Common use of Mentor Clause in Contracts

Mentor. Mentors are selected from specific subject departments within the school and are responsible for the subject application and supervision of student teachers. They are responsible to the professional tutor for arranging access to carefully selected classes in order to give the student teacher a variety of teaching experiences. Mentors are normally members of staff who are recognized as being effective classroom practitioners should normally have had at least two years teaching experience. Mentors are teachers who have received, are receiving or are waiting to (shortly) receive specific training for supporting student teachers. Mentors are responsible for guiding, supporting and training the student teacher during their placement in school. Mentors will liaise with other members of the department that the student teacher will be working with in order to address the requirements for the placement successfully. Mentors must meet regularly (i.e. on a weekly basis in a dedicated session during the school day, the timing of which is mutually agreed upon by all parties in order to ensure that entitlement requirements are being met) with their student teacher in order to discuss practical and theoretical matters relating to the teaching of their subject (including target setting and the reviewing of student progress against the Standards); partnership schools are expected to facilitate these regular mentor meetings. In addition to liaising with the professional tutor they will also liaise with the university subject tutor and (as required) with the link tutor. Mentor role and responsibilities: • attending training sessions and meetings (including the annual review meeting and pre-school experience cluster briefing ) in preparation for the mentoring role; • familiarising themselves with course requirements and ensuring that the school element of the partnership calendar for each experience is followed, including ensuring that the student has an appropriate teaching and administrative load as specified in course documentation; • familiarise themselves with the National Standards for school based Initial Teacher Training mentors (DfE 2016) • liaising with the University subject tutors on details regarding their visits to the school; • ensuring that university procedures are followed in regard to student teachers causing concern; • liaising with the professional tutor and the university subject tutor in supporting and assessing the student (including carrying out joint observations and grading the student teacher against the Standards with the subject tutor); • negotiating with other members of staff as necessary, including preparing staff in the department to work with student teachers; • (with the professional tutor) arranging student teachers’ subject timetables; • ensuring the student is familiar with whole school issues (as appropriate), including briefing student teachers on school policies, procedures, resources, and support services; • select and share, where appropriate, school data with student teachers for teaching/assessment/assignment/directed task/professional development purposes (see 6.9 re: Data Protection); • checking that student teachers have read the safeguarding documents referred to in Initial teacher training criteria and supporting advice (DfE 2018) Criteria C1.3 • supporting student teachers in planning effectively for working with teaching assistants and other adults including liaison with outside agencies; • observing and formally assessing student teachers' work during school experience and providing prompt feedback thereafter through debriefing and formal reports on teaching as required in the school experience schedule; • supporting student teachers with the preparation of planning for teaching and interpretation of schemes of work; • working with the student teacher and subject tutor on the completion of all relevant course documentation (including the completion / return of school experience evaluation forms to the University) as well as supporting the planning and completion of directed tasks; • monitor student teacher absences from school and liaise with the professional tutor as appropriate; • assisting the partnership in the selection and interviewing of applicants for a place on secondary ITT programmes; • planning for training opportunities as outlined in the relevant school experience handbook; • being a good role model for student teachers; • supporting the professional development of the student teacher; • take responsibility, when requested, for writing references for final year student teachers; • agree to support the University in its implementation of its Health and Safety requirements / 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.

