Common use of RESPONSIBILITIES OF THE UNIVERSITY Clause in Contracts

RESPONSIBILITIES OF THE UNIVERSITY. Responsibilities The responsibility of recruiting, training and assessing Associate Teacher teachers is shared between the University and the schools, colleges and other partner institutions. In this relationship, the University hereby agrees that it shall: Ensure that all Associate Teachers have met the current entry criteria; Ensure all Associate Teachers have been subject to a rigorous selection process designed to assess their suitability to teach and to ensure that they have the health and physical capacity to teach; In collaboration with partners, conduct a high quality, open and transparent recruitment, selection and interview process, that is aligned to the Equality Act 2010 and the Special Educational Needs and Disability Act 2001; Ensure all Associate Teachers have been subject to the appropriate pre-selection checks which include DBS criminal records checks and children’s barred list information and self-certification with regard to the Disqualification under the Childcare Act 2006 statutory guidance and related obligations under the Childcare Act 2006; Confirm in writing to partners that a non-salaried Associate Teacher’s checks have been completed and that the individual has been judged by the university to be suitable to work with children. In the case of salaried routes, the responsibility lies with the employer to ensure that these checks have been carried out and School Direct partners must confirm in writing that these checks have been carried out; Confirm in writing to partners that a non-salaried Associate Teacher’s criminal record check, including a check of the children’s barred list, has been completed and that the individual has been judged by the provider to be suitable to work with children and vulnerable adults; Establish clear safeguarding procedures and protocols that are agreed by all partners to include a common understanding across the partnership of convictions, offences, cautions, warnings and reprimands that would not pose a barrier to joining an ITT course; Ensure that the courses: are flexible and able to meet the needs of every Associate Teacher; are designed and delivered to offer Associate Teachers specialist subject training to develop the necessary knowledge and understanding of their phase, subjects and related pedagogy to enable them to teach across the full age and ability range of training; prepare Associate Teachers for school experience to include an understanding of child protection policies, safeguarding expectations, and staff code of conduct expectations; Ensure mentors are fully informed about the content of the ITE Curriculum and understand their role in the delivery of the curriculum in school based training; Ensure that the workload of Associate Teacher teachers is manageable. Guidance is available to support partnerships to address Associate Teacher workload, using the teacher workload toolkits. Everyone across the partnership has a role in reducing Associate Teacher workload; Ensure that the mental health and well-being of Associate Teachers is protected; Be accountable for all assessment judgements and recommendations and ensure that assessment procedures are rigorous and robust and will ensure consistent and accurate judgements and that assessment moderation and standardisation procedures are robust and all recommendations for an award are secure; Ensure that up-to-date and relevant research is integral to the design, content and delivery of the BCU ITE Curriculum and that Associate Teachers are able to apply research evidence to all aspects of their teaching practice; Ensure that all Associate Teachers are trained and prepared to teach within a specified age phase and that the course design and Associate Teachers’ time in at least two schools will ensure they are fully prepared to teach across the specified age range; Ensure that the BCU ITE Curriculum is ambitious, research informed and is designed to provide Associate Teachers a with coherent and spiral curriculum and sufficient time being trained in schools, early years and/or further education settings to enable them to demonstrate that they have met all the standards for QTS (or equivalent) and that time spent in schools, early years and/or further education settings is part of a coherent education course; Ensure that partner schools, early years and further education settings have the capacity to undertake their responsibilities for Associate Teacher teachers; that where a school, early years or further education setting is unable to undertake these responsibilities the University will ensure that an Associate Teacher is not disadvantaged; that when required a school, early years or further education setting is de-selected from the partnership; that a school, early years or further education setting can apply to re-join the partnership; Ensure that each Associate Teacher has taught in at least two schools to provide a variety of experience in schools to enable Associate Teachers to meet all the current standards; Ensure that the management structure ensures the effective operation of the training courses and that the courses comply with the current criteria and provide the opportunity for Associate Teachers to demonstrate they meet all the current standards; Ensure that the management