robust quality assurance process. The external examiner will thereby verify key judgements.
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Monitoring Trainee progress The Programme Manager and Director of SCITT take overall responsibility for the monitoring of Trainees’ progress. Together with other key members of the THPSCITT team, the following monitoring activities are undertaken:
Compilation of an initial needs assessment for each Trainee, starting with the interview feedback, subject audits and formative feedback from pre-course assignments;
The development of a termly Individual Training Plan personalised according to the Trainee’s skills, knowledge, understanding and experience;
Monitoring of Trainees’ engagement with their own learning; Tracking Trainee progress termly; One to one meetings; Early support visits in placement according to need; Monitoring lesson observation grades throughout the course;
Monitoring Trainee progress against targets set in professional practice; Monitoring Trainee progress in assignments and centre-based training.
Communication on Trainee progress between centre and school-based trainers Close communication with schools is established via e mail, a regular newsletter and support visits by the THPSCITT team. This is a strength of the programme and enables the vast majority of Trainees to sustain progress and achieve high attainment. Where individual Trainees do not make progress every effort will be made to sustain positive and constructive approaches in order to support them, including, where needed, an Individual Action Plan. Feedback to Trainees Trainees will be provided with continuous evaluative feedback on all aspects of their work. This will include detailed comments on written assignments and tutorial support according to need. This includes tutorial support from programme leaders on the professional practice module. Reflective learning is a key factor in enabling progress where Trainees are able to link their professional practice experience to the theory and knowledge gained from centre-based training modules. If by the end of term 1 the Trainee’s school-based Mentor and Training Manager report to the Programme Manager that the Trainee is not reaching their potential at this stage in the training, then additional support will be given to the Trainee. This always involves additional use of resources in terms of additional support visits to the Trainee in their twin placement school. If there is a small group of Trainees with the same specific development points then a small group tutorial or training event may be triggered. Cause for Concern Where there is a cause for concern an ‘Action Plan’ is devised and agreed by all parties (including a UCS representative), with specific, short-term achievable targets for the
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Trainee to be assessed against. This is reviewed at regular intervals and progress is included in the Programme Manager’s Report to the Strategic Board. If the cause for concern relates to a Trainee’s ability to meet the Teachers’ Standards at a sustained and consistent level and so is judged to have a inadequate grading against some of the eight Teachers Standards (especially TS4, TS5 and TS7) placement graded in their End of Term Report, then they should be given the opportunity to repeat the placement with the following support in place:
An individualised Action Plan with a timescale for achievement against these targets Who, when and how support will be enabled A follow up meeting is arranged to discuss the outcome of the Action Plan and the
way forward. The course of action may include implementing a further action plan to enable the Trainee to achieve the standards and then the process is repeated.
If, however, the Trainee’s performance has still not improved to the required standard to enable him/her to achieve the standards, s/he will have been deemed to fail the practice and the whole course. If the concern relates to a Trainee’s ability to meet the PGCE objectives and/or the Teachers’ Standards in any of the centre-based modules then appropriate support is enabled to further support the Trainee in order to gain a pass. The procedure followed will be in line with those explained in the Professional Graduate PGCE Regulations. This will involve the Head of Department (Children, Young People and Education) and may involve the External Examiner.
Headteacher(Employer) Involvement
Headteachers (the employers) contribute to the running of the SCITT in the following ways:
they play a significant part in the short-listing and interviewing of all potential Trainees;
they form the core membership of the Strategic Board; they contribute to course design through Partnership meetings and representation
on the Training Committee;
they observe the Trainees in their schools; and they perform ‘Spot Checks’ of Trainees, if on the Strategic Board or Training
Committee. Headteacher employers engage with the partnership through attending THPSCITT meetings such as Strategic Board, the Training Committee, the Recruitment and Selection Committee, the Trainee Programme Committee and the Partnership Group. Headteachers make up the core of the Strategic Board. Through this membership they play a significant role in the design of the course. Representation on the Strategic Board from various types of school e.g. infant, junior, primary, church schools, academies etc. means that the discussions are robust and that the needs of the different types of school are represented.
