© canterbury christ church university 1we are delighted that you are working in partnership with...

© Canterbury Christ Church University 1

Canterbury Partnership Teacher

The Canterbury Partnership is committed to the development of outstanding teachers who

have a transformative impact on learners’ lives. We work together to ensure that the

teachers we educate bring about progress in learning which transforms learners’

knowledge, skills and understanding and their opportunities in life.

• The Canterbury Partnership Teacher is a reflective practitioner who applies creative and critical approaches to professional practice and academic learning, and who uses an extensive repertoire of knowledge, skills and understanding to make

learning transformative.

• The Canterbury Partnership Teacher takes responsibility for his or her own professional development and demonstrates this through a sustained drive to excellence in professional practice and academic learning through initial training and beyond.

• The Canterbury Partnership Teacher benefits from and contributes to outstanding research informed teaching and experiences learning environments where the challenge and support needed to achieve outstanding outcomes for learners are

constantly sustained.

• The Canterbury Partnership Teacher’s practice is informed by a demanding

professional and academic curriculum enriched by international and global perspectives and an understanding of and commitment to our collective stewardship of the natural world.

• The Canterbury Partnership Teacher is a champion of equality, diversity and inclusion. He or she is a resilient, resourceful professional, driven by a personal and collaborative quest to make a difference to the life of every learner.

This definition is underpinned by the values emanating from Canterbury Christ Church

University’s Church of England foundation, especially the belief in our responsibility to find

and develop potential in all learners. The University works with partners whose values

enable them to make a shared enthusiastic commitment to the development of teachers

who have a transformative effect on learners’ lives.


Teachers’ Standards PREAMBLE

Teachers make the education of their pupils their first concern, and are accountable for achieving the

highest possible standards in work and conduct. Teachers act with honesty and integrity; have strong

subject knowledge, keep their knowledge and skills as teachers up-to-date and are self-critical; forge

positive professional relationships; and work with parents in the best interests of their pupils.

PART ONE: TEACHING

Standard 1 - Set high expectations which inspire, motivate and challenge pupils

establish a safe and stimulating environment for pupils, rooted in mutual respect

set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions

demonstrate consistently the positive attitudes, values and behaviour which are expected of

pupils.

Standard 2 - Promote good progress and outcomes by pupils

be accountable for pupils’ attainment, progress and outcomes

be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these

guide pupils to reflect on the progress they have made and their emerging needs

demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching

encourage pupils to take a responsible and conscientious attitude to their own work and study.

Standard 3 - Demonstrate good subject and curriculum knowledge

have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain

pupils’ interest in the subject, and address misunderstandings

demonstrate a critical understanding of developments in the subject and curriculum areas, and

promote the value of scholarship

demonstrate an understanding of and take responsibility for promoting high standards of literacy,

articulacy and the correct use of standard English, whatever the teacher’s specialist subject

if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics

if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies.

Standard 4 - Plan and teach well structured lessons

impart knowledge and develop understanding through effective use of lesson time promote a love of learning and children’s intellectual curiosity

set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired

reflect systematically on the effectiveness of lessons and approaches to teaching

contribute to the design and provision of an engaging curriculum within the relevant subject area(s).

Standard 5 - Adapt teaching to respond to the strengths and needs of all pupils


know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively

have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these

demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development

have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them.

Standard 6 - Make accurate and productive use of assessment

know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements

make use of formative and summative assessment to secure pupils’ progress use relevant data to monitor progress, set targets, and plan subsequent lessons

give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback.

Standard 7 - Manage behaviour effectively to ensure a good and safe learning environment

have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy

have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly

manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them

maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary.

Standard 8 - Fulfil wider professional responsibilities

make a positive contribution to the wider life and ethos of the school

develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support

deploy support staff effectively

take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues

communicate effectively with parents with regard to pupils’ achievements and well-being.

PART TWO: PERSONAL AND PROFESSIONAL CONDUCT

A teacher is expected to demonstrate consistently high standards of personal and professional conduct.

The following statements define the behaviour and attitudes which set the required standard for

conduct throughout a teacher’s career.

Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour,

within and outside school, by:

treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position

having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions


showing tolerance of and respect for the rights of others not undermining fundamental British values, including democracy, the rule of law, individual

liberty and mutual respect, and tolerance of those with different faiths and beliefs

ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law.

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 must have an understanding of, and always act within, the statutory frameworks which set out

their professional duties and responsibilities


CONTENTS

Section Title Page Number

Introduction 9

Roles and Responsibilities 11

A Quick Overview of the School Direct Programme 20

Programme Structure 24

Documentation 36

Monitoring, reporting and Assessment 38

Problems, Issues and Concerns 42

Teachers’ Personal and Professional Conduct 45

For those familiar with this Guide listed below are the key changes and additions for this year which include:

A clarification on the expectation of student teachers maintaining prompt and timely contact with university tutors (Question 3 (section on CCCU email account))

Addition of tutor details and further clarification of the roles that CCCU tutors undertake (Question 4)

Addition of a policy for students to report absence, and the consequences of absence from taught university days (Question 12)

Addition of more detail around the Second School Experience (Question 20)

Clarification of the adjacent Age Range Experience (Question 21) Clarification of the process if a student teacher needs a prolonged absence from the

School Direct Programme (Question 43)


Introduction

Welcome

We are delighted that you are working in partnership with Canterbury Christ Church University on our

School Direct programme. The University celebrated 50 years of working in Initial Teacher Education in

2012. We are a foundation of the Church of England and this is reflected in many of our values and aims.

We are justly proud of our reputation as one of the largest and most successful providers of Initial

Teacher Education (ITE) in the country. Partnership in all of our work with public sector organisations is

key to our success. We are particularly proud to be working in partnership with many schools in Kent,

London, and beyond to deliver one of the largest and most diverse School Direct Programmes in the

country. We have a level of flexibility in our provision and all our School Direct student teachers have the

opportunity of gaining a PGCE qualification, with Master’s Level credit as well as QTS.

1. What are the aims of Postgraduate Initial Teacher Education at

Canterbury?

The School Direct pathway sits within a wider programme of postgraduate ITE, which also includes all our university-based PGCE programmes. These all share a set of common aims which are to:

Explore how learning links to the development of ourselves as teachers and the pupils with whom we work;

Harness the power of research and professional knowledge as a key part of our own reflective practice and theory-building and thereby to promote creative and innovative approaches to teaching and learning;

Take account of the role of education in developing the whole person by modelling a reflective and enquiry-based approach to learning, promoting learning in a broad range of local, national and international contexts and exploring sustainability as a key feature of learning for the present and the future; and by promoting core educational values such as honesty, compassion, integrity and the pursuit of wisdom;

Promote equality of opportunity in all learning environments; Monitor, evaluate and assess the impact of the learning environment on all learners;

Provide individual support and development for learners based on their individual needs and endeavour to build respectful learning communities.