structure provides for partners to be actively involved: in the design, delivery and management of the courses to include collaboration in the development, review, improvement and delivery of the curriculum; the design, the planning of content and the delivery of new courses; membership of Strategic Leadership Groups; Ensure that effective procedures for communication between the partners are well established, to include: an identified Link Tutor for every partner institution to support the development of mentors and their understanding of their contributions to the Associate Teachers’ curriculum journey; school experience briefings; moderation and standardisation of assessment support; mentor training; additional support with intervention procedures when Associate Teachers require them or are identified as not making the required progress and to facilitate participation in course management, selection and interview processes, design and delivery of courses; course documents that are accessible and not overly burdensome; that partner contacts are updated so that relevant information is shared; Ensure that all mentors have access to up-to-date training and development online or in person at the University or led by the University at the partner institution; Ensure that the partnership provision complies with the current criteria and legislation to include: Education (School Teachers’ Qualifications) (England) Regulations 2003 (SI 1662) Education (Specified Work) (England) Regulations 2012 (SI 762); Equality Act 2010; Data Protection Act 2018; Freedom of Information Act 2000; the Prevent duty guidance; Competition and Markets Authority’s consumer law advice for students; Ensure that all aspects of provision are rigorously monitored, evaluated and moderated to secure improvements in the quality of training and the assessment of Associate Teachers; the University will appoint external examiners who have relevant expertise and experience to enable them to ensure consistency of standards across, as well as within, ITT partnerships and that all recommendations made will be taken into account when courses are reviewed; Ensure that a variety of data will be analysed and collected to inform the evaluations of the effectiveness of training to include: Associate Teachers’ evaluations of university sessions, placement experience, how individual needs are met; placement mentors’, teachers’ and senior leaders’ perceptions of the effectiveness of training to meet the needs of the Associate Teachers, learners and placement providers; tutors’ evaluations of the effectiveness of the training to meet the needs of the Associate Teachers, learners and placement providers; former Associate Teachers’, induction tutors’ and employing organisations’ evaluations of the effectiveness of the training to meet the needs of the Associate Teachers, learners and placement providers; feedback from Ofsted or DfE; internal moderation processes; Ensure that School Direct Salaried Associate Teachers are: employed as unqualified teachers and paid in accordance with at least the minimum of the unqualified teacher pay range for the period of training; will not be required to perform more than 90 per cent of the teaching duties normally required of a full-time qualified teacher; Ensure that each partner is paid the agreed sum per Associate Teacher as set out in the placement information packs and the Partnership Handbook. Schedule 2 - Responsibilities of the Partner

RESPONSIBILITIES OF THE UNIVERSITY. Responsibilities The responsibility of recruiting, training and assessing Associate Teacher teachers is shared between the University and the schools, colleges and other partner institutions. In this relationship, the University hereby agrees that it shall: Ensure that all Associate Teachers trainees have met the current entry criteria; Ensure all Associate Teachers trainees have been subject to a rigorous selection process designed to assess their suitability to teach and to ensure that they have the health and physical capacity to teach; In collaboration with partners, conduct a high quality, open and transparent recruitment, selection and interview process, that is aligned to the Equality Act 2010 and the Special Educational Needs and Disability Act 2001; Ensure all Associate Teachers trainees have been subject to the appropriate pre-selection checks which include DBS criminal records checks and children’s barred list information and self-certification with regard to the Disqualification under the Childcare Act 2006 statutory guidance and related obligations under the Childcare Act 2006; Confirm confirm in writing to partners that a non-salaried Associate Teachertrainee’s checks have been completed and that the individual has been judged by the university to be suitable to work with children. In the case of salaried routes, the responsibility lies with the employer to ensure that these checks have been carried out and School Direct partners must confirm in writing that these checks have been carried out; Confirm in writing to partners that a non-salaried Associate Teachertrainee’s criminal record check, including a check of the children’s barred list, has been completed and that the individual has been judged by the provider to be suitable to work with children and vulnerable adults; Establish clear safeguarding procedures and protocols