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Headteacher representation on the Training Committee means that they play a vital role in the development of the curriculum, training and assessment of the current and future Trainees. In this way they are always reflecting on the teacher ‘product’ at the end of the course. Being a small institution, we are able to act quickly to address training needs as they arise. We are able to identify Trainee weakness and put in support when necessary. All Headteachers within the Partnership are able to attend the termly Partnership Meeting. This is an opportunity for open discussion about all aspects of the course: provision, recruitment, selection, assessment etc. Any Headteacher who wishes to formally raise a concern or explore an issue, or affect the future design of the course, is able to do so at this meeting, the dates for which are given a year in advance (in order to gain the best representation possible). Headteacher Employer views are sought with regard to the quality of THPSCITT Trainees as NQTs. Headteachers speak highly of Trainees recruited from THPSCITT programmes and are offering Trainees jobs earlier each year. In addition to proactively seeking and using the views of Headteacher employers, we gather information and views from other external agencies to inform course design and planning. We employ several consultants or organisations to deliver training in specialist areas of the curriculum. Representatives from ACE have delivered training on handwriting; a specialist science consultant, from outside the local area, is employed to teach science; EAL training is purchased from a senior LA advisor etc. Access to and discussion with these professionals gives us an independent view on the quality of our training and Trainees. Discussion with senior leaders from other SCITT providers stimulates productive discussion about administration, process, moderation and quality. A co-ordinated approach in some areas is adopted. Requesting and receiving School Direct places Chase Lane has the lead responsibility for bidding for School Direct (SD) and core places in line with the requirements of the NCTL. This does not preclude schools bidding for their own places and naming THPSCITT as their provider. Recruiting and selecting Trainee Teachers THPSCITT, along with partnership schools who have bid for SD places will have joint responsibility for marketing and promoting the SD course and for the selection process through which applicants are selected and offered places. THPSCITT and partner schools will jointly scrutinise applications and, in accordance with the agreed selection process agree the applicants who will be called for interview having regard to the eligibility and suitability criteria. All decisions about which applicants are called for interview and/or offered a place on this ITT course must be jointly agreed by THPSCITT and SD schools.
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THPSCITT will have responsibility for organising the selection days and the resources required for such days. The Director of THPSCITT or the Programme Manager will act as chair for each selection event and will have responsibility for ensuring that selection takes place in accordance with the agreed process and that all decisions and recommendations are documented and reported correctly. THPSCITT will have responsibility for all administration related to recruitment and selection process including ensuring that all formalities have been undertaken and completed correctly; that all supporting documentation is received, checked and filed; that required information about applicants is logged and entered for analysis and other data returns are made and for ensuring that all trainee teachers accepted onto the course meet all the trainee eligibility and suitability criteria Finance and other trainee and programme administration THPSCITT will have responsibility for all finance and Trainee and programme related administration including the setting of tuition fees, the assessment and payment of access related monies to Trainee Teachers on this scheme and the assessment, payment, recovery and accounting for training bursaries. Data collection and analysis, audit and evaluation and other reporting requirements THPSCITT will take responsibility for all main data collection, analysis and reporting and audit requirements up to the point of ITT course completion. Strategic Board and Partnership Schools will jointly plan how they will evaluate and review this ITT provision having regard to any external evaluation and review requirements. Funding Arrangements For the year 2016-17 THPSCITT will charge a tuition fee of £9000 for SD unsalaried and core places. School Direct salaried Trainees school will be charged £5000. This will be reviewed annually. Equality of Opportunity THPSCITT is committed to promote equality. This involves tackling the barriers which could lead to unequal outcomes so that there is equality of access and the diversity within the school community is celebrated and valued. We believe that equality should permeate all aspects of school life and is the responsibility of us all. Every member of the THPSCITT community should feel safe, secure, valued and of equal worth. At THPSCITT, equality is a key principle for treating all people the same
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irrespective of their gender, ethnicity, disability, religious beliefs/faith tradition, sexual orientation, age or any other of the protected characteristics (Single Equalities Act 2010). Details of our commitments are detailed in the Equalities Policy for Chase Lane Primary School.
Child Protection and Safeguarding
Everyone who comes into contact with children and their families has a role to play in safeguarding children. THPSCITT staff and trainees are particularly important as they are in a position to identify concerns early and provide help for children to prevent concerns from escalating. They form part of the wider safeguarding system for children which includes Social Care, the police, health services and other services to promote the welfare of children and protect them from harm.