2. How do we use the Handbook?

This handbook provides only an outline guide to CCCU provision for School Direct. For detailed

information about any aspect of the programme, please consult Blackboard, our VLE.

3. How do we communicate?

Access to Blackboard is via https://clic.canterbury.ac.uk/

Note: Professional and Curriculum Mentors should access Blackboard using learn.canterbury.ac.uk

All tutors, mentors and student teachers will be enrolled on the School Direct Blackboard site.

In addition Secondary student teachers will be enrolled on their secondary subject Blackboard and

Primary student teachers will be enrolled on the primary Maths and Primary English Blackboards.

https://clic.canterbury.ac.uk/

http://learn.canterbury.ac.uk/


If you are not enrolled on the sites you need, contact Rachel Masterson (the programme

administrator) immediately. Blackboard will undergo continual development throughout the year.

Accessing Blackboard regularly (at least once a week) is essential.

The CCCU email account Each student teacher will be given a CCCU email account. I t is CCCU policy that this account will be used by CCCU tutors and administrators to contact student teachers. Student teachers need to ensure that they check their CCCU email account at least weekly. (There are instructions showing how to forward messages from the CCCU account to a preferred account on Blackboard if this makes checking CCCU emails easier.) Maintaining timely communication with CCCU tutors is considered a professional requirement of the School Direct programme. It is particularly important to reply to any messages sent promptly. If a student teacher does not reply to messages from a tutor or administrator within in a week the “Area of Concern” procedure may be implemented on the grounds of unprofessional behaviour.

Communication Blackboard is our primary means of general communication with cohorts of students. Students need to visit Blackboard at least weekly, and particularly before CCCU teaching days to access information, including session notes, dates, times and venues of meetings. The communication system facilitates announcements, email to other students and threaded discussions.

Resources Within Blackboard students, mentors and tutors are able to access support, resources and training materials and there are hyperlinks to a range of useful websites.

Documentation Electronic copies of all documentation, including detailed information about programme requirements have been included on Blackboard. There are a wide range of training materials and resources together with tasks for students to access.

Trackers, audits and surveys Various trackers, subject knowledge audits and surveys are located and completed via Blackboard. It is important to print off your responses for discussion with your mentors.

Templates A number of University templates can be accessed, including lesson plans, focused observation sheets, Learning Journal weekly review pages etc.

Recommended readings Most of the recommended readings can be accessed via Blackboard.

Subject Specific Support Materials A wealth of information, resources, readings and support materials to support the university subject days and subject development within school is available on subject specific Blackboards.

On-line tutorials on the use of Blackboard can be accessed by clicking on the link on the University homepage or using the Help tab from within Blackboard itself.

The i-zone team should be contacted if you experience problems with logging onto Blackboard. Phone 01227-782222 or email [email protected]

mailto:[email protected]


Roles and Responsibilities

There is a very wide range of people who are available to help and support you throughout your School

Direct year. Some of the key people are outlined below and the table on the following pages is intended

to clarify the key roles of the University, Lead School and Placement School.

4. Who do I contact at CCCU for help and support?

i. Director of School-Based ITE – a senior member of CCCU staff with overall responsibility for the

programme, particularly for the academic elements of the programme. The Director for School-Based

ITE is Louise O’Sullivan, [email protected] Tel: 01227 782305.

ii. Pathway Administrators – any questions relating to the administration of the pathway should be

directed to the programme administrators. Such questions may relate to the day to day running of the

programme, dates, locations and times for university sessions or tutor visits, proformas etc.

The main point of contact for schools and mentors with School Direct related matters is our generic

email address: [email protected] or telephone 01227 782405. The

administrator who responds to these queries is Carol Standen.

The main point of contact for student teachers with School Direct related matters is our generic email

address: [email protected] or telephone 01227 782298. The administrator who

responds to these queries is Rachel Masterson.

iii. Senior Administrator – any questions relating to finance, bursaries, fees, grants and concessions

should be addressed to Jacqui Ellis: [email protected] ; tel. 01227 782777.

iv. School Direct Alliance Lead Tutors – Each School Direct Alliance / Consortium has a nominated

School Direct Alliance Lead Tutor. These are:

Donna Birrell [email protected] Ruth Brown [email protected]

Dave Bubb [email protected] Lynne Coleman [email protected]

Kevin Curtin [email protected] Pam Johnson [email protected]

Claire March [email protected] Nick Oakley [email protected] Paula Stone [email protected]















v. University Secondary Subject Lead Tutors – The tutors below will be the main point of contact

for the university taught days in the secondary phase of the programme and often the first point of

contact for secondary phase students on the School Direct programme. They will also make visits to

schools (usually twice across the year) to work with curriculum mentors and students in order to quality

assure the subject training that takes place in the school. In subject areas with larger numbers of

students these named tutors will be assisted by other subject specialists.

Art and Design Pete Webster [email protected] Business Studies Rita Streeton [email protected]

Computer Science Michael Jones tbc Design & Technology Joy Palmer [email protected]

English Katrina Harrell [email protected] Geography Colin Walker [email protected] Health & Social Care Alison Cogger [email protected]

History Lizzie Burton [email protected] Mathematics Carolyn Hume [email protected]

Modern Languages Nick Oakley [email protected] Music Emily Sayers [email protected] Physical Education Matt Light [email protected]

Physics with Maths tbc tbc Psychology Alison Cogger [email protected]

Religious Education Katie Clemmey [email protected] Sciences (Biology, Chemistry, & Physics)

tbc tbc

vi. School Direct Primary Lead Tutors – The tutors below will be the main point of contact for the

university taught days for the School Direct primary phase programme and often the first point of

contact for primary phase students on the programme..

Donna Birrell [email protected] Ruth Brown [email protected]

Paula Stone [email protected]

vii. Secondary Area Lead Tutors & Primary Link Tutors – Each school is allocated either a Secondary

Area Lead Tutor (if it is a secondary school) or a Primary Link Tutor (if it is a primary school). The key role

of this person is to quality assure the overall training that takes place in the school. To do this they will

visit the school in most terms of the year and work with the professional mentor in the school. They

offer the first point of support for professional / lead mentors in schools.

N.B: In some Teaching School Alliances this role might be undertaken by a member of the Alliance who

has been formally trained for this role by the university.






5. Who do I contact in my school for help and support?

The key support roles in school are:

i. Professional Mentor – a senior member of the school staff who has the responsibility of planning

the training programme, maintaining an overview of the programme, evaluating it and ensuring student

teachers’ progress towards qualified teacher status. The Professional Mentor will also ensure grading

report forms are completed, moderated and returned to the university.