Mentor. Mentors are selected from specific subject departments within the school and are responsible for the subject application and supervision of student teachers. They are responsible to the professional tutor for arranging access to carefully selected classes in order to give the student teacher a variety of teaching experiences. Mentors Student teachers are normally members placed with a member of staff who are is recognized as being an effective classroom practitioners should normally have had at least two years teaching experiencepractitioner and who may also be the designated mentor. In some cases, the mentor will be a member of staff other than the class teacher. Mentors are teachers who have received, are receiving or are waiting to (shortly) receive specific training for supporting student teachers. Mentors are responsible for guiding, supporting and training the student teacher during their placement school experience in school. Mentors Where the mentor is not the class teacher, s/he will liaise with other members of the department that the student class teacher will be working with in order to address addressing the requirements for the placement successfullyschool experience. Mentors must are expected to meet regularly (i.e. on a weekly basis in a dedicated session during the school day, the timing of which is mutually agreed upon by all parties in order to ensure that entitlement requirements are being met) with their student teacher in order teachers to discuss all aspects of school life and practical and theoretical matters relating to their teaching; the teaching points of their subject discussion and actions arising from this meeting should be recorded (including target setting and the reviewing of student progress against the Standardsa proforma is provided); partnership . Partnership schools are expected to facilitate these regular mentor meetings. In addition to liaising with the professional tutor they They will also liaise with the university subject tutor and (as required) with the University link tutor. Mentor role roles and responsibilities: • attending training sessions and meetings (including the annual review meeting and pre-school experience cluster briefing ) in preparation for the mentoring rolerole including cluster briefings; • familiarising themselves with course requirements and ensuring that the school element of the partnership calendar for each experience is followed, including ensuring that the student teacher has an appropriate teaching and administrative load as specified in course documentationdocumentation and workforce reform requirements; • familiarise themselves with the National Standards for school based Initial Teacher Training mentors (DfE 2016) • liaising with the University subject tutors on details link tutor regarding their visits to the school; • ensuring that university procedures are followed in regard to student teachers causing concern; • liaising with the professional tutor headteacher/teacher in charge of student teachers and the university subject University link tutor in supporting and assessing the student (including carrying out joint observations and grading assessing the student teacher against the Teachers’ Standards with the subject link tutor); • negotiating with other members of staff as necessary, including preparing staff in the department to work with student teachers; • (with the professional tutor) arranging student teachers’ subject timetables; • ensuring the student teacher is familiar with whole school issues (as appropriate), including briefing student teachers on school policies, procedures, resources, and support services; • select and share, where appropriate, school data with student teachers for teaching/assessment/assignment/directed task/professional development purposes (see 6.9 re: Data Protection); • checking that student teachers have read the safeguarding documents referred to in Initial teacher training criteria and supporting advice (DfE 2018) Criteria C1.3 • supporting student teachers in planning effectively for working with teaching assistants and other adults including liaison with outside agencies; • observing and formally assessing student teachers' work during school experience and providing prompt feedback thereafter through debriefing and formal reports on teaching as required in the school experience schedule; • supporting student teachers with the preparation of planning for teaching and interpretation of schemes of work; • ensuring that university procedures are followed in regard to student teachers causing concern; • supporting the student teacher in planning and completing school based tasks; • assessing the student teacher in collaboration with the link tutor; • assisting the student teacher to complete the Standards Tracking Document; • supporting the progress and professional development of the student teacher; • working with the student teacher and subject link tutor on the completion of all relevant course documentation (including the completion / return of and completing/returning school experience evaluation forms for/to the University) as well as supporting the planning and completion of directed tasks; • monitor monitoring student teacher absences absence from school and liaise with the professional tutor as appropriateschool; • assisting the partnership (where appropriate) taking part in the selection and interviewing of applicants for a place on secondary ITT programmes; • planning for training opportunities as outlined in the relevant school experience handbookcandidates; • being a good role model for student teachers; • supporting the professional development of the student teacher; • take responsibility, when requested, for writing references for final year student teachers; teachers • agree to support the University in its implementation of its Health and Safety requirements / procedures (see section 6.5) and all Equal Opportunities / Opportunities/Race Equality policies (see section 6.6) as they relate to the student teachers’ experience in schools.

Mentor. The headteacher/principal should identify a person to act as the ECT’s mentor, to provide regular mentoring to cover the ECF content. The mentor is expected to hold QTS and have the necessary skills and knowledge to work successfully in this role. Mentoring is a very important element of the induction process and the mentor is expected to be given adequate time to carry out the role effectively and to meet the needs of the ECT. This includes attending regular mentoring sessions and mentor training where appropriate. Mentors should not carry out formal assessments (unless they are selected from specific subject departments within also acting as the induction tutor) Schools have a responsibility to:  Check and confirm that each ECT has Qualified Teacher Status prior to registration with the Appropriate Body;  Register each ECT on the DfE Online Service (Portal), if the school is following either the Full or Core Induction Programme;  Ensure that appropriately qualified (must hold QTS) and are responsible for the subject application experienced teachers as ECT Induction Tutor and supervision of student teachers. They are responsible