Common use of Trainee teachers Clause in Contracts

Trainee teachers. The ITE course is an academic and professional preparation to teach that is delivered by a partnership of schools and Leeds Xxxxxxx University (Leeds Xxxxxxx ITE Partnership) and trainees are expected to uphold academic and professional standards of conduct. The Teacher Standards include a clear statement of professional expectations which trainees are expected to demonstrate throughout their course: A teacher is expected to demonstrate consistently high standards of professional conduct. Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school. Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality (Teachers’ Standards 2011, updated 2013). Leeds Xxxxxxx University also has policies and codes of practice relating to student conduct. The Fitness to Practice Policy (under Student Conduct) applies directly to ITE trainees. Throughout their ITE course trainees are expected to act and behave professionally and responsibly in line with professional and academic expectations. Trainees must observe and implement fully the policies, procedures and requirements of Leeds Xxxxxxx University and the schools in which they are placed; and are expected to be proactive and aspirational in their self- preparation to become well-qualified, reflective and self-motivated teachers, and to promote the learning, development and well-being of the children with whom they work during their initial teacher training. In addition to observing professional and university expectations, trainee teachers are required to: • conduct themselves in accordance with the professional expectations of the Teacher Standards and work consistently towards exceeding the Teacher Standards requirements; • demonstrate a professional attitude to ITE Partnership staff, parents, pupils and course commitments; • understand and operate within the provisions of all relevant legislation that applies to schools and young people including equality and diversity law; • ensure that they are fully cognisant of, and work within, the health and safety arrangements in their schools, including safe guarding and child protection, and the school’s policies, procedures and codes of conduct. They must immediately inform the class teacher or other member of staff if they have any concerns for a child’s welfare; • complete all required tasks, assessments, assignments, duties and directed activities, including reading tasks and pre-session preparation and planning required by the university and their schools in relation to the ITE course; • maintain full, accurate and up-to-date records of their progress and of feedback and target setting with their host teacher, mentor and Xxxx Xxxxx and share and critically discuss these reports and records with all ITE partner staff when required; • respond constructively, with academic and professional integrity, to advice and guidance offered by trainers and others during their course; and when discussing their own, or their pupils’ progress; take responsibility for their own learning and self-development; and complete all activities, tasks, assignments and documentation to time and with evident commitment; • attend punctually all elements of the course including training days in school, and follow absence procedures in schools and in the university; • maintain effective communications with the university, their placement schools and the individual staff and ITE trainees with whom they train, and ensure that all relevantpartners have up-to-date contact details for them throughout the ITE course; • ensure that they provide to school staff, as required, relevant documentation relating to their course including university policies and handbooks; • prepare themselves appropriately for each school-experience placement by familiarising themselves with the school’s ethos and context, by researching publicly accessible data including the school’s website, prospectus, Ofsted report and data dash-board or other relevant DfE data on the school’s response to national policy and legislation includingthe Prevent Strategy. As a result of the Partnership Agreement the trainee teacher can expect the following: • induction into school and University expectations for school placements; • a programme provided by school and University which enables them to move towards the QTS Standards; • weekly observations, feedback, target setting and tutorials from mentors • opportunities to participate in the wider life of the school e.g. PSHE, extra curricular activities, parents’ evenings etc

Trainee teachers. The ITE course is an academic and professional preparation to teach that is delivered by a partnership of schools and Leeds Xxxxxxx University (Leeds Xxxxxxx ITE Partnership) and trainees are expected to uphold academic and professional standards of conduct. The Teacher Standards include a clear statement of professional expectations which trainees are expected to demonstrate throughout their course: A teacher is expected to demonstrate consistently high standards of professional conduct. Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school. Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality (Teachers’ Standards 2011, updated 2013). Leeds Xxxxxxx University also has policies and codes of practice relating to student conduct. The Fitness to Practice Policy (under Student Conduct) applies directly to ITE trainees. Throughout their ITE course trainees are expected to act and behave professionally and responsibly in line with professional and academic expectations. Trainees must observe and implement fully the policies, procedures and requirements of Leeds Xxxxxxx University and the schools in which they are placed; and are expected to be proactive and aspirational in their self- preparation to become well-qualified, reflective and self-motivated teachers, and to promote the learning, development and well-being of the children with whom they work during their initial teacher training. In addition to observing professional and university expectations, trainee teachers are required to: •  conduct themselves in accordance with the professional expectations of the Teacher Standards and work consistently towards exceeding the Teacher Standards requirements; •  demonstrate a professional attitude to ITE Partnership staff, parents, pupils and course commitments; •  understand and operate within the provisions of all relevant legislation that applies to schools and young people including equality and diversity law; •  ensure that they are fully cognisant of, and work within, the health and safety arrangements in their schools, including safe guarding and child protection, and the school’s policies, procedures and codes of conduct. They must immediately inform the class teacher or other member of staff if they have any concerns for a child’s welfare; •  complete all required tasks, assessments, assignments, duties and directed activities, including reading tasks and pre-session preparation and planning required by the university and their schools in relation to the ITE course; •  maintain full, accurate and up-to-date records of their progress and of feedback and target setting with their host teacher, mentor and Xxxx Xxxxx and share and critically discuss these reports and records with all ITE partner staff when required; •  respond constructively, with academic and professional integrity, to advice and guidance offered by trainers and others during their course; and when discussing their own, or their pupils’ progress; take responsibility for their own learning and self-development; and complete all activities, tasks, assignments and documentation to time and with evident commitment; •  attend punctually all elements of the course including training days in school, and follow absence procedures in schools and in the university; •  maintain effective communications with the university, their placement schools and the individual staff and ITE trainees with whom they train, and ensure that all relevantpartners relevant partners have up-to-date contact details for them throughout the ITE course; •  ensure that they provide to school staff, as required, relevant documentation relating to their course including university policies and handbooks; •  prepare themselves appropriately for each school-experience placement by familiarising themselves with the school’s ethos and context, by researching publicly accessible data including the school’s website, prospectus, Ofsted report and data dash-board or other relevant DfE data on the school’s response to national policy and legislation includingthe including the Prevent Strategy. As a result of the Partnership Agreement the trainee teacher can expect the following: •  induction into school and University expectations for school placements; •  a programme provided by school and University which enables them to move towards the QTS Standards; •  weekly observations, feedback, target setting and tutorials from mentors •  opportunities to participate in the wider life of the school e.g. PSHE, extra curricular activities, parents’ evenings etc

Trainee teachers. The ITE course is an academic and professional preparation to teach that is delivered by a partnership of schools and Leeds Xxxxxxx University (Leeds Xxxxxxx ITE Partnership) and trainees are expected to uphold academic and professional standards of conduct. The Teacher Standards include a clear statement of professional expectations which trainees are expected to demonstrate throughout their course: A teacher is expected to demonstrate consistently high standards of professional conduct. Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school. Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality (Teachers’ Standards 2011, updated 2013). Leeds Xxxxxxx University also has policies and codes of practice relating to student conduct. The Fitness to Practice Policy (under Student Conduct) applies directly to ITE trainees. Throughout their ITE course trainees are expected to act and behave professionally and responsibly in line with professional and academic expectations. Trainees must observe and implement fully the policies, procedures and requirements of Leeds Xxxxxxx University and the schools in which they are placed; and are expected to be proactive and aspirational in their self- self-preparation to become well-qualified, reflective and self-motivated teachers, and to promote the learning, development and well-being of the children with whom they work during their initial teacher training. In addition to observing professional and university expectations, trainee teachers are required to: • conduct themselves in accordance with the professional expectations of the Teacher Standards and work consistently towards exceeding the Teacher Standards requirements; • demonstrate a professional attitude to ITE Partnership staff, parents, pupils and course commitments; • understand and operate within the provisions of all relevant legislation that applies to schools and young people including equality and diversity law; • ensure that they are fully cognisant of, and work within, the health and safety arrangements in their schools, including safe guarding and child protection, and the school’s policies, procedures and codes of conduct. They must immediately inform the class teacher or other member of staff if they have any concerns for a child’s welfare; • complete all required tasks, assessments, assignments, duties and