In primary settings the Professional Mentor meets weekly with the student teacher to discuss progress

and set targets through the journal, ensures he/she has an appropriate timetable and that he/she has

regular, informative, constructive, written feedback on his/her teaching.

ii. Curriculum Mentor (secondary) – a specialist in the subject area of the student teacher who

plans and overseas a programme of subject knowledge development for the student teacher, ensures

he/she has an appropriate timetable and that he/she has regular, informative, constructive, written

feedback on his/her teaching. The Curriculum Mentor meets weekly with the student teacher to discuss

progress and set targets through the journal.

iii. Class Teacher (primary) – a specialist in the year group or class being taught who plans and

overseas a programme of subject knowledge development for the student teacher. The class teacher

often provides informal feedback and day to day support for the student teacher.


SCHOOL DIRECT PROGRAMMES & PATHWAYS – ROLES AND RESPONSIBILITIES

AREA OF RESPONSIBILITY UNIVERSITY RESPONSIBILITIES LEAD SCHOOL RESPONSIBILITIES PLACEMENT SCHOOL RESPONSIBILITIES

PARTNERSHIP

AGREEMENT To write and distribute the Partnership

Agreement To sign and adhere to the Partnership

Agreement

• To sign and adhere to the Partnership Agreement

PROGRAMME

VALIDATION Prepare appropriate documentation in

consultation with schools

Organise and participate in internal and external scrutiny of documentation

Submit proposals for accreditation and

validation and make appropriate amendments

Contribute to the preparation of documentation with the University

Participate in internal and external validation procedures

RECRUITMENT AND

ADMISSION OF STUDENTS

Advertise for students

Prepare appropriate material and information in

liaison with schools to send out to potential candidates

Scrutinise applications from students to ensure University entry criteria are met.

Provide tutors to participate in a selection of interviews for Quality Assurance purposes

Consult on the recruitment processes, evaluate

the process and suggest amendments as appropriate

Make offers to students on UCAS and monitor overall recruitment

Check original documentation, at Registration, to ensure academic entry requirements are met

To undertake DBS and Occupational Health checks for student teachers on the Training

(non-salaried) programme


Prepare appropriate material and information in

liaison with university to send out to potential candidates

Scrutinise applications from students for Alliance suitability

Check eligibility of students for the salaried programme, especially those candidates with

VISAs

Arrange and carry out interviews (as agreed with Placement School)

Consult on the recruitment processes, evaluate the process and suggest amendments as

appropriate


Scrutinise applications from students for School

suitability

Arrange and carry out interviews (as agreed with Lead School)

Arrange and agree appropriate contracts for student teachers on the Salaried Programme

To undertake DBS and Occupational Health checks for student teachers on the Salaried

Programme

PROGRAMME PLANNING Maintain overall responsibility for whole programme planning to ensure coherence &

compliance with Government criteria

Provide documentation for students and teachers outlining programme experiences and

expectations, including the range or required placement experiences

Set clear guidance for the Second School

Placement and monitor these placements

Participate in and inform programme level planning

Provide information to University about schools and placements

In consultation with the Placement School quality assure an appropriate and timely Second

School Placement that meets the programme

requirements as set by the university

Arrange and co-ordinate school placements (with support from Lead School)

In consultation with the Lead School organise an appropriate and timely Second School

Placement that meets the programme

requirements as set by the university

Ensure Mentors and teachers understand their

roles in supporting appropriate programme

experiences


Liaise with Lead Schools, Mentors and teachers

in the preparation of appropriate programme experiences

Ensure Placement Schools arrange appropriate

school placements & programme experiences

Liaise with University Link Tutors to prepare

suitable school based experiences according to programme validation

Provide information to Placement Schools about

required school experiences and expectations

Liaise with University Link Tutors to prepare

suitable school based experiences according to programme validation (with support from Lead

School)

GENERAL PROFESSIONAL

SUPPORT & UNIVERSITY TAUGHT DAYS

Provide tutors to work with students

Liaise with Mentors in the overall co-ordination

of student experiences

Provide mentor training opportunities

Provide a taught programme of specialist professional training which integrates with

school experiences

To monitor student teacher attendance at

university taught days

To report to lead schools and placement schools

student teacher absence from taught days

To provide a taught programme and appropriate academic support for those students wishing to

achieve PGCE

Provide opportunities for students to work with pupils and teachers in a variety of contexts (in

consultation with Placement School)

Liaise with the University Tutor in the overall co-ordination of student experiences

To quality assure the attendance of their cohort of student teachers’ attendance at the

university taught days

To ensure placement schools support any students undertaking the PGCE

Identify teachers who are successful classroom practitioners willing to act as Mentors

Release Mentors for sufficient time in order to attend appropriate training and undertake their

tasks in supporting the student

Liaise with Mentors in the overall co-ordination of student experiences

To ensure timetables are constructed to enable student teachers to attend all university taught

days

Release students for specific training days

Release students for second school placement

Provide opportunities for students to work with

pupils and teachers in a variety of contexts (in consultation with Lead School)

Involve students as fully as possible in school life

Liaise with the University Tutor in the overall co-

ordination of student experiences

To ensure students undertaking the PGCE are

enabled to attend additional taught days and

are supported appropriately with the additional academic work

FINANCE To decide on and publish tuition fees for the programme

To negotiate with the partnership and then publish financial agreement for payments to

schools for the programme

To collect university fees from student teachers on the Training (Non-salaried) Programme

To liaise with the NCTL for payments for student teachers on the Salaried Programme

To inform University has to how payments to schools should be paid (to lead school or

placement schools)

To negotiate with their placement schools any financial agreements and process for payments

To administer the payment of the salary to student teachers on the Salaried Programme

To liaise with the lead school on responsibility to pay the university fees for student teachers on

the Salaried Programme


To collect university fees from schools for

student teachers on the Salaried Programme

To administer the bursary payments for student

teachers on the training (non-salaried) programme

To liaise with the placement schools on

responsibility to pay the university fees for student teachers on the Salaried Programme

RESOURCES Provide access to University library facilities containing specialist texts and journals

Provide access to resources for teaching

purposes

Provide access to Information Technology and

other specialist equipment

Provide access to curriculum materials and school documentation

Provide access to teaching resources located in

the school

ASSESSMENT AND

SUPERVISION Provide a comprehensive guidance booklet

outlining assessment and supervision procedures

Provide proformas for recording and other appropriate documentation

Quality Assure the timetable load for students on the programme and intervene were conflict

arises

Monitor the overall development of individual and cohort student competence

Appoint tutors to contribute to the process of diagnostic assessment and supervision of

students

Provide guidance and support for students carrying out professional tasks

Quality Assure and Support Lead School and Placement School with the Area of Concern

process (see separate flowchart)

Monitor the health and well-being of the student and report any concerns to the

Placement School and Lead School

Oversee and administer final assessment

procedures

Quality Assure the planning, assessment and

supervision procedures.