ensure that they have sufficient time to the professional tutor for arranging access enable them to carefully selected classes in order to give the student teacher fulfil this role effectively;  Ensure that each ECT has an ECF based induction programme, including regular meetings with a variety of teaching experiences. Mentors are normally members of staff who are recognized as being effective classroom practitioners should normally have had at least two years teaching experience. Mentors are teachers who have received, are receiving or are waiting to (shortly) receive specific training for supporting student teachers. Mentors are responsible for guiding, supporting and training the student teacher during their placement in school. Mentors will liaise with other members of the department dedicated mentor;  Ensure that the student teacher will be working with in order to address the requirements for the placement successfully. Mentors must Induction Tutors meet regularly (i.e. once per half term) with each ECT and that summary notes of these meetings are kept. These meetings are necessary to inform the progress reviews and formal assessments.  Complete and submit statutory progress reviews and assessment forms following the guidance of the Appropriate Body by the dates set by the Appropriate Body.  Conduct progress reviews at the end of each term where a formal assessment is not required. These reviews are not formal assessments and there is no requirement for ECTs to create evidence specifically to inform a progress review. A written record of each progress review is expected to be retained and provided to the ECT after each meeting, with the record clearly stating whether the ECT is on track to successfully complete induction, briefly summarising evidence collected by the induction tutor and stating the agreed development targets. It is also expected that objectives are reviewed and revised in relation to the Teachers’ Standards and the needs and strengths of the individual ECT.  Notify the appropriate body and ECT after each progress review stating whether the ECT is making satisfactory progress. Where the induction tutor believes the ECT is not making satisfactory progress it is expected they outline the plan they have put in place to assist the ECT in getting back on track.  Ensure the ECT has a weekly basis reduced timetable of no more than 90% of the timetable of the school/college’s other teachers on the main pay range in a dedicated session during year 1 and no more than 95% in year 2;  Ensure the ECT’s teaching is formally observed regularly. TSH Berkshire recommends that this should be once per half term in year 1 and once per term in year 2 of induction. Formal observations should be carried out by the induction tutor or other suitably experienced and qualified staff NOT the mentor;  Take part in the cycle of Quality Assurance visits as proposed by TSH Berkshire.  Inform the Appropriate Body immediately should there be any evidence that an ECT may be at risk of not meeting the Teachers’ Standards by the end of the induction period, by emailing the Teaching School Hub Director;  Inform the Appropriate Body of any changes to the school daydetails and contacts, eg change in induction tutor or headteacher;  Inform the timing Appropriate Body of which is mutually agreed upon by all parties in order to ensure that entitlement requirements are being met) with their student teacher in order to discuss practical and theoretical matters relating any changes to the teaching ECT’s circumstances. This may include contract changes, extended period of their subject absence, maternity leave etc;  Retain induction records for at least the minimum statutory period (including target setting and the reviewing of student progress against the Standardscurrently 6 years); partnership schools are expected to facilitate these regular mentor meetings. In addition to liaising with the professional tutor they will also liaise with the university subject tutor and (as required) with the link tutor. Mentor role and responsibilities: • attending training sessions and meetings (including the annual review meeting and pre-school experience cluster briefing ) in preparation for the mentoring role; • familiarising themselves with course requirements and ensuring that the school element of the partnership calendar for each experience is followed, including ensuring that the student has an appropriate teaching and administrative load as specified in course documentation; • familiarise themselves with the National Standards for school based Initial Teacher Training mentors (DfE 2016) • liaising with the University subject tutors on details regarding their visits to the school; • ensuring that university procedures are followed in regard to student teachers causing concern; • liaising with the professional tutor and the university subject tutor in supporting and assessing the student (including carrying out joint observations and grading the student teacher against the Standards with the subject tutor); • negotiating with other members of staff as necessary, including preparing staff in the department to work with student teachers; • (with the professional tutor) arranging student teachers’ subject timetables; • ensuring the student is familiar with whole school issues (as appropriate), including briefing student teachers on school policies, procedures, resources, and support services; • select and share, where appropriate, school data with student teachers for teaching/assessment/assignment/directed task/professional development purposes (see 6.9 re: Data Protection); • checking that student teachers have read the safeguarding documents referred to in Initial teacher training criteria and supporting advice (DfE 2018) Criteria C1.3 • supporting student teachers in planning effectively for working with teaching assistants and other adults including liaison with outside agencies; • observing and formally assessing student teachers' work during school experience and providing prompt feedback thereafter through debriefing and formal reports on teaching as required in the school experience schedule; • supporting student teachers with the preparation of planning for teaching and interpretation of schemes of work; • working with the student teacher and subject tutor on the completion of all relevant course documentation (including the completion / return of school experience evaluation forms to the University) as well as supporting the planning and completion of directed tasks; • monitor student teacher absences from school and liaise with the professional tutor as appropriate; • assisting the partnership in the selection and interviewing of applicants for a place on secondary ITT programmes; • planning for training opportunities as outlined in the relevant school experience handbook; • being a good role model for student teachers; • supporting the professional development of the student teacher; • take responsibility, when requested, for writing references for final year student teachers; • agree to support the University in its implementation of its Health and Safety requirements / 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.

