Common use of Professional Tutor/ITT Co-ordinator Clause in Contracts

Professional Tutor/ITT Co-ordinator. The professional tutor is responsible for the whole group of student teachers and for their overall experience in the school. S/he will ensure that the school element of the partnership calendar is followed and that student teachers are familiar with whole school issues. In addition, s/he will lead and support the subject mentor(s) in effective delivery and development of the school’s ITT programme. The professional tutor will also liaise with the university and, together with the University link tutors, deal with the philosophical, legal and organizational issues arising from school-based ITT work. S/he will keep themselves informed about the progress of individual student teachers through discussion of the student teachers’ Standards related documentation and via regular meetings with the student teacher, mentor, link tutor and subject tutor. Normally, the professional tutor should be willing to assist the University by facilitating occasional “re-sit” school experiences in their school, in negotiation with the Head of Partnership or Co- ordinator for School Partnership. Main responsibilities:  have in place school policies or development plans that support ITT (including having, or be working towards having, a specific ITT policy for the school);  attending training sessions and meetings (including the annual review meeting and pre- school experience cluster briefing) in preparation for the effective fulfilment of their role;  overall management and co-ordination of the training within the school to ensure that all student teachers can meet the requirements of the school experience and receive support as outlined in the school experience 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 the teaching of their subject (including target setting and the reviewing of student teacher progress against the Teachers’ Standards);  be familiar with and ensure that mentors are familiar with the content of The Secondary Partnership Agreement;  design and delivery of a programme of professional studies training in the context of a regular professional studies session;  co-ordinate the experience of student teachers in school, including – where appropriate and working with the University link and subject tutors – the co-ordination of Post-16 and KS2 experience in other institutions;  liaise with University link tutors and subject tutors on details regarding their visits to the school;  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;  ensure that university procedures are followed in regard to student teachers causing concern;  monitor student teacher absences from school (including liaison with mentors and the University tutors as appropriate);  liaising with - as appropriate - the partnership tutors, Heads of Programme and Head of Partnership 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);  ensuring familiarity with all programme and partnership documentation and associated documentation from the DfE, NCTL and Ofsted;  observing and formally assessing student teachers' work during school experience and providing feedback thereafter through debriefing and formal reports on teaching as required in the school experience schedule;  assisting the partnership in the selection and interviewing of applicants for a place on secondary ITT programmes, including supporting / facilitating opportunities for mentors to assist university staff in interviewing applicants;  where possible/appropriate facilitate, in consultation with the headteacher and Head of Partnership, visits by external examiners, Ofsted inspectors and internal University moderators to their school in order that moderation and/or assessment of the provision, management and quality assurance of/in the partnership as well as student progress and achievement may take place;  to be responsible, 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  quality assuring the work done by mentors within the school across all subject areas  completion and return to the University of school experience evaluation forms.

Professional Tutor/ITT Co-ordinator. The professional tutor is responsible for the whole group of student teachers and for their overall experience in the school. S/he will ensure that the school element of the partnership calendar is followed and that student teachers are familiar with whole school issues. In addition, s/he will lead and support the subject mentor(s) in effective delivery and development of the school’s ITT programme. The professional tutor will also liaise with the university and, together with the University link tutors, deal with the philosophical, legal and organizational issues arising from school-based ITT work. S/he will keep themselves informed about the progress of individual student teachers through discussion of the student teachers’ Standards related documentation and via regular meetings with the student teacher, mentor, link tutor and subject tutor. Normally, the professional tutor should be willing to assist the University by facilitating occasional “re-sit” school experiences in their school, in negotiation with the Head of Partnership or Co- ordinator for School Partnership. Main responsibilities:  • have in place school policies or development plans that support ITT (including having, or be working towards having, a specific ITT policy for the school);  • attending training sessions and meetings (including the annual review meeting and pre- school experience cluster briefing) in preparation for the effective fulfilment of their role;  • overall management and co-ordination of the training within the school to ensure that all student teachers can meet the requirements of the school experience and receive support as outlined in the school experience 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 , 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 the teaching of their subject (including target setting and the reviewing of student teacher progress against the Teachers’ Standards);  • ensure that student teachers have received the safeguarding documents referred to in Initial teacher training criteria and supporting advice (DfE 2018) Criteria C1.3 • be familiar with and ensure that mentors are familiar with the content of The Secondary Partnership Agreement;  • design and delivery of a programme of professional studies training in the context of a regular professional studies session;  • organise an induction for all student teachers including a safeguarding briefing; • co-ordinate the experience of student teachers in school, including – where appropriate and working with the University link and subject tutors – the co-ordination of Post-16 and KS2 experience in other institutions;  • liaise with University link tutors and subject tutors on details regarding their visits to the school;  • 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;  • ensure that university procedures are followed in regard to student teachers causing concern;  • monitor student teacher absences from school (including liaison with mentors and the University tutors as appropriate);  • liaising with - as appropriate - the partnership tutors, Heads of Programme and Head of Partnership 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);  • ensuring familiarity with all programme and partnership documentation and associated documentation from the DfE, NCTL DfE and Ofsted;  • 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); • observing and formally assessing student teachers' work during school experience and providing feedback thereafter through debriefing and formal reports on teaching as required in the school experience schedule;  • assisting the partnership in the selection and interviewing of applicants for a place on secondary ITT programmes, including supporting / facilitating opportunities for mentors to assist university staff in interviewing applicants;  • where possible/appropriate facilitate, in consultation with the headteacher and Head of Partnership, visits by external examiners, Ofsted inspectors and internal University moderators to their school in order that moderation and/or assessment of the provision, management and quality assurance of/in the partnership as well as student progress and achievement may take place;  • to be responsible, 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  • quality assuring the work done by mentors within the school across all subject areas  • completion and return to the University of school experience evaluation forms.