Monitor the time table load for the students in

their alliance

Consult with university on change and

improvements to documentation

Work with University Tutors in quality assuring

professional progress

Quality Assure the process of diagnostic assessment and supervision of their cohort of

students

Provide guidance and support for students

carrying out professional tasks

Review the cohort of students, their progress

and support their achievement of the standards

Support Placement School with the Area of

Concern process (see separate flowchart)

Monitor the health and well-being of the

student and report any concerns to the

Placement School and University Professional Tutor

Participate in planning, assessment and

supervision procedures.

Work with University Tutors in monitoring and

ensuring professional progress

Ensure mentor is available to support visits from

University Professional Tutor

Ensure the student’s timetable is in line with the

programme guidance and is neither too heavy

nor too light in supporting student’s progress to meeting the standards.

Complete Interim and Final reports in a timely manner

Contribute to the process of diagnostic assessment and supervision of students

Ensure students have the opportunity to carry out professional tasks

Review student progress and support their achievement of the standards

Where concerns about progress arise

implement the Area of Concern process at the earliest point (see separate flowchart)

Conduct, throughout the year, weekly mentor meetings and regular reviews with students,

monitoring the completion of the Learning

Journal and Record of Development


Monitor the health and well-being of the

student and report any concerns to the Lead School and University Professional Tutor

Contribute to final assessment procedures

Write a reference for the student

EVALUATION Manage procedures for the evaluation of the programmes & pathways

Ensure there are structures / fora for on-going improvement and development of the

programme for all parties to contribute to

Arrange for appropriate data to be collected to monitor and evaluate the programme

Analyse evaluation evidence

Report on findings to appropriate audiences

Participate in the monitoring and evaluation of the programme

Contribute to evaluation reports

Contribute to Partnership Improvement Planning

Participate in the monitoring and evaluation of the programme

Contribute to evaluation reports


6. What is the role of the Curriculum Mentor (in the secondary phase) and the

Professional Mentor (in the primary phase)?

This Mentor provides individualised training and support using the weekly meeting with the student teacher and

other training opportunities to provide and plan individualised training in relation to needs identified in the

Learning Journal. This is a vital relationship. These Mentors have a responsibility to provide interim targets for

student teachers that move them forward in their training. This should go beyond preparations for the following

week and should be tailored to the overall progress of the student teacher.

Key activities which should be carried out during the weekly meeting include:

discussion of what has been learned from the university teaching days and the school training

programme during the year and matters arising from these

regular monitoring of the student’s planning, teaching, evaluation and pupil progress tracking

monitoring of the use made of the Learning Journal

assisting the student teacher in reviewing their teacher efficacy scale at regular points throughout the

year

regular discussion of Subject Knowledge Audits and Action Plans

discussion of individual targets and training needs and how these may be met

discussion of the aspects of the Teachers’ Standards which have a subject-specific dimension, and tasks

and activities the student teacher can engage in to develop knowledge, understanding and skills in these areas.

7. What is the role of the Professional Mentor?

The school’s Professional Mentor is a senior member of staff who will provide support and organise regular

training sessions to complement the work of the school’s Curriculum Mentors or Class Teachers. He or she will

have an overview of the student teacher’s work throughout the year and will plan a programme of professional

learning activities to meet the needs of student teachers. He or she will ensure the co-ordination of the

adjacent phase visits, the second school experience and any additional school experiences. The Professional

Mentor will also observe formally each student teacher on several occasions during the year and conduct a

formal review of the student teacher’s work at each grading point. This review will be informed by the reports

written by the Curriculum Mentor, lesson observations by a range of staff and the Professional Mentor’s own

observations. The review will feed into the grading report to be submitted at four points during the year to the

University Partnership Team.

8. What is the difference between the QTS only and the PGCE pathway?

The QTS only pathway

This path leads to the award of QTS Only. The programme consists of a school-based training provision, which is

individualised for the need of each student teacher. The schedule of training is agreed with CCCU at the start of

the programme. CCCU will support schools in the development of this training programme and the quality

assurance of it. The school-based programme is enhanced with 15 days of university-based provision. An

important part of these days is the time and space for student teachers to discuss and reflect on their practice

with peers.


The PGCE Pathway

In agreement with their schools, student teachers can elect to undertake additional academic study to achieve

PGCE. This consists of a number of further university sessions and tutorials to support the writing of the

Professional Investigations in addition to the requirements above. Further distance support is provided for the

completion of these assignments. Each Professional Investigation is approximately 4,000 words in length and is

an academic piece based around current education research.

9. Can you tell me more about the PGCE?

What is a PGCE? The PGCE is a university award, issued to students who complete a validated (quality controlled) university

programme of study. It is much more widely recognised overseas than Qualified Teacher Status (QTS), which is

awarded by the Department for Education. Three Masters Level modules are offered, each leading to the award

of 20 M Level Credits in Education. These can be transferred to a wide range of Masters’ programmes. 180

credits are required for award of a Masters’ Degree.

There are two different awards

Passing all modules at H level (e.g. 120 H level credits) will mean you will receive a Professional Graduate Certificate in Education.

Passing two of the M level assignments (i.e. 40 M Level credits) will mean you will receive a Postgraduate Certificate in Education.

Why study for a PGCE? There are two main reasons:

PGCE qualification is also more widely recognised overseas than QTS and therefore those considering teaching overseas may want to look at this option, but more importantly

Engaging with theory “can help us ‘name’ our practice by illuminating the general elements of what we think are idiosyncratic experiences. It can provide multiple perspectives on familiar situations. Studying theory can help us realize [sic] that what we thought were signs of our personal failings as teachers can actually be interpreted as the inevitable consequences of certain economic, social and political processes.” (Brookfield,1995)

How much will it cost? The additional tuition fee is £3,200. (This is paid in addition to the £% 800 for the QTS pathway, making a total fee of £9 000) Non-salaried students can include this in their student loan. Salaried students may not be able to access a student loan. Some schools may pay all or part of this fee.

What extra work do I need to do? In addition to completing the work required for the QTS course to this you will be required to complete three Professional Investigations (PIs). These are essays and are each the equivalent of 4,000 words; 1) The Critical Narrative Assignment takes place through the first and second term to encourage you to reflect upon your role in developing a safe and stimulating learning environment; 2) The Subject Based Investigation is designed to ensure that you are able to research, prepare and teach aspects of the subject curriculum within which you are specialising. For secondary student teachers this will be your specialist subject; for primary student teachers we are asking you to look at English or mathematics; 3) The Enhanced Studies assignment aims to develop your ability to conduct an action research study or self-study to improve your educational practices in an area that you are most passionate about.

How much support will I be given? It depends on each individual. There are a number of compulsory Assignment Briefings which are designed to be to brief you about the assignment and give you an opportunity to answer any questions; there are additional optional workshops over the year which will be run after school and on Saturdays to support reading and writing at M Level; and individual tutorial support. We also suggest that you work closely with your school to organise some additional release time for research activity and close to assignment deadlines.