that are agreed by all partners to include a common understanding across the partnership of convictions, offences, cautions, cautions and warnings and reprimands that would not pose a barrier to joining an ITT course; programme. Ensure that the coursesprogrammes: are flexible and able to meet the needs of every Associate Teachertrainee; are designed and delivered to offer Associate Teachers trainees specialist subject training to develop the necessary knowledge and understanding of their phase, subjects and related pedagogy to enable them to teach across the full age and ability range of training; prepare Associate Teachers trainees for school experience to include an understanding of child protection policies, safeguarding expectations, and staff code of conduct expectations; Ensure mentors are fully informed about the content of the ITE Curriculum and understand their role in the delivery of the curriculum in school based training; Ensure that the workload of Associate Teacher teachers is manageable. Guidance is available to support partnerships to address Associate Teacher workload, using the teacher workload toolkits. Everyone across the partnership has a role in reducing Associate Teacher workload; Ensure that the mental health and well-being of Associate Teachers is protected; Be accountable for all assessment judgements and recommendations and ensure that assessment procedures are rigorous and robust and will ensure consistent and accurate judgements and that assessment moderation and standardisation procedures are robust and all recommendations for an award are secure; Ensure that up-to-date and relevant research is integral to the design, content and delivery of the BCU ITE Curriculum all programmes and that Associate Teachers trainees are able to apply research evidence to all aspects of their teaching practiceteaching; Ensure that all Associate Teachers trainees are trained and prepared to teach within a specified age phase and that the course programme design and Associate Teacherstrainees’ time in at least two schools will ensure they are fully prepared to teach across the specified age range; Ensure that the BCU ITE Curriculum is ambitious, research informed and is training programmes are designed to provide Associate Teachers a trainees with coherent and spiral curriculum and sufficient time being trained in schools, early years and/or further education settings to enable them to demonstrate that they have met all the standards for QTS (or equivalent) and that time spent in schools, early years and/or further education settings is part of a coherent education coursetraining programme; Ensure that partner schools, early years and further education settings have the capacity to undertake their responsibilities for Associate Teacher trainee teachers; that where a school, early years or further education setting is unable to undertake these responsibilities the University university will ensure that an Associate Teacher a trainee is not disadvantaged; that when required a school, early years or further education setting is de-selected from the partnership; that a school, early years or further education setting can apply to re-join the partnership; Ensure that each Associate Teacher trainee has taught in at least two schools to provide a variety of experience in schools to enable Associate Teachers trainees to meet all the current standards; Ensure that the management structure ensures the effective operation of the training courses programmes and that the courses programmes comply with the current criteria and provide the opportunity for Associate Teachers trainees to demonstrate they meet all of the current standards; . Ensure that the management structure provides for partners to be actively involved: in the design, delivery and management of the courses programmes to include collaboration in the development, review, improvement and delivery of the curriculumprogrammes; the design, the planning of content and the delivery of new coursesprogrammes; membership of Strategic Leadership Groups; Ensure that effective procedures for communication between the partners are well established, to include: an identified Link Tutor for every partner institution to support the development of mentors and their understanding of their contributions to the Associate Teachers’ curriculum journey; provide programme information, school experience briefings; , moderation and standardisation of assessment support; , mentor training; , additional support with intervention procedures when Associate Teachers trainees require them or are identified as not making the required progress and to facilitate participation in course programme management, selection and interview processes, design and delivery of coursesprogrammes; course documents that are accessible and not overly burdensome; that partner contacts are updated so that relevant information is shared; Ensure that all mentors have access to up-to-up to date training and development online or in person at the University or led by the University either at the partner institutioninstitution or at the university; Ensure that the partnership provision complies with the current criteria and legislation to include: Education (School Teachers’ Qualifications) (England) Regulations 2003 (SI 1662) Education (Specified Work) (England) Regulations 2012 (SI 762); Equality