Lytchett ITT Policy

The Rationale

Lytchett Minster School is committed to the continuing professional development of teachers.  In addition to the ongoing training development and performance management of all teachers, the school is involved in the process of initial teacher training, providing high quality training for those entering the profession.  This is seen to have benefits for the school in terms of children's learning, developing teaching resources, teacher development and motivation and it is part of the on-going commitment to high performance focused on effective teaching.  ITT is seen as a central part of continuing professional development for all teachers including NQTs.

Roles

Initial teacher training provision is a shared responsibility.  Lytchett Minster School currently works in partnership with Exeter University meeting the requirements agreed in the Memorandum of Understanding.

The roles and responsibilities within ITT include:

Ø       ITT Co-Ordinator

The ITT Co-Ordinator manages the school's work in relation to ITT in partnership with Exeter University.  This role may be combined with the role of mentor.  It is the responsibility of the ITT Co-Ordinator to: 

Ø       Identify, manage and advise all school personnel designated to work with trainees.

Ø       Ensure that all school personnel have been properly prepared to work with trainees.

Ø       Co-ordinate the induction programme for all trainees for both placements.

Ø       Ensure that the programme of professional development is provided for all trainees.

Ø       Negotiate an appropriate timetable and workload for each trainee (including Post 16)

Ø       Provide access to appropriate resources for planning and teaching.

Ø       Ensure opportunities to use ICT are available.

Ø       Oversee school's contribution to formal assessment and moderation.

Ø       Provide advice to trainees, eg  travel, accommodation, pastoral support, as necessary.

Ø       Monitor and evaluate the school's provision for school-based work.

Ø       Liaise with the University as necessary.

Ø       Co-ordinate arrangements for induction week.

Ø       Provide copy of professional studies programme to University.

Ø       Provide support for trainees in preparing job applications, interviews etc.

Ø       Mentors

The mentor will not normally be from the trainee's own subject area.  The mentor is responsible for completing the PR1 PR2 and PR3 reports on the trainee.  The role may be combined with that of ITT Co-Ordinator.  It is the responsibility of the mentor to:-           

Ø       Meet with the trainee to conduct a needs analysis.

Ø       Conduct three supervisory conferences each term and agree action plans.

Ø       Ask that trainees submit at least one evaluated agenda and paperwork for each supervisory conference (at least 24 hrs in advance).

Ø       Provide pastoral support for the trainee.

Ø       Discuss progress for trainee regularly with principal school-based tutor.

Ø       Check and sign Quality Assurance record.

Ø       Check PGCE individual development portfolio.

Ø       Be responsible for assessment procedures.

Ø       Discuss career entry profile with trainees.

Ø       Inform ITT Co-Ordinator immediately of any concerns.                         

Ø       School-based Tutors

The principal School-based Tutor (PST) has responsibility for arranging and managing the trainees' work.  It is the responsibility of all subject-based Tutors to:- 

Ø       Be in the classrooms with the trainee at all times in Phase 1 or 2.

Ø       Demonstrate short episodes of teaching for the trainee to model.

Ø       Conduct focused observations of the trainee and annotate agendas.

Ø       Provide regular feedback and guidance.

 It is the responsibility of the Principal School-based Tutor (PST) to:- 

Ø       Co-ordinate the subject-based training programme.

Ø       Prepare and monitor other subject tutors.

Ø       Agree an appropriate timetable.

Ø       Set up episodes for teaching for demonstrating modelling and team teaching.

Ø       Ensure requirements for ICT subject teaching are met.

Ø       Negotiate episodes of focused observation and annotated agendas (2 per week) and provide regular feedback.

Ø       Maintain a file with the training provision and feedback given.

Ø       Check teaching files and individual development portfolios are completed.

Ø       Check and sign Quality Assurance record.

Ø       Monitor absence.

Ø       Discuss progress with the mentor and trainee.

Ø       Discuss trainee's progress with UVT.

Ø       Maintain the level of provision for pupils.

Ø       Understand and implement assessment procedures provided by the University.

Ø       Provide a subject training meeting with the trainee for one hour per week. 

Ø       University visiting tutors

The UVT makes two visits in the first placement and one in the second.  It is the responsibility of the UVT to:- 

Ø       Support and monitor the trainee's progress.