A Quick Overview of the School Direct Programme This term by term breakdown of the requirements and outcomes of the School Direct programme is intended to provide a generic training framework and guidance on how the School Direct programme is delivered. This provides an outline only, and schools will modify this template to suit the training context.

Prior to September start

Student Teacher Activity Student Activity Outcomes Mentor Activity

Spend time in the training school to meet mentor(s) and staff, and become familiar with procedures

Basic knowledge of the school, staff and systems

Attend Subject and Professional Mentor

training sessions Attend CCCU Induction Day Basic understanding of how the programme

operates Professional and subject knowledge

development begun

Undertake subject knowledge audit Subject knowledge development needs identified

Become familiar with the Teachers’ Standards Working knowledge of the Teachers’ Standards


Induction Phase - Term 1

Throughout Period Student Activity Mentor Activity

Plan

and

te

ach

colla

bora

tive

ly, w

ork

wit

h gr

oups

Wh

ole

clas

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tim

etab

le (s

ee g

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nce)

Plan

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valu

ate

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ons

taug

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CCU

det

aile

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lan

ning

tem

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avai

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n B

lack

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l for

mat

may

be

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it m

eets

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U d

eta

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pl

ann

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ents

)

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rved

te

ach

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very

regu

larl

y (n

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ece

ssar

ily w

hole

less

ons

) and

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rbal

and

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tten

feed

back

U

se L

ear

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nal

to

mo

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ogr

ess

of s

ub

ject

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ct k

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pme

nt o

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tuni

ties

and

bu

ildin

g on

out

com

es

from

init

ial a

udit

s

Attend CCCU Registration Event

Arrange and agree School Training Schedule

Meet with (Curriculum) Mentor weekly to plan Learning Tasks, analyse training needs, discuss priorities for the training programme

Arrange and agree details and timings for second school experience

Prepare Record of Development (RoD) ready for collation of materials that demonstrate how you are addressing/meeting the Standards (this can be paper based or an e-portfolio)

(Primary) Arrange and agree details and timings for adjacent Age Phase or Key Stage placement

Read recommended texts and key documentation (e.g. policy, scheme of work, audit of resources, websites and software), making notes and reflecting as relevant

(Secondary) Arrange and agree details and timings for timetable over the year to ensure Age Phase or Key Stage requirements are met

Observe a range of teachers in different contexts (i.e. teaching various subjects and year groups) and engage in professional dialogues about these

Meet University Tutor for First Term Visit

Address online Behaviour Tracker (Efficacy Scale) and discuss outcomes with (Curriculum) Mentor to identify development needs in relation to Government priority Behaviour [Standard 7] and begin planning to address these in Learning Journal

Complete Early Impressions Form

Attend school-based and CCCU Teaching Days Undertake regular observations of student teacher (at least every fortnight, but best practice is every week)

Complete induction review meeting with student teacher including

• Student teacher’s self review

• Discussion of progress to date

• Check of student teacher ’s Learning Journal


Overview of main phase of training – Terms 2, 3 and 4


Pla

n an

d te

ach

colla

bora

tive

ly, w

ork

wit

h g

roup

s

Wh

ole

clas

s te

ach

ing

on

a r

ed

uce

d t

ime

tabl

e (s

ee g

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nce)

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n in

det

ail

and

eval

uate

all

less

ons

tau

ght

(CCC

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eta

iled

pla

nnin

g te

mpl

ate

ava

ilab

le o

n B

lack

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d; s

choo

l for

mat

ma

y be

use

d if

it m

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CCC

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eta

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pla

nnin

g re

quir

em

ent

s)

Be

obse

rved

te

achi

ng v

ery

regu

larl

y (n

ot n

eces

sari

ly w

hole

less

ons)

and

re

ceiv

e ve

rbal

and

wri

tten

feed

back

U

se L

earn

ing

Jour

nal t

o m

onit

or

pro

gre

ss o

f su

bjec

t kn

owle

dge

deve

lopm

ent,

pl

ann

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subj

ect

know

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e de

velo

pm

ent

oppo

rtun

itie

s a

nd

build

ing

on o

utco

mes

fr

om in

itia

l aud

its

Attend school-based and CCCU Teaching Days. Follow up outcomes in school

Undertake Weekly meetings with student teacher to plan and review professional and subject knowledge development, based on targets from review and grading and outcomes of observations, using the Learning Journal

Plan subject knowledge development to meet teaching needs, revisiting audit as necessary, and record progress in the Learning Journal

Undertake regular observations of student teacher (at least fortnightly, weekly is best practice)

Plan and undertake activities to ensure understanding of pre and post age phase requirements

Undertake termly reviews with student teacher including

Check of student teacher ’s Learning Journal

Discussion of interim reports Check of progress with Record of Development

Undertake second school experience, planning in detail every lesson to be taught and being observed weekly. Learning Journal to be maintained throughout.

Complete grading report forms and send to CCCU

Plan two units of work (one for each Key Stage of training)

including detailed sequential lesson plans, with overview and evaluation and details of differentiation, assessment and pupil progression.

Undertake a lesson observation or mentor meeting at second school placement

If on PGCE Pathway - Research and write PGCE Assignments

Read recommended texts, make notes as relevant to inform

reflective practice

Observe other teachers, focusing on specific aspects of professional practice, using focused lesson observation templates on Blackboard

Attend review, grading and target setting meeting s


Overview of the final phase of training – Terms 5 and 6


Who

le c

lass

tea

chin

g b

uild

ing

to a

n 80

% t

imet

able

(see

gui

danc

e)

Plan

all

less

ons

to b

e ta

ught

, usi

ng th

e sc

hool

’s M

ediu

m T

erm

Pla

nnin

g fo

rmat

if

appr

opri

ate

Plan

in d

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il an

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alu

ate

all

ob

serv

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sson

s ta

ught

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erve

d te

achi

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ery

regu

larl

y a

nd re

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rba

l and

wri

tten

feed

back

U

se L

earn

ing

Jou

rnal

to

mo

nito

r pr

ogre

ss o

f su

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t kn

owle

dge

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elo

pm

ent,

plan

ning

sub

ject

kno

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de

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t op

port

uni

tie

s an

d b

uild

ing

on

outc

omes

from

in

itia

l aud

its

Plan, teach and assess the whole class up to 80% of the time

Weekly meetings with (Curriculum) Mentor to plan and review training, and to plan for completion of Record of Development, two units of work and Learning Journal

Complete planning, teaching and evaluation of two units of work (one for each Key Stage of training) including detailed sequential lesson plans, with overview and evaluation and details of differentiation, assessment and pupil progression.