Act 2010; Data Protection Act 2018; Freedom of Information Act 2000; the Prevent duty guidance; Competition and Markets Authority’s consumer law advice for studentsundergraduates; Ensure that all aspects of provision are rigorously monitored, evaluated and moderated to secure improvements in the quality of training and the assessment of Associate Teacherstrainees; the University will appoint external examiners who have relevant expertise and experience to enable them to ensure consistency of standards across, as well as within, ITT partnerships and that all recommendations made will be taken into account when courses programmes are reviewed; Ensure that a variety of data will be analysed and collected to inform the evaluations of the effectiveness of training to include: Associate Teacherstrainees’ evaluations of university sessions, placement experience, how individual needs are met; placement mentors’, teachers’ and senior leaders’ perceptions of the effectiveness of training to meet the needs of the Associate Teacherstrainees, learners and placement providers; tutors’ evaluations of the effectiveness of the training to meet the needs of the Associate Teacherstrainees, learners and placement providers; former Associate Teacherstrainees’, induction tutors’ and employing organisations’ evaluations of the effectiveness of the training to meet the needs of the Associate Teacherstrainees, learners and placement providers; feedback from Ofsted or DfE; internal moderation processes; Ensure that School Direct Salaried Associate Teachers trainees are: employed as unqualified teachers and paid in accordance with at least the minimum of the unqualified teacher pay range for the period of training; will not be required to perform more than 90 per cent of the teaching duties normally required of a full-time qualified teacher; Ensure that each partner is paid the agreed sum per Associate Teacher trainee as set out in the placement information packs and the Partnership Handbook. Schedule 2 - Responsibilities of the Partnerletter.

RESPONSIBILITIES OF THE UNIVERSITY. Responsibilities The responsibility To provide the Institution with the necessary background information needed for the appropriate and safe conduct of recruiting, the Study; To ensure necessary training and assessing Associate Teacher teachers is shared between orientation of the University and the schools, colleges investigators and other partner institutionspersonnel of the Institution involved in the Study in order to conduct the Study in accordance with the protocol; To register the Study into an open international publication register according to common practice before starting the patient recruitment; To inform the Institution of the completion of the Study; To provide training for medical personnel who will conduct the pulse oximetry screening; To designate a research assistant to conduct data collection on site; To provide the Institution with the data and documents needed for conducting the Study and guaranteeing the safety of the participants. In The data and documents provided by the UNIVERSITY may be used solely for the conduct of this relationshipStudy in accordance with this agreement. Responsibilities of the Institution To act as the employer of the investigators and other personnel conducting the Study; To ensure that during the term of Study set forth in this agreement, the University hereby agrees that it shall: Ensure that all Associate Teachers have met Investigators engaging in the current entry criteriaStudy do not initiate any other clinical Study at the Study site, which would delay recruitment of participants for this Study; Ensure all Associate Teachers have been subject to a rigorous selection process designed to assess their suitability to teach and to To ensure that they have qualified and instructed personnel and adequate equipment are available for the health and physical capacity to teach; In collaboration with partners, conduct a high quality, open and transparent recruitment, selection and interview process, that is aligned to the Equality Act 2010 and the Special Educational Needs and Disability Act 2001; Ensure all Associate Teachers have been subject to the appropriate pre-selection checks which include DBS criminal records checks and children’s barred list information and self-certification with regard to the Disqualification under the Childcare Act 2006 statutory guidance and related obligations under the Childcare Act 2006; Confirm in writing to partners that a non-salaried Associate Teacher’s checks have been completed Study and that the individual has been judged Study may also in other respects be conducted in safe conditions; To allow participation of the Investigators and when appropriate/needed also other personnel conducting the Study in Investigators meetings and other education arranged by the university UNIVERSITY; To ensure that the Investigators are familiar with the details of the protocol and other liabilities and responsibilities defined in this agreement, and that Investigators are committed to act accordingly; To ensure that the participants are not simultaneously involved in any other clinical trials and that they are not participants to any investigations differing from the Study protocol; To allow monitoring and auditing at the Study site to be suitable to work with children. In the case of