Mentor. Mentors are selected from specific subject departments within the school and are responsible for the subject application and supervision of student teachers. They are responsible to the professional tutor for arranging access to carefully selected classes in order to give the student teacher a variety of teaching experiences. Mentors are normally members of staff who are recognized as being effective classroom practitioners should normally have had at least two years teaching experiencepractitioners. Mentors are teachers who have received, are receiving or are waiting to (shortly) receive specific training for supporting student teachers. Mentors are responsible for guiding, supporting and training the student teacher during their placement in school. Mentors will liaise with other members of the department that the student teacher will be working with in order to address the requirements for the placement successfully. Mentors must are expected to meet regularly (i.e. on a weekly basis in a dedicated session during the school day, the timing of which is mutually agreed upon by all parties in order to ensure that entitlement requirements are being met) with their student teacher in order to discuss practical and theoretical matters relating to the teaching of their subject (including target setting and the reviewing of student progress against the Standards); partnership schools are expected to facilitate these regular mentor meetings. In addition to liaising with the professional tutor they will also liaise with the university subject tutor and (as required) with the link tutor. Mentor role and responsibilities: •  attending training sessions and meetings (including including, where possible, the annual review meeting and pre-school experience placement cluster briefing ) in preparation for the mentoring role; •  familiarising themselves with course requirements and ensuring that the school element of the partnership calendar for each experience is followed, including ensuring that the student has an appropriate teaching and administrative load as specified in course documentationdocumentation and workforce reform requirements; • familiarise themselves with the National Standards for school based Initial Teacher Training mentors (DfE 2016) •  liaising with the University subject tutors on details regarding their visits to the school; •  ensuring that university procedures are followed in regard to student teachers causing concern; •  liaising with the professional tutor and the university subject tutor in supporting and assessing the student (including carrying out joint observations and grading profiling the student teacher against the Standards with the subject tutor); •  negotiating with other members of staff as necessary, including preparing staff in the department to work with student teachers; •  (with the professional tutor) arranging student teachers’ subject timetables; •  ensuring the student is familiar with whole school issues (as appropriate), including briefing student teachers on school policies, procedures, resources, and support services; • select and share, where appropriate, school data with student teachers for teaching/assessment/assignment/directed task/professional development purposes (see 6.9 re: Data Protection); • checking that student teachers have read the safeguarding documents referred to in Initial teacher training criteria and supporting advice (DfE 2018) Criteria C1.3 •  supporting student teachers in planning effectively for working with teaching assistants and other adults including liaison with outside agencies; •  observing and formally assessing student teachers' work during school experience and providing prompt feedback thereafter through debriefing and formal reports on teaching as required in the school experience placement schedule; •  supporting student teachers with the preparation of planning for teaching and interpretation of schemes of work; •  working with the student teacher and subject tutor on the completion of all relevant course documentation (including the completion / return of school experience evaluation forms to the University) as well as supporting the planning and completion of directed tasks; •  monitor student teacher absences from school and liaise with the professional tutor as appropriate; •  assisting the partnership in the selection and interviewing of applicants for a place on secondary ITT ITE programmes; •  planning for training opportunities as outlined in the relevant school experience handbook; •  being a good role model for student teachers; •  supporting the professional development of the student teacher; •  take responsibility, when requested, for writing references for final year student teachers; •  agree to support the University in its implementation of its Health and Safety requirements / 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.