Undertake regular observations of student teacher (at least fortnightly, weekly is best practice)

Complete Record of Development, with reflective statements for Final Assessment detailing how you know that you have met the Standard, cross referenced to Learning Journal and accompanied by supporting material

Monitor progress towards meeting Teachers’ Standards to at least Grade 2 level

Complete Career Entry Transition Point Statement

Monitor progress against targets on term 5 Action Pan

Undergo Final Assessment by Professional Mentor and University Tutor

Make arrangements for external examiner visit (if relevant)

Retain all evidence throughout the NQT year Agree date and schedule for final assessment day with University Tutor and support the process

Celebrate completion of the programme Undertake final review with student teacher including

Check of student teacher ’s Learning Journal Discussion of final grading report form

Completion of Headteacher’s report prior to final assessment

Complete the Final report form and send to CCCU

Celebrate completion of the programme


Programme Structure

10. What should the in-school training programme consist of?

Each school is required to set up a programme of regular training. In some School Direct Consortia this

may be delegated to the Lead School, but should be monitored by individual schools. Training during the

sessions should be led by the Professional Mentor or other appropriate colleagues and will complement

the central professional studies sessions. A copy of the school schedule of training should be readily

available for the University Tutor.

It is an expectation that student teachers receive an equivalent of 60 days of training during the year and

this should be reflected in planning the school-based programme. There is no need for the Professional

Mentor or student teachers to log the training undertaken. The training will include the training days led

by the University but should include a range of other activities such as:

Professional development sessions led by the Professional Mentor and others Training days

School INSET days Mentor meetings

Observations of other teachers Other courses provided by the school, the local federation or cluster of schools, the local authority etc.

11. Where and when are the University Teaching Days?

The timetable for these taught days is available on the University’s VLE: Blackboard. Details can be found in the ‘Training Dates’ section. For further clarification please contact the pathway administrators. University days will be held on our Canterbury Campus, in local schools, galleries and educational settings and in schools. Student teachers should ensure they know where and when sessions are taking place and make their own travel arrangements. Information regarding the times, locations and preparation required for each session will be posted on Blackboard in advance of each day.

12. What is the procedure for requesting an absence from a University Teaching Day?

Obviously we believe that every single session at university and in school is essential in your development

as a student teacher. Furthermore, School Direct is a professional programme tied to the Teachers’

Standards and students should consider themselves as new professionals with appropriate responsibilities.

The intensity of the programme means that student teachers cannot have sustained absence and still meet

all the requirements of the programme.

Registers of attendance will be taken at University. If a student teacher needs to miss a University teaching

day they will be required to consult the appropriate tutor in order to engage with missed work. If they are

absent from school, they will need to follow the school’s procedures for reporting staff absence.

Absence from university teaching days will only be usually allowed for certified illness or to attend job

interviews. In these cases, the procedure for reporting absences below should be used.

Any other request for absence must be made to the Faculty Director of School-Based ITE as far as possible

in advance by email. Please note that it is very rare for such requests to be granted. Before a request is


submitted, a student teacher must have obtained the agreement of their professional mentor who should

be copied into the email sent to the Faculty Director of School-Based ITE.

Penalties for Absence

If a student teacher misses a university teaching day they will be required to make up the work missed

and to show this to a CCCU tutor to evidence they have done as required.

If a student teacher is absent from University Teaching days without giving apologies this will be

considered as unprofessional behaviour, which is in conflict with the standards for QTS and it may be

that the “Area for Concern” procedure is implemented.

If a student teacher accrues regular or sustained absences they may find you cannot evidence that they

meet the standards for QTS within the year and the programme may have to be extended, or in severe

cases a student teacher may be required to withdraw.

Punctuality

All student teachers are required to be punctual to all school and university sessions and on return from

break and lunch. Poor punctuality can be considered as unprofessional activity under the Teachers’

Standards and may affect the grades for QTS.

Reporting Absences

University Day

The student teacher should contact the programme administrator by email stating their name, session or

subject they will miss, the date and the reason for absence. They should copy in the relevant tutor(s) to let

them know they will not be attending the session. They will need to follow this procedure for each day

they are absent, even if these days are consecutive.

School day

Please follow the school’s Staff Absence Policy and Procedure.

If a student teacher is repeatedly absent from school days without giving apologies this will be

considered as unprofessional behaviour, which is in conflict with the standards for QTS. The “Area for

Concern” procedure will be implemented and they may find they are unable to complete the

programme.

13. How will subject knowledge be developed on the programme?

School Direct requires students to deepen their understanding of their specialist subject / phase through engagement with a broad range of learning opportunities and so demonstrate how they have developed their subject knowledge in relation to both their:

Personal subject knowledge Pedagogical subject knowledge

Subject knowledge is reviewed each week in the Learning Journal by student teachers and their mentors and further targets are set. Good subject knowledge is reflected in the quality of lesson planning and delivery, and its impact upon teaching and learning and can be linked to most of the standards. Students will be asked to keep a record of their growing subject knowledge. This will vary from subject to subject and across phases, but clear guidance will be provided to students on what they need to keep and how they need to keep it.

In order to develop subject knowledge, student teachers need: to audit their existing knowledge base thoroughly


to observe effective professional practice and management in the hands of skilled subject practitioners

the guidance of subject leaders to find information and resources guidance from subject leaders on how to deconstruct subjects into progressive units of learning,

and how to assess learning to plan lessons and sequences of lessons, and discuss the plans with subject leaders before

delivering them to receive feedback from lesson observations that focus on aspects of subject knowledge,

such as the use of questioning or addressing pupil misconceptions to attend Curriculum Studies days, subject-specific INSET, staff meetings and Local

Authority (and other) training days and try out (and evaluate) new ideas in the classroom to access subject knowledge development materials posted on Blackboard, the websites of

subject associations and other internet sites to read around the subject and related pedagogy to familiarise themselves with the range of resources, including ICT, available to support

teaching and learning within a subject

14. What is the Professional Studies aspect of the programme?

Canterbury Christ Church University has overall quality assurance of the validated (QTS and PGCE)

programme across the partnership to ensure that key requirements are met and that by the end of the

initial teacher education programme the student teachers have engaged with the full complement of

Professional Studies.

Our Teaching School Alliances and partner schools work in collaboration with the university to ensure

that there is a consistency to the Professional Studies Programme across the partnership, but that it is

also tailored to the individual needs of the student teachers and the school context in which they are

working.

There will usually be some preparatory work and academic reading for the Professional Studies activities.

15. What should the School/Consortium-based Professional Studies Programme look like?

As part of the School Direct training programme all schools are required to deliver a comprehensive

programme of Professional Studies. In some Teaching School Alliances this may be delegated to the Lead

School, but should be monitored by individual schools. Training during the sessions should be led by the

Professional Mentor or other appropriate colleagues. The training programme should include areas such

as:

Child development and how children learn

Behaviour management Ensuring good pupil progress

Safeguarding (including familiarization with the Government’s Prevent Strategy) Target-setting

Behaviour management PSHE and citizenship education

Working with external agencies Working with parents and carers

Planning Assessment for learning

Independent learning Literacy and oracy across the curriculum


Numeracy across the curriculum

School policy on effective teaching and learning Curriculum and options policy

Homework policy OfSTED expectations

Special Educational Needs English as an Additional Language

Student services

Effective use of teaching assistants and/or learning mentors Professionalism and codes of conduct

Equal opportunities School policies covering staff attendance, punctuality, expectations etc.