directed activities, including reading tasks and pre-session preparation and planning required by the university and their schools in relation to the ITE course; • maintain full, accurate and up-to-date records of their progress and of feedback and target setting with their host teacher, mentor and Xxxx Xxxxx and share and critically discuss these reports and records with all ITE partner staff when required; • respond constructively, with academic and professional integrity, to advice and guidance offered by trainers and others during their course; and when discussing their own, or their pupils’ progress; take responsibility for their own learning and self-development; and complete all activities, tasks, assignments and documentation to time and with evident commitment; • attend punctually all elements of the course including training days in school, and follow absence procedures in schools and in the university; • maintain effective communications with the university, their placement schools and the individual staff and ITE trainees with whom they train, and ensure that all relevantpartners relevant partners have up-to-date contact details for them throughout the ITE course; • ensure that they provide to school staff, as required, relevant documentation relating to their course including university policies and handbooks; • prepare themselves appropriately for each school-experience placement by familiarising themselves with the school’s ethos and context, by researching publicly accessible data including the school’s website, prospectus, Ofsted report and data dash-board or other relevant DfE data on the school’s response to national policy and legislation includingthe including the Prevent Strategy. As a result of the Partnership Agreement the trainee teacher can expect the following: • induction into school and University expectations for school placements; • a programme provided by school and University which enables them to move towards the QTS Standards; • weekly observations, feedback, target setting and tutorials from mentors • opportunities to participate in the wider life of the school e.g. PSHE, extra curricular activities, parents’ evenings etc

Trainee teachers. The ITE course is an academic and professional preparation to teach that is delivered by a partnership of schools and Leeds Xxxxxxx University (Leeds Xxxxxxx ITE Partnership) and trainees are expected to uphold academic and professional standards of conduct. The Teacher Standards include a clear statement of professional expectations which trainees are expected to demonstrate throughout their course: A teacher is expected to demonstrate consistently high standards of professional conduct. Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school. Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality (Teachers’ Standards 2011, updated 2013). Leeds Xxxxxxx University also has policies and codes of practice relating to student conduct. The Fitness to Practice Policy (under Student Conduct) applies directly to ITE trainees. Throughout their ITE course trainees are expected to act and behave professionally and responsibly in line with professional and academic expectations. Trainees must observe and implement fully the policies, procedures and requirements of Leeds Xxxxxxx University and the schools in which they are placed; and are expected to be proactive and aspirational in their self- preparation to become well-qualified, reflective and self-motivated teachers, and to promote the learning, development and well-being of the children with whom they work during their initial teacher training. In addition to observing professional and university expectations, trainee teachers are required to: •  conduct themselves in accordance with the professional expectations of the Teacher Standards and work consistently towards exceeding the Teacher Standards requirements; •  demonstrate a professional attitude to ITE Partnership staff, parents, pupils and course commitments; •  understand and operate within the provisions of all relevant legislation that applies to schools and young people including equality and diversity law; •  ensure that they are fully cognisant of, and work within, the health and safety arrangements in their schools, including safe guarding safeguarding and child protection, and the school’s policies, procedures and codes of conduct. They must immediately inform the class teacher or other member of staff if they have any concerns for a child’s welfare; •  Plan and teach sequences of lessons which enable pupils to make progress  Present evidence of pupil progress at weekly review meetings and at the end of each phase of SBT  complete all required tasks, assessments, assignments, duties and directed activities, including reading tasks and pre-session preparation and planning required by the university and their schools in relation to the ITE course; •  maintain full, accurate and up-to-date records of their progress and of feedback and target setting with their host teacher, mentor and Xxxx Xxxxx and share and critically discuss these reports and records with all ITE partner staff when required; •  respond constructively, with academic and professional integrity, to advice and guidance offered by trainers and others during their course; and when discussing their own, or their pupils’ progress; take responsibility for their own learning and self-development; and complete all activities, tasks, assignments and documentation to time and with evident commitment; •  attend punctually all elements of the course including training days in school, and follow absence procedures in schools and in the university; •  maintain effective communications with the university, their placement schools and the