salaried routes, the responsibility lies with the employer to ensure that these checks have been carried out and School Direct partners must confirm in writing that these checks have been carried out; Confirm in writing to partners that a non-salaried Associate Teacher’s criminal record check, including a check of the children’s barred list, has been completed and that the individual has been judged conducted by the provider to be suitable to work with children and vulnerable adults; Establish clear safeguarding procedures and protocols that are agreed by all partners to include a common understanding across the partnership of convictions, offences, cautions, warnings and reprimands that would not pose a barrier to joining an ITT course; Ensure that the courses: are flexible and able to meet the needs of every Associate Teacher; are designed and delivered to offer Associate Teachers specialist subject training to develop the necessary knowledge and understanding of their phase, subjects and related pedagogy to enable them to teach across the full age and ability range of training; prepare Associate Teachers for school experience to include an understanding of child protection policies, safeguarding expectations, and staff code of conduct expectations; Ensure mentors are fully informed about the content of the ITE Curriculum and understand their role in the delivery of the curriculum in school based training; Ensure that the workload of Associate Teacher teachers is manageable. Guidance is available to support partnerships to address Associate Teacher workload, using the teacher workload toolkits. Everyone across the partnership has a role in reducing Associate Teacher workload; Ensure that the mental health and well-being of Associate Teachers is protected; Be accountable for all assessment judgements and recommendations and ensure that assessment procedures are rigorous and robust and will ensure consistent and accurate judgements and that assessment moderation and standardisation procedures are robust and all recommendations for an award are secure; Ensure that up-to-date and relevant research is integral to the design, content and delivery of the BCU ITE Curriculum and that Associate Teachers are able to apply research evidence to all aspects of their teaching practice; Ensure that all Associate Teachers are trained and prepared to teach within a specified age phase and that the course design and Associate Teachers’ time in at least two schools will ensure they are fully prepared to teach across the specified age range; Ensure that the BCU ITE Curriculum is ambitious, research informed and is designed to provide Associate Teachers a with coherent and spiral curriculum and sufficient time being trained in schools, early years and/or further education settings to enable them to demonstrate that they have met all the standards for QTS (or equivalent) and that time spent in schools, early years and/or further education settings is part of a coherent education course; Ensure that partner schools, early years and further education settings have the capacity to undertake their responsibilities for Associate Teacher teachers; that where a school, early years or further education setting is unable to undertake these responsibilities the University will ensure that an Associate Teacher is not disadvantaged; that when required a school, early years or further education setting is de-selected from the partnership; that a school, early years or further education setting can apply to re-join the partnership; Ensure that each Associate Teacher has taught in at least two schools to provide a variety of experience in schools to enable Associate Teachers to meet all the current standards; Ensure that the management structure ensures the effective operation of the training courses and that the courses comply with the current criteria and provide the opportunity for Associate Teachers to demonstrate they meet all the current standards; Ensure that the management structure provides for partners to be actively involved: in the design, delivery and management of the courses to include collaboration in the development, review, improvement and delivery of the curriculum; the design, the planning of content and the delivery of new courses; membership of Strategic Leadership Groups; Ensure that effective procedures for communication between the partners are well established, to include: an identified Link Tutor for every partner institution to support the development of mentors and their understanding of their contributions to the Associate Teachers’ curriculum journey; school experience briefings; moderation and standardisation of assessment support; mentor training; additional support with intervention procedures when Associate Teachers require them or are identified as not making the required progress and to facilitate participation in course management, selection and interview processes, design and delivery of courses; course documents that are accessible and not overly burdensome; that partner contacts are updated so that relevant information is shared; Ensure that all mentors have access to up-to-date training and development online or in person at the University or led by the University at the partner institution; Ensure that the partnership provision complies with the current criteria and legislation to include: Education (School Teachers’ Qualifications) (England) Regulations 2003 (SI 1662) Education (Specified Work) (England) Regulations 2012 (SI 762); Equality Act 2010; Data Protection Act 2018; Freedom of Information Act 2000; the Prevent duty guidance; Competition and Markets Authority’s consumer law advice for students; Ensure that all aspects of provision are rigorously monitored, evaluated and moderated to secure improvements in the quality of training and the assessment of Associate Teachers; the University will appoint external examiners who have relevant expertise and experience to enable them to ensure consistency of standards acrossUNIVERSITY, as well as withindomestic and foreign regulatory authorities, ITT partnerships and, if necessary, to assist in the executing thereof. To provide the logbook of patients to the research assistant for participant selection; To provide pass or identification card for research assistant. Responsibilities of the Principal Investigator To be fully acquainted with the protocol and all information and documents provided by the UNIVERSITY concerning the conduct of the clinical Study; To ensure that qualified and instructed personnel, as well as adequate equipment are available for the Study, and that the Study can also in all recommendations made will other respects be taken into account when courses are reviewedconducted under safe conditions; Ensure that a variety of data will be analysed and collected to inform To conduct the evaluations of the effectiveness of training to include: Associate Teachers’ evaluations of university sessions, placement experience, how individual needs are met; placement mentors’, teachers’ and senior leaders’ perceptions of the effectiveness of training to meet the needs of the Associate Teachers, learners and placement providers; tutors’ evaluations of the effectiveness of the training to meet the needs of the Associate Teachers, learners and placement providers; former Associate Teachers’, induction tutors’ and employing organisations’ evaluations of the effectiveness of the training to meet the needs of the Associate Teachers, learners and placement providers; feedback from Ofsted or DfE; internal moderation processes; Ensure that School Direct Salaried Associate Teachers are: employed as unqualified teachers and paid Study in accordance with at least the minimum protocol as approved by the UP Manila Ethics Committee including potential approved amendments thereto; To immediately notify the UNIVERSITY of all necessary amendments to the protocol or any deviations from the protocol, which are imperative to avoid immediate danger to the participants, and immediately execute necessary precautions for the protection of the unqualified teacher pay range participants; To ensure that all participants have given the proper written informed consent to their participation in the Study and have received sufficient information of the Study and benefits, risks, and disadvantages related thereto for giving the consent; To ensure that all the persons assisting in the Study and, if necessary, also others engaging in the treatment of the participants have been properly informed of the protocol, investigational products and their obligations and duties relating to the Study; To immediately report to the UNIVERSITY all serious adverse events apart from the events, which according to the protocol or any other document, such as Investigator’s Brochure, do not require immediate reporting, and also to follow the protocol with respect to the reporting of adverse events and abnormal laboratory values; To ensure accuracy, completeness, reliability, and timeliness of the information submitted to the UNIVERSITY on the case report forms and all required reports, including those in electronic format, and deliver the case report forms and other required reports to the UNIVERSITY; To take care of the registration and notification of information necessary for the period of training; will not be required invoicing to perform more than 90 per cent the financial administration of the Study site at agreed intervals, and To act in co-operation with the UNIVERSITY relating to monitoring visits and audits. CASE REPORT FORMS. UNIVERSITY will provide the Institution with a sufficient quantity of Case Report Forms ("CRF's"), necessary questionnaires or other required documentation to conduct the Study. All original CRF's will be the sole property of the UNIVERSITY. All other original records of the work completed under this Agreement, including patient medical records, laboratory records and reports, scans, films and information on pre-existing Institution databases will be Institution property. Institution will retain a copy of all Study documents for internal research, teaching duties normally required of a full-time qualified teacher; Ensure and archival purposes. FINANCIAL DISCLOSURE BY CLINICAL INVESTIGATORS - The Institution must, if necessary, ensure that each partner is paid the agreed sum per Associate Teacher as set out all investigators listed in the placement Study protocol and conducting the Study provide the UNIVERSITY with all information packs on their significant financial commitments, such as patent and all other intellectual property rights related to the Partnership Handbook. Schedule 2 - Responsibilities Study, ownership of shares in the PartnerStudy Devices.