Mentor. Mentors are selected from specific subject departments within the school and are responsible for the subject application and supervision of student teachers. They are responsible to the professional tutor for arranging access to carefully selected classes in order to give the student teacher a variety of teaching experiences. Mentors Student teachers are normally members placed with a member of staff who are is recognized as being an effective classroom practitioners should normally have had at least two years teaching experiencepractitioner and who may also be the designated mentor. In some cases, the mentor will be a member of staff other than the class teacher. Mentors are teachers who have received, are receiving or are waiting to (shortly) receive specific training for supporting student teachers. Mentors are responsible for guiding, supporting and training the student teacher during their placement in school. Mentors Where the mentor is not the class teacher, s/he will liaise with other members of the department that the student class teacher will be working with in order to address addressing the requirements for the placement successfullyplacement. Mentors must are expected to meet regularly (i.e. on a weekly basis in a dedicated session during the school day, the timing of which is mutually agreed upon by all parties in order to ensure that entitlement requirements are being met) with their student teacher in order teachers to discuss all aspects of school life and practical and theoretical matters relating to their teaching; the teaching points of their subject discussion and actions arising from this meeting should be recorded (including target setting and the reviewing of student progress against the Standardsa proforma is provided); partnership . Partnership schools are expected to facilitate these regular mentor meetings. In addition to liaising with the professional tutor they They will also liaise with the university subject tutor and (as required) with the University link tutor. Mentor role roles and responsibilities: •  attending training sessions and meetings (including the annual review meeting and pre-school experience cluster briefing ) in preparation for the mentoring rolerole including cluster briefings; •  familiarising themselves with course requirements and ensuring that the school element of the partnership calendar for each experience is followed, including ensuring that the student teacher has an appropriate teaching and administrative load as specified in course documentationdocumentation and workforce reform requirements; • familiarise themselves with the National Standards for school based Initial Teacher Training mentors (DfE 2016) •  liaising with the University subject tutors on details link tutor regarding their visits to the school; • ensuring that university procedures are followed in regard to student teachers causing concern; •  liaising with the professional tutor headteacher/teacher in charge of student teachers and the university subject University link tutor in supporting and assessing the student (including carrying out joint observations and grading assessing the student teacher against the Standards standards with the subject link tutor); •  negotiating with other members of staff as necessary, including preparing staff in the department to work with student teachers; • (with the professional tutor) arranging student teachers’ subject timetables; •  ensuring the student teacher is familiar with whole school issues (as appropriate), including briefing student teachers on school policies, procedures, resources, and support services; • select and share, where appropriate, school data with student teachers for teaching/assessment/assignment/directed task/professional development purposes (see 6.9 re: Data Protection); • checking that student teachers have read the safeguarding documents referred to in Initial teacher training criteria and supporting advice (DfE 2018) Criteria C1.3 •  supporting student teachers in planning effectively for working with teaching assistants and other adults including liaison with outside agencies; •  observing and formally assessing student teachers' work during school experience and providing prompt feedback thereafter through debriefing and formal reports on teaching as required in the school experience placement schedule; •  supporting student teachers with the preparation of planning for teaching and interpretation of schemes of work; •  ensuring that university procedures are followed in regard to student teachers causing concern;  supporting the student teacher in planning and completing school based tasks;  assessing the student teacher in collaboration with the link tutor;  assisting the student teacher to complete the Standards Tracking Document;  supporting the progress and professional development of the student teacher;  working with the student teacher and subject link tutor on the completion of all relevant course documentation (including the completion / return of and completing/returning school experience evaluation forms for/to the University;  monitoring student absence from school;  (where appropriate) as well as supporting the planning and completion of directed tasks; • monitor student teacher absences from school and liaise with the professional tutor as appropriate; • assisting the partnership taking part in the selection and interviewing of applicants for a place on secondary ITT programmescandidates; • planning for training opportunities as outlined in the relevant school experience handbook; •  being a good role model for student teachers; • supporting the professional development of the student teacher; • take responsibility, when requested, for writing references for final year student teachers; • teachers  agree to support the University in its implementation of its Health and Safety requirements / procedures (see section 6.5) and all Equal Opportunities / Opportunities/Race Equality policies (see section 6.6) as they relate to the student teachers’ experience in schools.