individual staff and ITE trainees with whom they train, and ensure that all relevantpartners relevant partners have up-to-date contact details for them throughout the ITE course; •  ensure that they provide to school staff, as required, relevant documentation relating to their course including university policies and handbooks; •  prepare themselves appropriately for each school-experience placement by familiarising themselves with the school’s ethos and context, by researching publicly accessible data including the school’s website, prospectus, Ofsted report and data dash-board or other relevant DfE data on the school’s response to national policy and legislation includingthe including the Prevent Strategy. As a result of the Partnership Agreement the trainee teacher can expect the following: •  induction into school and University expectations for school placements; •  a programme provided by school and University which enables them to move towards the QTS Teacher Standards; •  weekly observations, feedback, target setting and tutorials from mentors •  opportunities to participate in the wider life of the school e.g. PSHE, extra curricular activities, parents’ evenings etc

Trainee teachers. The ITE course is an academic and professional preparation to teach that is delivered by a partnership of schools and Leeds Xxxxxxx University (Leeds Xxxxxxx ITE Partnership) and trainees are expected to uphold academic and professional standards of conduct. The Teacher Standards include a clear statement of professional expectations which trainees are expected to demonstrate throughout their course: A teacher is expected to demonstrate consistently high standards of professional conduct. Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school. Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality (Teachers’ Standards 2011, updated 2013). Leeds Xxxxxxx University also has policies and codes of practice relating to student conduct. The Fitness to Practice Policy (under Student Conduct) applies directly to ITE trainees. Throughout their ITE course trainees are expected to act and behave professionally and responsibly in line with professional and academic expectations. Trainees must observe and implement fully the policies, procedures and requirements of Leeds Xxxxxxx University and the schools in which they are placed; and are expected to be proactive and aspirational in their self- preparation to become well-qualified, reflective and self-motivated teachers, and to promote the learning, development and well-being of the children with whom they work during their initial teacher training. In addition to observing professional and university expectations, trainee teachers are required to: •  conduct themselves in accordance with the professional expectations of the Teacher Standards and work consistently towards exceeding the Teacher Standards requirements; •  demonstrate a professional attitude to ITE Partnership staff, parents, pupils and course commitments; •  understand and operate within the provisions of all relevant legislation that applies to schools and young people including equality and diversity law; •  ensure that they are fully cognisant of, and work within, the health and safety arrangements in their schools, including safe guarding and child protection, and the school’s policies, procedures and codes of conduct. They must immediately inform the class teacher or other member of staff if they have any concerns for a child’s welfare; •  complete all required tasks, assessments, assignments, duties and directed activities, including reading tasks and pre-session preparation and planning required by the university and their schools in relation to the ITE course; •  maintain full, accurate and up-to-date records of their progress and of feedback and target setting with their host teacher, mentor and Xxxx Xxxxx and share and critically discuss these reports and records with all ITE partner staff when required; •  respond constructively, with academic and professional integrity, to advice and guidance offered by trainers and others during their course; and when discussing their own, or their pupils’ progress; take responsibility for their own learning and self-development; and complete all activities, tasks, assignments and documentation to time and with evident commitment; •  attend punctually all elements of the course including training days in school, and follow absence procedures in schools and in the university; •  maintain effective communications with the university, their placement schools and the individual staff and ITE trainees with whom they train, and ensure that all relevantpartners relevant partners have up-to-date contact details for them throughout the ITE course; •  ensure that they provide to school staff, as required, relevant documentation relating to their course including university policies and handbooks; •  prepare themselves appropriately for each school-experience placement by familiarising themselves with the school’s ethos and context, by researching publicly accessible data including the school’s website, prospectus, Ofsted report and data dash-board or other relevant DfE data on the school’s response to national policy and legislation includingthe including the Prevent Strategy. As a result of the Partnership Agreement the trainee teacher can expect the following: •  induction into school and University expectations for school placements; •  a programme provided by school and University which enables them to move towards the QTS Standards; •  weekly observations, feedback, target setting and tutorials from mentors •  opportunities to participate in the wider life of the school e.g. PSHE, extra curricular activities, parents’ evenings etc.