The document ‘Keeping Children Safe in Education (DfE, July 2015) MUST be read in conjunction with the THPSCITT Child Protection Policy (which is the policy for Chase Lane Primary School).
There are three main elements to our Child Protection policy:
Prevention through the creation of a positive school atmosphere and the teaching, and pastoral support offered to pupils.
Protection by following agreed procedures and ensuring all staff are trained and supported to respond appropriately and sensitively to child protection concerns.
Support to pupils who may have been abused.
The policy applies to all Trainees and staff within THPSCITT. THPSCITT recognises it is an agent of referral and not of investigation. Assessment Only There is a separate Partnership Agreement for the Assessment Only route to reflect the different relationship between the provider and school. Resources A grant will be paid (for each term, in arrears) to schools that provide staff for training purposes, in relation to the commitment given. It is recommended that Mentors be given time in lieu if they have spent their own time (outside of school hours) for weekly meetings. To provide opportunities for staff development, the library and training centre at Chase Lane, the Lead School, is available for use by those members of staff in the partnership schools who are involved in the training of the Trainees.
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Initial Teacher Training (ITT) Policy September 2016
Background At Holland Haven Primary School we agreed in 2016 to be a Host / Twin placement school for Tendring Hundred Primary SCITT. Our commitment is that ITT is a whole-school responsibility. Indeed, we see it as a privilege to be helping train the teachers of the future. The Governing Body of the school whole heartedly support the SCITT programme and recognise its value to the school and local area. Our vision for ITT At Holland Haven Primary School we are committed to providing trainee teachers with numerous, varied and exciting opportunities as part of their training, as well as developing their understanding of how social and emotional well-being affects children’s learning. We believe this is crucial in equipping the next generation of teachers with the skills they need to embark upon a career that will span until the middle of the twenty first century. We have much to offer; as a staff we are dedicated to providing an outstanding and creative education for all children in our care. This commitment means we are well placed to offer high quality training, guidance and support to all Trainees who we are fortunate to work with. Involvement in ITT is a two-way process. Both the school and the Trainees have much to gain from each other. As a Placement School, we will:
Welcome all trainee teachers into our school community and recognise the importance of the new experiences and ideas they bring with them;
Support the Mentor and Training Manager in implementing the Trainee’s Individual Training Plan;
Monitor the impact of the Trainee’s school experience on the school and on children’s learning;
Provide the Trainee with a class which does not pose insurmountable behaviour management problems for them;
Ensure that the Trainee will not teach for more than 80% in any week of the programme;
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Provide an induction for the Trainee, with the Headteacher, Deputy Headteacher or other designated person;
Support all class teachers who have Trainees in their classrooms;
Allow, and provide time for, Subject Co-ordinators to observe and fully support Trainees while in the school;
Enable the Trainee to attend all training sessions. In addition we will:
Adhere to University Campus Suffolk and Tendring Hundred Primary SCITT policies where appropriate;
Inform the Director of THPSCITT of the outcome of an OFSTED Inspection within three weeks of it taking place;
Support the professional development for all school-based and centre-based trainers;
By agreement, meet with the External Examiners, Moderators, representatives of University Campus Suffolk and Ofsted inspectors if required;
Send a senior school representative to Partnership meetings;
Provide the Mentor with time to observe Trainees and provide feedback; Provide the Mentor with time to attend Mentor training, as we agree that it adds to
the Mentors professional development and helps to guarantee first class support. We will provide all Trainee teachers with:
A named Mentor; Weekly Mentor meetings; Time to meet with the Training Manager; Full access to the school’s CPD programme; Opportunities to become fully involved in the life of the whole school community; Space, resources and ICT facilities to enable them to plan and work effectively: this
includes access to all relevant documentation when requested; Time to observe experienced teachers and reflect upon their observations;
Our encouragement and support that we would like them to ‘think outside of the box’ as much as possible and experiment with different teaching techniques and styles;
Our commitment to providing them with the highest standard of school based ITT.
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All Mentors will:
Be experienced and proven classroom practitioners; Provide constructive feedback designed to improve the quality of learning and
subsequently teaching;
Meet with Trainees weekly as set out in the Record of Progress booklet; Liaise with the Training Manager to carry out meetings when necessary; Make additional time if and when the Trainee needs it;
Contribute to summative and formative assessment of the Trainee, as appropriate; Liaise with the class teachers to ensure full support for the Trainees; Keep up to date with current issues and trends in education to enable a true
professional dialogue and debate;
Work closely with the Training Manager and Headteacher to quality assure the training provision.
