Common use of Headteacher Clause in Contracts

Headteacher. The commitment of the headteacher is essential for successful partnership and for ensuring a whole school commitment to ITE. The headteacher has a responsibility to ensure that the school can offer both an appropriate setting for effective training and is able to meet the requirements of a specific placement, managing the fee paid per student for each school experience to support both of these criteria. The headteacher should be committed to enabling and providing opportunities for their staff working as mentors and ITE co-ordinators with students to attend the relevant mentor training and briefing sessions, recognising this as a valuable form of continuing professional development as well as quality assurance for the Partnership. The school should be able to offer students access to support, good practice and necessary resources. In many schools, this responsibility is delegated to an experienced member of staff who also oversees all communication and negotiations with the University. The headteacher will also regularly be given the opportunity of assisting the partnership in the selection and/or interviewing of applicants for a place on a primary ITE programme. The headteacher is responsible (either directly or via the member of staff to whom they have delegated the task) for communicating with the Head of School Partnership regarding any changes to the school context that might significantly effect it as an appropriate setting for ITE (e.g. issues arising from a recent Ofsted inspection of the school or a significant change in staffing). Normally, the headteacher should be willing to assist the University with occasional “re-sit” placements in their school (in negotiation with the Head of School Partnership). In cases of extreme student failure (including serious and unacceptable professional conduct) the headteacher may terminate the placement (see section 4: Troubleshooting, for further details). Main responsibilities:  overall management and co-ordination of the training within the school to ensure that all student teachers can meet the requirements of the placement and receive support as outlined in the placement handbook including ensuring that the student teacher has an appropriate teaching and administrative load, as specified in course documentation and workforce reform requirements;  oversee the selection, preparation and support of mentors and class teachers working with student teachers - including the facilitation of regular meetings (i.e. on a weekly basis in a dedicated session during the school day, the timing of which is mutually agreed by all parties in order to ensure that entitlement requirements are being met). These meetings, between the mentor and student teacher, are for them to discuss practical and theoretical matters relating to teaching (including target setting and the reviewing of student teacher progress against the Standards);  ensure that mentors are familiar with the contents of the Primary Partnership Agreement;  co-ordinate the placement of student teachers in school;  liaising with - as appropriate - the partnership tutors, Heads of Programme, Head of School Partnership and Primary co-ordinator in managing and ensuring quality of experience for student teachers on school experience (including the 'feeding back' of perspectives intended to develop the quality of the partnership overall);  ensure that student teachers are not used as ‘supply cover’ or asked to take responsibility for groups of pupils in an out of school context;  have in place school policies or development plans that support ITE (including having, or be working towards, a specific ITE policy for the school);  quality assure the work of mentors within the school;  ensuring familiarity with all programme and partnership documentation and associated documentation from the DfE, TA and Ofsted;  assisting the partnership in the selection and interviewing of applicants for a place on primary ITE programmes;  select and share, where appropriate, school data with student teachers for assignment/directed task/professional development purposes  take responsibility, when requested, for writing references for final-year student teachers, including - where appropriate - delegation of this responsibility to a member of staff with overall responsibility for ITE in the school (this is in addition to the references required to be written by University staff about the student );  where possible/appropriate facilitate, in consultation with the Head of School Partnership, visits by external examiners, Ofsted inspectors and internal University moderators to their school for the purpose of quality assuring and enhancing the work of the partnership as well as for the moderation and assessment of students;  support/facilitate opportunities for school staff (ie: mentors) to attend Partnership Training sessions (including mentor training)  agree to support the University in its implementation of its Health and Safety procedures (see section 6.5) and all Equal Opportunities/Race Equality policies (see section 6.6) as they relate to the student teachers’ experience in schools;

Headteacher. The commitment of the headteacher is essential for successful partnership and for ensuring a whole school commitment to ITEITT. The headteacher has a responsibility to ensure that the school can offer both an appropriate setting for effective training and is able to meet the requirements of a specific placementschool experience, managing the fee paid per student for each school experience to support both of these criteria. The headteacher should be committed to enabling and providing opportunities for their staff working as mentors and ITE ITT co-ordinators with students to attend the relevant mentor training and briefing sessions, recognising this as a valuable form of continuing professional development as well as quality assurance for the Partnership. The school should be able to offer students access to support, good practice and necessary resources. In many schools, this responsibility is delegated to an experienced member of staff who also oversees all communication and negotiations with the University. The headteacher will also regularly be given the opportunity of assisting invited to assist the partnership in the selection and/or interviewing of applicants for a place on a primary ITE ITT programme. The headteacher is responsible (either directly or via the member of staff to whom they have delegated the task) for communicating with the Head of School Primary Partnership regarding any changes to the school context that might significantly effect it as an appropriate setting for ITE ITT (e.g. issues arising from a recent Ofsted inspection of the school or a significant change in staffing). Normally, the headteacher should be willing to assist the University with occasional “re-sit” placements of school experience in their school (in negotiation with the Head of School Primary Partnership). In cases of extreme student failure (including serious and unacceptable professional conduct) the headteacher may terminate the placement school experience (see section 4: Troubleshooting, for further details). Main responsibilities:  overall management and co-ordination of the training within the school to ensure that all student teachers can meet the requirements of the placement school experience and receive support as outlined in the placement handbook school experience documentation including ensuring that the student teacher has an appropriate teaching and administrative load, as specified in course documentation and workforce reform requirements;  oversee the selection, preparation induction, professional development and support of mentors and class teachers working with student teachers - including the facilitation of regular meetings (i.e. on a weekly basis in a dedicated session during the school day, the timing of which is mutually agreed by all parties in order to ensure that entitlement requirements are being met). These meetings, between the mentor and student teacher, are for them to discuss practical and theoretical matters relating to teaching (including target setting and the reviewing of student teacher progress against the Standards);  ensure that mentors are familiar with the contents of the Primary Partnership Agreement;  co-ordinate the placement experience of student teachers in school;  organise an induction for all student teachers including a safeguarding briefing;  liaising with - as appropriate - the partnership tutors, Heads of ProgrammeProgramme , Head of School Primary Partnership and Primary co-ordinator in managing and ensuring quality of experience for student teachers on school experience (including the 'feeding back' of perspectives intended to develop the quality of the partnership overall);  ensure that student teachers are not used as ‘supply cover’ or asked to take responsibility for groups of pupils in an out of school context;  have in place school policies or development plans that support ITE ITT (including having, or be working towards, a specific ITE ITT policy for the school);  quality assure the work of mentors within the school;  ensuring familiarity with all programme and partnership documentation and associated documentation from the DfE, TA NCTL and Ofsted;  assisting the partnership in the selection and interviewing of applicants for a place on primary ITE ITT programmes;  select and share, where appropriate, school data with student teachers for assignment/directed task/professional development purposes  take responsibility, when requested, for writing references for final-year student teachers, including - where appropriate - delegation of this responsibility to a member of staff with overall responsibility for ITE ITT in the school (this is in addition to the references required to be written by University staff about the student student);  where possible/appropriate facilitate, in consultation with the Head of School Partnershipuniversity, visits by external examiners, Ofsted inspectors and internal University moderators to their school for the purpose of quality assuring and enhancing the work of the partnership as well as for the moderation and assessment of students;  support/facilitate opportunities for school staff (ie: mentors) to attend Partnership Training sessions (including mentor training)  agree to support the University in its implementation of its Health and Safety procedures (see section 6.5) and all Equal Opportunities/Race Equality policies (see section 6.6) as they relate to the student teachers’ experience in schools;.