Teachers and the law School’s response to current initiatives and developments

The role of the form tutor Academically more able pupils

Use of ICT in and out of the classroom Applying for a job

School trips E-Safety and Cyberbullying

It is anticipated that training events in Professional Studies take a variety of forms, but may include:

Professional development sessions led by the Professional Mentor

Training days School INSET days

Mentor meetings Observations of other teachers

Other courses provided by the school, the local federation or cluster of schools, the local authority etc.

16. What is the Curriculum Studies aspect of the programme?

A key aspect of the Curriculum Studies programme is for the student teacher to understand specific aspects of subject knowledge and subject pedagogy and how this relates to their development as a teacher. Student teachers need to understand how to relate the theories learnt in the curriculum studies programme to their classroom practice. In order to achieve this, the student needs to have a clear understanding of what the emerging subject specialist / phase specialist might look like at the end of the training year. The outcomes below offer a starting point for considering student teacher progress towards QTS

The effective and reflective subject teacher will:

have a sophisticated understanding of the aims of the subject in relation to the impact on children’s’ progress and emerging understanding of the subject;

take risks in terms of classroom activities that are creative and innovative so that children make good or better progress relative to their particular needs;

be able to develop pedagogies/approaches to the subject that are blended and result in original approaches to learning and move children on in their emerging knowledge and understanding of the subject;


talk, write, and reflect on the learning at a sophisticated theoretical level that sees the big picture of the subject and not just the lesson level picture;

be able to adapt and apply subject knowledge and pedagogy to the learning in order to ensure pupils are sufficiently challenged and understand key concepts that underpin the subject;

have a personal and deep understanding of the key concepts in the subject.

Across the initial training year students will develop the outcomes above to suit their particular style

and the context in which they are teaching. Therefore it is reasonable to assume that these outcomes

will develop and change and be added to students and mentors over the year.

17. What should the student teacher’s timetable look like?

It is essential that each student teacher is given a timetable which reflects his/her status as a new professional who is just starting out on their career. The timetable should start with a low loading and build up during the course of the year. Student teachers with considerable teaching experience can have teaching loads higher than those indicated below, but care must be taken to ensure that teaching loads are always appropriate for the student teacher’s stage of development. Experience shows that students who feel overloaded by their timetable often do not make as much progress as others and in extreme cases can withdraw from their training altogether. Student teachers’ timetables must always allow time for regular mentor meetings, collaborative working and observations of others. We expect all student teachers to be given experience of working with and observing more experienced colleagues in their host school and, where relevant, in other schools. Student teachers also benefit from team-teaching where the student teacher is asked to lead one particular section of the lesson with the teacher delivering the remainder. The following table is a guide to the sort of balance and progression that we would expect to see for student teachers without considerable previous experience during the year. However, we would also expect the timetable and the balance of activities to reflect the progress of the student teacher; some may well make faster or slower progress than others. Student teachers must never be asked to teach more than 80% timetable.

AN IMPORTANT POINT: No matter how experienced a student teacher is prior to their School Direct

year they are still an unqualified teacher undertaking training and their timetable should always reflect

this fact. If a timetable is being set that exceeds the guidance below this should be discussed and

explained, in advance, to the student teacher concerned, their University Tutor and the Lead School.

18. How are student teachers expected to plan lessons?

Lesson planning is an integral part of a teacher’s professionalism. As such students are expected to plan lessons as is appropriate to their stage of progress towards QTS. Therefore students plan their lessons in greater detail in the early part of their training. In time they will become more confident and effective in planning lessons and may move to briefer planning formats like those used by qualified teachers. This move is only allowed when supported by the mentor and University Tutor. Students are required to plan in detail every lesson that is formally observed throughout the training, and

DATES SOLO TEACHING COLLABORATIVE TEACHING

OBSERVATION PROFESSIONAL ACTIVITIES

Sept - Oct 0% 20% 60% 20%

Nov – Dec 20% 30% 20% 30%

Jan – Feb 50% 20% 10% 20%

Mar – April 60% 10% 10% 20%

May - July 70% 0% 10% 20%


share that planning with the observer. Students must also plan in detail all lessons taught in their second school.

The ability to plan effective lessons is a key skill that should be developed early on in the training programme. Planning lessons in detail provides rich learning opportunities, as the process requires critical thinking and professional decision making across a whole range of issues relating to teaching and learning. Lesson Plan Templates (and exemplars) are included for guidance on Blackboard as well as blank templates.

19. How are student teachers expected to evaluate lessons?

Student teachers must evaluate every lesson that they have planned. Evaluations should be concise and well-focused. They do not describe lessons, but analyse strengths and areas for students’ p r o f e ss i o n a l d e v e lo p m e n t that emerge from the lesson. A suggested template for lesson evaluation is provided on Blackboard, but the following questions may help to focus on key issues:

Pupils’ learning

Which learners achieved the intended learning outcomes? Which pupils did not achieve the learning outcome? Why not? What action needs to be taken to

address this? Were there pupils’ misconceptions/misunderstandings? Why was this? How might these be pre-

empted in the future? To what extent did learning take place?

Effectiveness of planning and delivery

Which aspects of the lesson went well? Why? Were there aspects of the lesson that did not go as planned? Why not? Was the lesson appropriately pitched and paced? Were resources and classroom organisation appropriate? If not, why? To what extent were behaviour management strategies effective?

Implications for future teaching

What needs to be put in place to meet the needs of learners who did not achieve the intended learning outcomes?

What changes could be made to the lesson (e.g. content, pace, level, resources, organisation, management) to improve it?

Evaluations of individual lessons should inform the weekly evaluations and subsequent target setting in the Learning Journal. These weekly reviews should be similarly focused, and issues that emerge from the evaluations should be carried forward as targets for the following weeks to promote systematic and continuous professional development.

20. Do student teachers need experience teaching in a second school?

Yes they do. On the School Direct programme we call this the Second School Experience. The general requirements for this time are set by the NCTL in their ITT criteria document and applies to

all for all Initial Teacher Education Programmes

(https://www.gov.uk/government/publications/initial-teacher-training-criteria)

Criterion 2.4 states “That each trainee teacher has taught in at least two schools “

https://www.gov.uk/government/publications/initial-teacher-training-criteria


Obviously the key reason for this requirement is to strengthen and enhance the experience that all

teachers have on their training programmes. This requirement in particular adds breadth and balance to

any ITE programme.

Some of the requirements we have on the School Direct programme are because of the rules for

Teaching Training, set by the NCTL, and are others are what we consider to be good practice based on

our long experience of training teachers.