All placement class teachers will...
Be ‘good’ or better classroom practitioners; Encourage and support the Trainee; Conduct lesson observations and give constructive feedback on the teaching and
learning to both the Trainee and Mentor; Help set targets for the Trainee; Help the Trainee to establish relationships with parents;
Share planning and curriculum overviews with the Trainee; Plan alongside the Trainee during the initial stages of the block teaching
placement;
Foster a sense of creativity and experimentation with the Trainee; Be approachable and take time to listen to Trainee’s worries and concerns.
All Trainee teachers will:
Share our commitment to our schools ethos; Adhere to school protocol in relation to timekeeping and dress-code;
Be respectful and speak appropriately to all members of the school community; Take advantage of all opportunities offered by the school; Have high expectations of all children in the school; Teach to achieve the highest standards; Be flexible and demonstrate a willingness to reflect, share and question;
Attend staff and team meetings when in school; Attend school based CPD; Prepare for Mentor meetings and Training Manager Tutorials as set out in the
Course and Placement Handbooks;
Hand in records of all meetings held with the Mentor and Training Manager within five working days;
Share assignments, presentations and PDPs with the Mentor in advance of the hand-in due date;
Telephone the Mentor or school and the SCITT centre if they are unable to attend school with as much notice as possible;
Stay organised and ask for help when necessary.
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Appendix A About Tendring Hundred Primary SCITT
Rationale
THPSCITT has been offering high quality training, leading to the award of Qualified Teacher Status (QTS), since September 2006, with Chase Lane Primary School as the Lead School. The SCITT was set up by local Headteachers to address the issue of a severe shortage of good primary teachers in the locality, an area of considerable social deprivation and previously part of a Government ‘Action Zone’. With a proven history of good sustained recruitment to the course, THPSCITT has expanded in recent years to train an increasing number of teachers to try to meet local demand. The recruitment profile for THPSCITT over a five year period shows the number of Trainees rising from 20 (in 2010-11) to 28 (in 2012-13 and 2013-14), with 26 in 2014-15 and 29 in 2015-16.
In recent years, with the introduction of Teaching Schools and other ITT competition, THPSCITT has been looking at ways in which it can continue to thrive within a competitive market. There is also a need to produce teachers who are confident, competent and of an outstanding quality to work within our schools, with a view to them aspiring to leadership posts, thus securing succession planning. In light of this philosophy, it was decided by the Strategic Board of THPSCITT that there was a need to make the QTS course more attractive, to both potential Trainees and schools, by offering a Postgraduate Professional Certificate in Education. It was also decided, in the spirit of promoting and celebrating local provision, that the qualification should be through a local university if at all possible. This has been achieved and we now offer a PGCE through UCS, validated by the University of Essex and the University of East Anglia.
The last OFSTED inspection, which took place 14th-18th March 2011, graded Tendring Hundred Primary SCITT as good. The key strengths were reported as:
good support for Trainees to develop effective knowledge and skills for teaching, especially behaviour management strategies;
links between centre and school-based training that enable trainees to put theory into practice effectively;
Trainees’ effective planning for pupils with special educational needs and/or disabilities;
effective additional support for male Trainees; the high level of care and support for Trainees’ well-being from all centre and
school based staff.
The rigorous and relevant school-based programme has continued to be developed by a group of Headteachers in the Tendring area and includes significant school experience, block teaching practices, centre-based training and subject-based and personal tutorials. The majority of training sessions are delivered at the SCITT centre, using other partnership school venues as appropriate. School experience and teaching practices take place in two different schools within the local area. There is a choice of age range:
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Pathway One 3-7 years (Early Years and Key Stage 1) and Pathway Two 5-11 years (Key Stages 1 and 2). The distinctive features of the THPSCITT course are:
it is based in local schools in the Tendring, Colchester and Ipswich area; it is run and organised by the schools which have a proven track record of working
collaboratively;
it is a tailor made course to reflect the needs of local schools and to produce good/outstanding teachers with high levels of practical teaching skills;
the practical and taught elements of the course are strongly linked; all Trainees complete a Languages module and access additional training in music
by a specialist;
partnership schools include infant, junior, primary, large, small, village, church-aided special and pre-schools and academies;
teachers and Headteachers from the schools act as Mentors and Training Managers (Personal Tutors) and deliver most of the training, providing a strong support network;
there are outstanding employment prospects, with the majority of Trainees gaining positions within local schools;
we have a 100% employment record, with most Trainees accepting posts within the local area, and retention within the profession, for our Trainees, is outstanding.