Professional Tutor/ITT Co-ordinator. The professional tutor is responsible for the whole group of student teachers and for their overall experience in the school. S/he will ensure that the school element of the partnership calendar is followed and that student teachers are familiar with whole school issues. In addition, s/he will lead and support the subject mentor(s) in effective delivery and development of the school’s ITT programme. The professional tutor will also liaise with the university and, together with the University link tutors, deal with the philosophical, legal and organizational issues arising from school-based ITT work. S/he will keep themselves informed about the progress of individual student teachers through discussion of the student teachers’ Standards related documentation and via regular meetings with the student teacher, mentor, link tutor and subject tutor. Normally, the professional tutor should be willing to assist the University by facilitating occasional “re-sit” school experiences placements in their school, in negotiation with the Head of the School Partnership or Co- ordinator for School Partnership. Main responsibilities:  • have in place school policies or development plans that support ITT (including having, or be working towards having, a specific ITT policy for the school);  • attending training sessions and meetings (including the annual review meeting and pre- school experience pre-placement cluster briefing) in preparation for the effective fulfilment of their role;  • overall management and co-ordination of the training within the school to ensure that all student teachers can meet the requirements of the school experience placement and receive support as outlined in the school experience 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 the teaching of their subject (including target setting and the reviewing of student teacher progress against the Teachers’ Standards);  • be familiar with and ensure that mentors are familiar with the content of The Secondary Partnership Agreement;  • design and delivery of a programme of professional studies training in the context of a regular professional studies session;  • co-ordinate the experience placement of student teachers in school, including – where appropriate and working with the University link and subject tutors – the co-ordination of Post-16 and KS2 experience in other institutions;  • liaise with University link tutors and subject tutors on details regarding their visits to the school;  • 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;  • ensure that university procedures are followed in regard to student teachers causing concern;  • monitor student teacher absences from school (including liaison with mentors and the University tutors as appropriate);  • liaising with - as appropriate - the partnership tutors, Heads of Programme and Head of School Partnership 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);  • ensuring familiarity with all programme and partnership documentation and associated documentation from the DfE, NCTL and Ofsted;  • observing and formally assessing student teachers' work during school experience and providing feedback thereafter through debriefing and formal reports on teaching as required in the school experience placement schedule;  • assisting the partnership in the selection and interviewing of applicants for a place on secondary ITT programmes, including supporting / facilitating opportunities for mentors to assist university staff in interviewing applicants;  • where possible/appropriate facilitate, in consultation with the headteacher and Head of School Partnership, visits by external examiners, Ofsted inspectors and internal University moderators to their school in order that moderation and/or assessment of the provision, management and quality assurance of/in the partnership as well as student progress and achievement may take place;  • to be responsible, 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  • quality assuring the work done by mentors within the school across all subject areas  • completion and return to the University of school experience evaluation forms.

Professional Tutor/ITT Co-ordinator. The professional tutor is responsible for the whole group of student teachers and for their overall experience in the school. S/he will ensure that the school element of the partnership calendar is followed and that student teachers are familiar with whole school issues. In addition, s/he will lead and support the subject mentor(s) in effective delivery and development of the school’s ITT programme. The professional tutor will also liaise with the university and, together with the University link tutors, deal with the philosophical, legal and organizational issues arising from school-based ITT work. S/he will keep themselves informed about the progress of individual student teachers through discussion of the student teachers’ Standards related documentation and via regular meetings with the student teacher, mentor, link tutor and subject tutor. Normally, the professional tutor should be willing to assist the University by facilitating occasional “re-sit” school experiences in their school, in negotiation with the Head of Partnership or Co- ordinator for School Partnership. Main responsibilities:  have in place school policies or development plans that support ITT (including having, or be working towards having, a specific ITT policy for the school);  attending training sessions and meetings (including the annual review meeting and pre- school experience cluster briefing) in preparation for the effective fulfilment of their role;  overall management and co-ordination of the training within the school to ensure that all student teachers can meet the requirements of the school experience and receive support as outlined in the school experience 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 , 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 the teaching of their subject (including target setting and the reviewing of student teacher progress against the Teachers’ Standards);  be familiar with and ensure that mentors are familiar with the content of The Secondary Partnership Agreement;  design and delivery of a programme of professional studies training in the context of a regular professional studies session;  organise an induction for all student teachers including a safeguarding briefing;  co-ordinate the experience of student teachers in school, including – where appropriate and working with the University link and subject tutors – the co-ordination of Post-16 and KS2 experience in other institutions;  liaise with University link tutors and subject tutors on details regarding their visits to the school;  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;  ensure that university procedures are followed in regard to student teachers causing concern;  monitor student teacher absences from school (including liaison with mentors and the University tutors as appropriate);  liaising with - as appropriate - the partnership tutors, Heads of Programme and Head of Partnership 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);  ensuring familiarity with all programme and partnership documentation and associated documentation from the DfE, NCTL and Ofsted;  observing and formally assessing student teachers' work during school experience and providing feedback thereafter through debriefing and formal reports on teaching as required in the school experience schedule;  assisting the partnership in the selection and interviewing of applicants for a place on secondary ITT programmes, including supporting / facilitating opportunities for mentors to assist university staff in interviewing applicants;  where possible/appropriate facilitate, in consultation with the headteacher and Head of Partnership, visits by external examiners, Ofsted inspectors and internal University moderators to their school in order that moderation and/or assessment of the provision, management and quality assurance of/in the partnership as well as student progress and achievement may take place;  to be responsible, 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  quality assuring the work done by mentors within the school across all subject areas  completion and return to the University of school experience evaluation forms.