Mentor. Mentors are selected from specific subject departments within the school and are responsible for the subject application and supervision of student teachers. They are responsible to the professional tutor for arranging access to carefully selected classes in order to give the student teacher a variety of teaching experiences. Mentors Student teachers are normally members placed with a member of staff who are recognized is recognised as being an effective classroom practitioners should normally have had at least two years teaching experiencepractitioner and who may also be the designated mentor. In some cases, the mentor will be a member of staff other than the class teacher. Mentors are teachers who have received, are receiving or are waiting to (shortly) receive specific training for supporting student teachers. Mentors are responsible for guiding, supporting and training the student teacher during their placement school experience in school. Mentors Where the mentor is not the class teacher, s/he will liaise with other members of the department that the student class teacher will be working with in order to address addressing the requirements for the placement successfullyschool experience. Mentors must are expected to meet regularly (i.e. on a weekly basis in a dedicated session during the school day, the timing of which is mutually agreed upon by all parties in order to ensure that entitlement requirements are being met) with their student teacher in order teachers to discuss all aspects of school life and practical and theoretical matters relating to their teaching; the teaching points of their subject discussion and actions arising from this meeting should be recorded (including target setting and the reviewing of student progress against the Standardsa proforma is provided); partnership . Partnership schools are expected to facilitate these regular mentor meetings. In addition to liaising with the professional tutor they They will also liaise with the university subject tutor and (as required) with the University link tutor. Mentor role roles and responsibilities: •  attending training sessions and meetings (including the annual review meeting and pre-school experience cluster briefing ) in preparation for the mentoring rolerole including cluster briefings; •  familiarise themselves with the National Standards for school based Initial Teacher Training mentors (DfE 2016)  familiarising themselves with course requirements and ensuring that the school element of the partnership calendar for each experience is followed, including ensuring that the student teacher has an appropriate teaching and administrative load as specified in course documentationdocumentation and workforce reform requirements; • familiarise themselves with the National Standards for school based Initial Teacher Training mentors (DfE 2016) •  liaising with the University subject tutors on details link tutor regarding their visits to the school; • ensuring that university procedures are followed in regard to student teachers causing concern; •  liaising with the professional tutor headteacher/teacher in charge of student teachers and the university subject University link tutor in supporting and assessing the student (including carrying out joint observations and grading assessing the student teacher against the Teachers’ Standards with the subject link tutor); •  negotiating with other members of staff as necessary, including preparing staff in the department to work with student teachers; • (with the professional tutor) arranging student teachers’ subject timetables; •  ensuring the student teacher is familiar with whole school issues (as appropriate), including briefing student teachers on school policies, procedures, resources, and support services; • select and share, where appropriate, school data with student teachers for teaching/assessment/assignment/directed task/professional development purposes (see 6.9 re: Data Protection); • checking that student teachers have read the safeguarding documents referred to in Initial teacher training criteria and supporting advice (DfE 2018) Criteria C1.3 •  supporting student teachers in planning effectively for working with teaching assistants and other adults including liaison with outside agencies; •  observing and formally assessing student teachers' work during school experience and providing prompt feedback thereafter through debriefing and formal reports on teaching as required in the school experience schedule; •  supporting student teachers with the preparation of planning for teaching and interpretation of schemes of work; •  ensuring that university procedures are followed in regard to student teachers causing concern;  supporting the student teacher in planning and completing school based tasks;  assessing the student teacher in collaboration with the link tutor;  assisting the student teacher to complete the Standards Tracking Document;  supporting the progress and professional development of the student teacher;  working with the student teacher and subject link tutor on the completion of all relevant course documentation (including the completion / return of and completing/returning school experience evaluation forms for/to the University;  monitoring student absence from school;  (where appropriate) as well as supporting the planning and completion of directed tasks; • monitor student teacher absences from school and liaise with the professional tutor as appropriate; • assisting the partnership taking part in the selection and interviewing of applicants for a place on secondary ITT programmescandidates; • planning for training opportunities as outlined in the relevant school experience handbook; •  being a good role model for student teachers; • supporting the professional development of the student teacher; • take responsibility, when requested, for writing references for final year student teachers; • teachers  agree to support the University in its implementation of its Health and Safety requirements / procedures (see section 6.5) and all Equal Opportunities / Opportunities/Race Equality policies (see section 6.6) as they relate to the student teachers’ experience in schools.

Mentor. Mentors are selected from specific subject departments within the school and are responsible for the subject application and supervision of student teachers. They are responsible to the professional tutor for arranging access to carefully selected classes in order to give the student teacher a variety of teaching experiences. Mentors are normally members of staff who are recognized as being effective classroom practitioners should normally have had at least two years teaching experiencepractitioners. Mentors are teachers who have received, are receiving or are waiting to (shortly) receive specific training for supporting student teachers. Mentors are responsible for guiding, supporting and training the student teacher during their placement in school. Mentors will liaise with other members of the department department, that the student teacher will be working with with, in order to address the requirements for the placement successfully. Mentors must are expected to meet regularly (i.e. on a weekly basis in a dedicated session during the school day, the timing of which is mutually agreed upon by all parties in order to ensure that entitlement requirements are being met) with their student teacher in order to discuss practical and theoretical matters relating to the teaching of their subject (including target setting and the reviewing of student progress against the Standards); partnership the points of discussion and actions arising from this meeting should be recorded (a proforma is provided). Partnership schools are expected to facilitate these regular mentor meetings. In addition to liaising with the professional tutor they will also liaise with the university subject tutor and (as required) with the link tutor. Mentor role and responsibilities: • attending training sessions and meetings (including including, where possible, the annual review meeting and pre-school experience placement cluster briefing ) in preparation for the mentoring role; • familiarising themselves with course requirements and ensuring that the school element of the partnership calendar for each experience is followed, including ensuring that the student has an appropriate teaching and administrative load as specified in course documentationdocumentation and workforce reform requirements; • familiarise themselves with the National Standards for school based Initial Teacher Training mentors (DfE 2016) • liaising with the University subject tutors on details regarding their visits to the school; • ensuring that university procedures are followed in regard to student teachers causing concern; • liaising with the professional tutor and the university subject tutor in supporting and assessing the student (including carrying out joint observations and grading profiling the student teacher against the Standards with the subject tutor); • negotiating with other members of staff as necessary, including preparing staff in the department to work with student teachers; • (with the professional tutor) arranging student teachers’ subject timetables; • ensuring the student is familiar with whole school issues (as appropriate), including briefing student teachers on school policies, procedures, resources, and support services; • select and share, where appropriate, school data with student teachers for teaching/assessment/assignment/directed task/professional development purposes (see 6.9 re: Data Protection); • checking that student teachers have read the safeguarding documents referred to in Initial teacher training criteria and supporting advice (DfE 2018) Criteria C1.3 • supporting student teachers in planning effectively for working with teaching assistants and other adults including liaison with outside agencies; • observing and formally assessing student teachers' work during school experience and providing prompt feedback thereafter through debriefing and formal reports on teaching as required in the school experience placement schedule; • supporting student teachers with the preparation of planning for teaching and interpretation of schemes of work; • working with the student teacher and subject tutor on the completion of all relevant course documentation (including the completion / return of school experience evaluation forms to the University) as well as supporting the planning and completion of directed tasks; • monitor student teacher absences from school and liaise with the professional tutor as appropriate; • assisting the partnership in the selection and interviewing of applicants for a place on secondary ITT programmes; • planning for training opportunities as outlined in the relevant school experience handbook; • being a good role model for student teachers; • supporting the professional development of the student teacher; • take responsibility, when requested, for writing references for final year student teachers; • agree to support the University in its implementation of its Health and Safety requirements / 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.

Mentor. Mentors are selected from specific subject departments within the school and are responsible for the subject application and supervision of student teachers. They are responsible to the professional tutor for arranging access to carefully selected classes in order to give the student teacher a variety of teaching experiences. Mentors are normally members of staff who are recognized as being effective classroom practitioners should normally have had at least two years teaching experiencepractitioners. Mentors are teachers who have received, are receiving or are waiting to (shortly) receive specific training for supporting student teachers. Mentors are responsible for guiding, supporting and training the student teacher during their placement in schoolschool experience. Mentors will liaise with other members of the department department, that the student teacher will be working with with, in order to address the requirements for the placement school experience successfully. Mentors must are expected to meet regularly (i.e. on a weekly basis in a dedicated session during the school day, the timing of which is mutually agreed upon by all parties in order to ensure that entitlement requirements are being met) with their student teacher in order to discuss practical and theoretical matters relating to the teaching of their subject (including target setting and the reviewing of student progress against the Standards); partnership the points of discussion and actions arising from this meeting should be recorded (a proforma is provided). Partnership schools are expected to facilitate these regular mentor meetings. In addition to liaising with the professional tutor they will also liaise with the university subject tutor and (as required) with the link tutor. Mentor role and responsibilities: •  attending training sessions and meetings (including including, where possible, the annual review meeting and pre-pre- school experience cluster briefing ) in preparation for the mentoring role; •  familiarising themselves with course requirements and ensuring that the school element of the partnership calendar for each experience is followed, including ensuring that the student has an appropriate teaching and administrative load as specified in course documentationdocumentation and workforce reform requirements; •  familiarise themselves with the National Standards for school based Initial Teacher Training mentors (DfE 2016) •  liaising with the University subject tutors on details regarding their visits to the school; •  ensuring that university procedures are followed in regard to student teachers causing concern; •  liaising with the professional tutor and the university subject tutor in supporting and assessing the student (including carrying out joint observations and grading profiling the student teacher against the Standards with the subject tutor); •  negotiating with other members of staff as necessary, including preparing staff in the department to work with student teachers; •  (with the professional tutor) arranging student teachers’ subject timetables; •  ensuring the student is familiar with whole school issues (as appropriate), including briefing student teachers on school policies, procedures, resources, and support services; • select and share, where appropriate, school data with student teachers for teaching/assessment/assignment/directed task/professional development purposes (see 6.9 re: Data Protection); • checking that student teachers have read the safeguarding documents referred to in Initial teacher training criteria and supporting advice (DfE 2018) Criteria C1.3 •  supporting student teachers in planning effectively for working with teaching assistants and other adults including liaison with outside agencies; •  observing and formally assessing student teachers' work during school experience and providing prompt feedback thereafter through debriefing and formal reports on teaching as required in the school experience schedule; •  supporting student teachers with the preparation of planning for teaching and interpretation of schemes of work; •  working with the student teacher and subject tutor on the completion of all relevant course documentation (including the completion / return of school experience evaluation forms to the University) as well as supporting the planning and completion of directed tasks; •  monitor student teacher absences from school and liaise with the professional tutor as appropriate; •  assisting the partnership in the selection and interviewing of applicants for a place on secondary ITT programmes; •  planning for training opportunities as outlined in the relevant school experience handbook; •  being a good role model for student teachers; •  supporting the professional development of the student teacher; •  take responsibility, when requested, for writing references for final year student teachers; •  agree to support the University in its implementation of its Health and Safety requirements / 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.