The overarching aim of this provision is to facilitate Trainees in the development of critical awareness and self-reflective skills in order to become good/outstanding practising teachers, who will be an asset to any school. The course team continues to work closely with Trainees and stakeholders to ensure a degree of flexibility to allow the provision to remain dynamic and adaptable to the ever changing field of education. This has allowed the provision to respond to major changes in education, such as the introduction of the new National Curriculum, changes to national testing and SEN, and changes to the needs of the workforce, in response to Government policy and OFSTED. Most recently, during the last two year period, some significant changes have been made to the course content. These on-going developments and changes reflect the course team’s commitment to ensuring that the content offered under this provision are flexible and able to adapt to current and contemporary issues arising in education and that the course meets the requirements for a PGCE qualification. Significant changes have been made to the organisational structure and staffing of the SCITT. The Governors of Chase Lane Primary (the Lead School for THPSCITT), after extensive research into and discussion about the need to train effective teachers in the locality, has expanded the permanent staffing of THPSCITT to include the permanent post of ‘Director of THPSCITT’. The Programme Manager is undertaking a Doctorate, related to teacher training, and the Director of THPSCITT has completed a Postgraduate Diploma in Professional Research. Trainees complete the programme in one intensive year and due to the considerable workload, balanced with a life outside the course, retention and completion of the award can be challenging. However, the percentage of Trainees completing the course has remained at around 92% during the last three year period. This figure reflects the
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Trainees’ commitment to complete the course and a commitment from the THPSCITT staff to support those who feel under pressure or vulnerable. Pastoral care is excellent: the course team remains aware of Trainee challenges and actively seeks to take all possible steps to make full use of tutorial support, with individual face-to-face support. The need for flexibility in approaches will be an on-going theme in the development and improvement of this provision.
Aims
The overall structure of the course is based on a number of core principles and aims to combine the best practice and widespread experience of School-Centred Initial Teacher Training by drawing upon partnership arrangements between schools and education providers in Essex and South Suffolk, to provide a programme of training that is designed to:
Prepare trainee teachers to teach across the 3-11 age range in one of two age phase areas: ‘Early Years’ - Early Years Foundation Stage and Key Stage 1- (called Pathway 1) and ‘Primary’ - Key Stage 1 and Key Stage 2 (called Pathway 2);
Enable trainee teachers to engage in a reflective and practice based programme of training linked strongly to an appropriate level of academic and theoretical study in centre-based training;
Enable trainee teachers to develop a thorough grounding in the academic skills and knowledge that support the role and professional practice of teachers and to demonstrate that they have met the standards of the PGCE award;
Enable trainee teachers to consolidate their knowledge and understanding of teaching young children and application to the National Curriculum and the Early Years Foundation Stage (EYFS).
Learning Outcomes
At the end of the course Trainees will be able to: Knowledge and Understanding
1. Provide evidence that successfully meets the requirements of the Teachers’
Standards. 2. Demonstrate an understanding of key theories of learning and teaching and an
ability to apply these appropriately to professional practice. 3. Demonstrate an understanding of methodological approaches and techniques
suitable for a reflective practice-based project.
4. Demonstrate substantial knowledge and understanding of the context of primary education with a critical approach to pedagogy.
Mental or cognitive skills
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5. Demonstrate an ability to critically evaluate their own practice using self, peer, student monitoring and research and evaluation techniques.
6. Provide evidence on paper and in practice of their ability to be a reflective
practitioner and set targets for improvement.
Subject Specific and Practical Skills 7. Provide evidence that successfully meets the requirements of the Teachers’
Standards. 8. Demonstrate sound knowledge and understanding of the context of primary
education and the ability to effectively monitor and assess all aspects of the curriculum.
