Allocating resources. All partner schools receive a fee for their contribution towards ITE (see the relevant appendix to this document for the current fees – the same details are also provided at xxx.xxx.xx.xx/xxxxxxxxxxx). The fees are set by the Head of School Partnership in consultation with the University’s Finance department. The fees are, in part, calculated according to the length of different extended school experience blocks, training expectations that the school is asked to fulfil in relation to the student teacher as well as notional costs of supply cover, travel to meetings and incidental stationery (including photocopying costs). These fees are reviewed annually, and are paid by the University directly to schools, normally in a single payment. Current fees for this academic year are outlined at the end of this document (see Section 7). It should be noted that individual teachers cannot be paid for their individual involvement in ITE by the University. Partnership schools should consider using the fees they receive to support ITE in the following ways (please note that this does not constitute a definitive list): enabling the mentor to observe the student teacher teach regularly (including jointly observing with the subject tutor) and feedback to them on their progress; enabling the mentor to meet regularly with the student teacher to discuss progress in relation to the Standards and complete relevant course documentation (including being present at relevant meetings with the student teacher and subject tutor); delivering training sessions/inputs; enabling the mentor and/or professional tutor/ member of staff in the school responsible for ITE to make the necessary arrangements (on behalf of the school) for receiving and supporting a student teacher on school experience (including making resources – such as ICT and photocopying access – available to student teachers to a reasonable extent. Any concerns about appropriate and / or excessive use of these resources by student teachers should be discussed with them and, if necessary, their link / subject tutor); enabling class teachers to regularly feedback to the mentor and/or relevant member of staff in the school responsible for ITE on student teacher progress; purchasing resources for the school to be used in relation to ITE Partnership schools also have the option of accessing the expertise of University staff with a range of specialisms in disciplines associated with ITE, CPD and school Ofsted inspection...
Allocating resources. Providing there pool has a pool dividend, growth should be apportioned as follows: Districts retaining 50% of variance to Baseline The County Council retaining 49% of each of the districts variance to Baseline However, providing the pool dividend is sufficient, gains from acting as a pool (under 100% BRR) will be scaled back in order to ensure that: no member will be no worse off by being a member of the Pool than they would have been if they had not been a member of the Pool.
Allocating resources. We will all: • Discuss the potential implications of changes in resources as early as possible. • Make use of consortia, and other partnership service delivery models as appropriate. • Follow good practice in working to support local service providers as far as possible. • Work together to make the best use of public sector owned premises and resources for the benefit of Shropshire’s communities. Commissioners will: • Provide clear and timely information concerning funding and contract opportunities. • Deliver well managed tendering processes. • Provide clear rationale for funding and commissioning decisions. • Provide clear eligibility as part of procurement processes, and at an early stage. • Use the most appropriate funding mechanism for the agreement, including phased payments. • Recognise the need for prompt payment.
Allocating resources. Creating a Leeds where partners work together, within legislative and economic constraints, to ensure that the available funding, the in-kind support, and other resources are used in the most effective way and are directed at the agreed priorities and needs of the people of Leeds.