Ø       Support and monitor the school's provision. 

Ø       Senior Managers

To monitor the progress of the trainee with the relevant Head of Faculty.  They will monitor the progress of the trainee and also keep under review the provision for pupils.  They will discuss any concerns with the ITT Co-ordinator. 

Ø       Heads of Department

Heads of Department will often act as the principal subject tutor and thus will have the responsibility as outlined above.  If this is not the case they will liaise regularly with the principal subject tutor and relevant senior manager. 

Ø       Heads of House

They will ensure that the trainees have appropriate levels of support in their work as tutor during am and pm registration.  They will discuss the progress of the trainee with the PST and monitor level of provision for pupils. 

Ø       Other teaching staff and support staff

The normal mechanisms for support of teaching staff will be available to trainee teachers.  Heads of Department/PST's will make trainees aware of the mechanisms for support.

Managing the partnership 

Early in the Summer Term each year, the Senior Management team will meet to discuss the number, type and specialism of placements to be made available during the year ahead.  This will take into account the current priorities for each subject area to ensure that the level of commitment required to support ITT students can be maintained and will be in the interests of students at Lytchett Minster School.  Curriculum Line Managers will then undertake further consultation with Heads of Subject to confirm the proposed placements.  Once the opportunity for an ITT placement has been agreed a decision will be communicated to the partnership office at Exeter University. 

Once placements have been confirmed, Heads of Subject will identify teachers within the team who will provide models of good practice for trainees.  As a result a balanced timetable will be outlined for each trainee which meets both trainee and school needs.  In addition, the Deputy Headteacher with responsibility for ITT will identify teachers in other curriculum areas who will provide models of good practice for trainees, including AST's, Heads of Subject and classroom teachers across the range of experience. 

The Deputy Headteacher will liaise with Heads of Subject once final trainee details have been confirmed in order to identify time for tutors to meet regularly to support the trainee.  This may involve review of other periods and Isolation periods in order to release appropriate levels of time. 

In addition to the training and support within the curriculum area, ongoing school-based training is provided.  A programme of professional studies is drawn up by a Deputy Headteacher, rescheduled into the trainee's timetable.  In addition, trainees are invited to attend meetings for new teachers, Action Research Groups, NQT's and GTP trainees at the school. 

Throughout each placement the trainee is released from school, as required by the University, to attend further induction and support training events.   

Throughout the placement, the Deputy Headteacher acts as a communication channel between the school and university.  As a first point of contact the Deputy Headteacher ensures that information is shared and relevant paperwork distributed in order that all parties are made aware of the trainee's progress.  Paperwork is completed in line with partnership requirements for monitoring and assessing trainee progress.  Progress of trainees is kept under regular review by the school and university.

Applying the Exeter model of ITT 

The school is committed to the University of Exeter model for training.  All documentation is based on the use of the phased approach at levels 1, 2 and 3 over the course of the year.  This is, in turn, linked to the dimensions of teaching.  The Mentor and Subject Tutors will make use of the dimensions and phases to lead the trainee's development.  Trainees can expect to work through a process of opportunities to observe demonstrations and models of teaching expertise.  These will then be followed by the trainee undertaking episodes of teaching, developing later into lessons which will include focused agendas using this system of annotated agendas. 

Throughout observations, the trainee's progress will be verified using the profile/progress record.   

At weekly meetings, the trainee will discuss focused observations and annotated agendas with the Tutor and on three occasions throughout a term undertake review at a supervisory conference with the Mentor.  Whilst the individual trainees development needs will be addressed primarily through the support of the department and tutor, an additional programme of professional studies is provided to further enhance and support that development. 

Resourcing 

The funding provided to the school for its work in the ITT partnership is used to fund timetabled supervisory conferences with the mentor (three times per term) and weekly tutor meetings.  In addition, staff will be released for agreed university training and support sessions. 

Other resources within the school will be made available to trainees, such as ICT facilities, including:

Ø       e-mail

Ø       Internet

Ø       Appropriate school documentation, curriculum and professional development materials

Ø       Appropriate space for individual study. 

A Symons

03/11/03