Mentor. Mentors are selected from specific subject departments within the school and are responsible for the subject application and supervision of student teachers. They are responsible to the professional tutor for arranging access to carefully selected classes in order to give the student teacher a variety of teaching experiences. Mentors are normally members of staff who are recognized as being effective classroom practitioners should normally have had at least two years teaching experiencepractitioners. Mentors are teachers who have received, are receiving or are waiting to (shortly) receive specific training for supporting student teachers. Mentors are responsible for guiding, supporting and training the student teacher during their placement in schoolschool experience. Mentors will liaise with other members of the department department, that the student teacher will be working with with, in order to address the requirements for the placement school experience successfully. Mentors must are expected to meet regularly (i.e. on a weekly basis in a dedicated session during the school day, the timing of which is mutually agreed upon by all parties in order to ensure that entitlement requirements are being met) with their student teacher in order to discuss practical and theoretical matters relating to the teaching of their subject (including target setting and the reviewing of student progress against the Standards); partnership the points of discussion and actions arising from this meeting should be recorded (a proforma is provided). Partnership schools are expected to facilitate these regular mentor meetings. In addition to liaising with the professional tutor they will also liaise with the university subject tutor and (as required) with the link tutor. Mentor role and responsibilities: •  attending training sessions and meetings (including including, where possible, the annual review meeting and pre-pre- school experience cluster briefing ) in preparation for the mentoring role; •  familiarising themselves with course requirements and ensuring that the school element of the partnership calendar for each experience is followed, including ensuring that the student has an appropriate teaching and administrative load as specified in course documentationdocumentation and workforce reform requirements; • familiarise themselves with the National Standards for school based Initial Teacher Training mentors (DfE 2016) •  liaising with the University subject tutors on details regarding their visits to the school; •  ensuring that university procedures are followed in regard to student teachers causing concern; •  liaising with the professional tutor and the university subject tutor in supporting and assessing the student (including carrying out joint observations and grading profiling the student teacher against the Standards with the subject tutor); •  negotiating with other members of staff as necessary, including preparing staff in the department to work with student teachers; •  (with the professional tutor) arranging student teachers’ subject timetables; •  ensuring the student is familiar with whole school issues (as appropriate), including briefing student teachers on school policies, procedures, resources, and support services; • select and share, where appropriate, school data with student teachers for teaching/assessment/assignment/directed task/professional development purposes (see 6.9 re: Data Protection); • checking that student teachers have read the safeguarding documents referred to in Initial teacher training criteria and supporting advice (DfE 2018) Criteria C1.3 •  supporting student teachers in planning effectively for working with teaching assistants and other adults including liaison with outside agencies; •  observing and formally assessing student teachers' work during school experience and providing prompt feedback thereafter through debriefing and formal reports on teaching as required in the school experience schedule; •  supporting student teachers with the preparation of planning for teaching and interpretation of schemes of work; •  working with the student teacher and subject tutor on the completion of all relevant course documentation (including the completion / return of school experience evaluation forms to the University) as well as supporting the planning and completion of directed tasks; •  monitor student teacher absences from school and liaise with the professional tutor as appropriate; •  assisting the partnership in the selection and interviewing of applicants for a place on secondary ITT programmes; •  planning for training opportunities as outlined in the relevant school experience handbook; •  being a good role model for student teachers; •  supporting the professional development of the student teacher; •  take responsibility, when requested, for writing references for final year student teachers; •  agree to support the University in its implementation of its Health and Safety requirements / 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.