Headteacher. The commitment of the headteacher is essential for successful partnership and for ensuring a whole school commitment to ITEITT. The headteacher has a responsibility to ensure that the school can offer both an appropriate setting for effective training and is able to meet the requirements of a specific placementschool experience, managing the fee paid per student for each school experience to support both of these criteria. The headteacher should be committed to enabling and providing opportunities for their staff working as mentors and ITE ITT co-ordinators with students to attend the relevant mentor training and briefing sessions, recognising this as a valuable form of continuing professional development as well as quality assurance for the Partnership. The school should be able to offer students access to support, good practice and necessary resources. In many schools, this responsibility is delegated to an experienced member of staff who also oversees all communication and negotiations with the University. The headteacher will also regularly be given the opportunity of assisting invited to assist the partnership in the selection and/or interviewing of applicants for a place on a primary ITE ITT programme. The headteacher is responsible (either directly or via the member of staff to whom they have delegated the task) for communicating with the Head of Co-ordinator for School Partnership regarding any changes to the school context that might significantly effect it as an appropriate setting for ITE ITT (e.g. issues arising from a recent Ofsted inspection of the school or a significant change in staffing). Normally, the headteacher should be willing to assist the University with occasional “re-sit” placements of school experience in their school (in negotiation with the Head of Co-ordinator for School Partnership). In cases of extreme student failure (including serious and unacceptable professional conduct) the headteacher may terminate the placement school experience (see section 4: Troubleshooting, for further details). Main responsibilities:  • overall management and co-ordination of the training within the school to ensure that all student teachers can meet the requirements of the placement school experience and receive support as outlined in the placement handbook school experience documentation including ensuring that the student teacher has an appropriate teaching and administrative load, as specified in course documentation and workforce reform requirements;  • oversee the selection, preparation and support of mentors and class teachers working with student teachers - including the facilitation of regular meetings (i.e. on a weekly basis in a dedicated session during the school day, the timing of which is mutually agreed by all parties in order to ensure that entitlement requirements are being met). These meetings, between the mentor and student teacher, are for them to discuss practical and theoretical matters relating to teaching (including target setting and the reviewing of student teacher progress against the Standards);  • ensure that mentors are familiar with the contents of the Primary Partnership Agreement;  • co-ordinate the placement experience of student teachers in school;  • liaising with - as appropriate - the partnership tutors, Heads of ProgrammeProgramme Co-ordinators , Head of Co-ordinator for School Partnership and Primary co-ordinator in managing and ensuring quality of experience for student teachers on school experience (including the 'feeding back' of perspectives intended to develop the quality of the partnership overall);  • ensure that student teachers are not used as ‘supply cover’ or asked to take responsibility for groups of pupils in an out of school context;  • have in place school policies or development plans that support ITE ITT (including having, or be working towards, a specific ITE ITT policy for the school);  • quality assure the work of mentors within the school;  • ensuring familiarity with all programme and partnership documentation and associated documentation from the DfE, TA NCTL and Ofsted;  • assisting the partnership in the selection and interviewing of applicants for a place on primary ITE ITT programmes;  • select and share, where appropriate, school data with student teachers for assignment/directed task/professional development purposes  • take responsibility, when requested, for writing references for final-year student teachers, including - where appropriate - delegation of this responsibility to a member of staff with overall responsibility for ITE ITT in the school (this is in addition to the references required to be written by University staff about the student );  • where possible/appropriate facilitate, in consultation with the Head of School Partnershipuniversity, visits by external examiners, Ofsted inspectors and internal University moderators to their school for the purpose of quality assuring and enhancing the work of the partnership as well as for the moderation and assessment of students;  • support/facilitate opportunities for school staff (ie: mentors) to attend Partnership Training sessions (including mentor training)  • agree to support the University in its implementation of its Health and Safety procedures (see section 6.5) and all Equal Opportunities/Race Equality policies (see section 6.6) as they relate to the student teachers’ experience in schools;.