9. Demonstrate effective pedagogical skills and attributes required to teach across
the age and ability range and Key Stages. 10. Effectively and accurately monitor and assess pupil progress in a range of
differentiated activities. 11. Demonstrate highly developed skills and competence in professional practice
drawing on critical analysis and skills of evaluation. 12. Provide an evidence-based understanding of the school and classroom
processes of pupil learning, monitoring and assessment.
Key Skills 13. Key Skills, also known as graduate key skills, transferable skills or general skills,
comprise communication, information technology, problem solving, numeracy, working with others and improving own learning.
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Commitment made by Partnership Schools
1. Make the Trainees feel welcome in the school and, as far as possible, treat them as if they were full members of the school staff. This means involving them in the full range of staff meetings, relevant in-service training, planning meetings and playground duties etc.
2. Plan its work with Trainees in ways that will provide effective, high quality Initial Teacher Education and, thereby, benefit both Trainees and the school, in the short and the long term.
3. Make sure that all staff involved in Initial Teacher Education, have time to reach a clear understanding of the relevant detailed course documentation and are encouraged to follow the procedures outlined in the documentation.
4. Ensure that both Mentors and Training Managers attend designated meetings held at the SCITT Centre. Payments to schools will be reduced by the cost of half a day’s supply cover per Trainee per unattended designated meeting unless an agreement is reached with the Programme Manager.
5. Negotiate with the Programme Manager to ensure that Trainee placements for teaching practices allow Trainees to work in classes which can be managed reasonably easily by the class teacher, and which do not pose insurmountable behaviour management problems for Trainees during this early stage of their development as a teacher.
6. Ensure that Trainees work with teachers who provide a good model for the Trainees to emulate and who are keen to share their good skills with the Trainees.
7. Allow the Trainees to see a range of good and outstanding teachers at work in Partnership schools and to encourage those teachers to share skills and ideas with the Trainees.
8. Inform the Programme Manager when the school needs to change its school mentor and ensure that the new school mentor has sufficient time and resources to carry out the role properly.
9. Allow Trainees to gradually increase their involvement from group to class teaching as in the programme and which ensures growing confidence throughout the year.
10. Observe the relevant policies and documentation and ensure school staff are aware of that documentation.
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11. Ensure that issues/difficulties are dealt with sensitively. Where possible, solutions will be found that allow everyone to move forward in a positive way.
12. Ensure that a sensitive approach to the needs of the Trainees to maintain a
work/life balance is always observed.
13. Ensure Trainees have an induction meeting with an appropriate member of staff at the start of their placement.
14. Ensure that the Trainee will not teach for more than an average of 80% in any week of the programme.
15. Ensure that Governors are committed to ITT involvement and approve an annual policy.
16. Contribute to summative and formative assessment as appropriate. Ensuring all documentation relating to the assessment of Trainees is completed by deadlines and shared with the trainee and Programme Manager.
17. Inform the Programme Manager of the outcome of an Ofsted inspection as soon as published.
18. Plan the Trainee’s timetable to ensure that the trainee is able to experience Standards not previously met/experienced.
19. Observe lessons (as stipulated in the Handbook). Assess against the Teachers’ Standards and give constructive feedback, setting targets for further development.
20. Assist the Trainee in planning their schemes of work and lessons, working towards increasing independence throughout the year.
21. Liaise with other class teachers with whom the Trainees will be working.
22. Ensure that the Trainee maintains standards in the classes they teach so that pupils’ entitlements are preserved.
23. By agreement, meet with the External Moderator as appropriate.
24. All partnership schools need to have adequate insurance cover, including public liability and professional indemnity.
25. Adopt the Partnership Agreement and ITT policy provided or adopt the Partnership Agreement and write an individualised ITT Policy to be adopted by the Governing Body.
All headteachers are required to attend one Partnership meeting each academic year and as many of the others as possible. In the event that a Headteacher is unable to attend, they must send a member of their senior management team in their place.
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Commitment made by Partnership Schools
Signed by Headteacher . . . . . . . . . . . . . . . . . . . . . . . Print name: Signed on behalf of the Governing Body . . . . . . . . . . . . . . . . . . . Print name: Name of School: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Date 1st September 2016
Signed . . . . . . . . . . . . . . . . . John Morgan THPSCITT Director and Chair of the THPSCITT Strategic Board Date 1st September 2016