Rationale: It is an NCTL requirement that all student teachers must ensure that they can demonstrate sufficient breadth and variety of experience in their initial teacher education year, by having taught in at least two contrasting schools. Requirement:

1. The second school experience should be a minimum of a 4-week block of 20 days. Any missed days must be made up so that a minimum of 20 days are completed by all student teachers. If the student teacher has a ‘base’ placement in an SEN setting or a PRU then the second school experience must be a minimum of a six-week block of 30 days, again with any missed days being made up.

2. The experience should take place during Term 3 or 4, ideally in January - unless absolutely impossible. (There are no secondary University days in January to allow an uninterrupted second school experience.) In all circumstances, the placement must take place before the end of April.

3. The Second School should be a contrast to base school – it should provide students opportunities to teach pupils of a different ability range OR with different backgrounds to those in the base school OR a contrasting curriculum approach.

4. Student teachers must plan and teach lessons and assess pupils on their second school experience.

5. The recommended balance of teaching activity from week 2 of the block onwards is:

6. Student teachers should be observed teaching, preferably by a range of staff, and provided with written feedback on at least four occasions during their second school experience. The focus of the first observation should be linked to the student teacher’s planning for the second school experience, and thereafter on the targets arising from the observation.

7. Student teachers must demonstrate that their practice whilst in second school experience meets the standards at grade 3 or above.

8. Student teachers must not be required to provide cover work, teach lessons or undertake other professional activities at their base school whilst on their second school experience.

9. Student teachers must not be expected to mark work in their base school that arises from lessons delivered whilst they are on second school experience.

10. The Second School must provide mentoring throughout the Second School experience. This will include weekly meetings, monitoring of target setting and reflections, the learning journal and subject knowledge development.

11. Mentors in the second school will be expected to write a short report on the student teachers undertaking second school experience in their school.

12. A representative (usually a mentor) from the base school will be expected to visit their student teachers at least once during second school experience.

13. Student teachers will write a reflection at the end of the second school experience, which will be signed by a mentor at the second school.

SOLO TEACHING COLLABORATIVE TEACHING

OBSERVATION PROFESSIONAL ACTIVITIES

50% 20% 10% 20%


Student teachers will also write an impact statement illustrating the impact of their second school experience on their practice in their base school. This should be completed approximately six weeks after their return.

Best Practice (but not compulsory): Student teachers should have visit days, in advance of, and in addition to, their block, in order to become familiar with their second school and gather the required information in order to make the best start to, and prepare to teach on, their second school placement.

FAQs

Who will organise the Second School Experience?

This part of the experience can be arranged in a number of ways

The Professional Mentor should organise this placement.

Ideally this will be organised by schools amongst themselves. This might be through clusters

schools already belong to.

University Tutors could facilitate this through the Autumn Term PAM / Secondary consortium

meeting where mentors can meet each other and discuss exchanges.

University Tutors could help facilitate this placement through links with other schools they work

with

Can the Second School Experience be split over two schools?

No, the experience should be in one school only.

Does the Second School Experience have to be a ‘swapping’ arrangement?

No not necessarily. The student teacher could go to any appropriate school for this experience whether

the school has a School Direct student themselves or not.

Do the students have to ‘swap’ at the same time?

This is up to the schools involved.

If two schools who both have students decide to offer each other the Second School Experience It might

be convenient to swap the students at the same time.

However there might be significant developmental opportunities if the students actually work in the

Second School at different times. This means that the student still in the base school could work with the

visiting student on their Second School Experience and this might present interesting opportunities for

paired work.

Does the Second School Experience have to be in the adjacent age range / key stage (see below)?

It doesn’t have to be but it might be!

Essentially the programme overall must meet the Criterion C2.2. It might be that the base school is able

to provide adequate experience to meet the requirement and if so the Second School Experience does

not need to be in the adjacent age range.

However if the base school feels unable to provide adequate experience, for example, it may be an infant

or junior school unable to offer another key stage, then it may be convenient for the Second School

Experience to also offer the alternative key stage.

Will the mentor of the Second School Experience contribute to the Grade of the student?


We would anticipate that the mentor in the base school will have some informal communication with the

mentor of the Second School Experience to find out how the student teacher is doing. The lesson

observations and a brief report will be the formal written record of the experience. The mentor in the

Second School should undertake weekly meetings with the student, observe some lessons and complete

the mentor section of the Learning Journal and complete a brief report at the end of the experience.

21. What are the requirements to ensure that all student teachers are

prepared to teach across the age range of the training?

The general requirements are set by the NCTL in their ITT criteria document and applies to all for all

Initial Teacher Education Programmes

(https://www.gov.uk/government/publications/initial-teacher-training-criteria)

Criterion 2.2 states “That they prepare all trainee teachers to teach within one of the following age

phases:

Ages 3-11 (primary) Ages 7-14 (middle) Ages 11-19 (secondary)”

Obviously the key reason for this requirement is to strengthen and enhance the experience that all

teachers have on their training programmes. This requirement in particular adds breadth and balance to

any ITE programme.

Some of the requirements we have on the School Direct programme are because of the rules for

Teaching Training, set by the NCTL, and are others are what we consider to be good practice based on

our long experience of training teachers.

On the School Direct Programme we have split this requirement into two elements:

1. The Adjacent age range experience

2. The Prior and Post Age phase experience

Explanation of CCCU School Direct terms

Base Placement School – This is the school in which the bulk of the year long training is taking place.

Adjacent Age Range – In order to meet the criterion C2.2 above every student teacher must have a

teaching experience across their training age ranges / key stages. The Adjacent Age Range

Experience is the arrangement to make sure this requirement is met. Your Professional Tutor can

discuss this with you

https://www.gov.uk/government/publications/initial-teacher-training-criteria


The NCTL state “Training must enable trainees to acquire the knowledge and skills they need to

teach within the phase for which they are training. Typically, primary training will take place across

the 3-7, 5-11, or 7-11 age ranges. For middle, training typically will take place across the 7-14 age

range, and for secondary, training typically will take place across the 11-16, 11-18, or 14-19 age

ranges, depending on the subject(s) of training. No training programme should cover fewer than

four school years.”

Prior and post age range experience - this is the time needed to ensure full compliance with the

guidance on criterion C2.2 i.e. “Providers must ensure that trainees are afforded the opportunity to

develop a comprehensive understanding of progression across, and before and after, the age range

for which they are training to teach. This might include enhanced experiences in other age ranges”

Adjacent Age Range Experience – PRIMARY STUDENT TEACHERS

It does not matter whether this experience takes place in the base school or on the Second School

Experience. It is essential that it does take place and that it is the equivalent of 15 days, with at least 10

days as a block. The student teacher should be undertaking a high timetable of teaching during this

experience (50% solo teaching as a minimum) as Student Teachers need to evidence that they meet the

standards in their first and second age phase.

The Student Teacher must be observed teaching by the mentor during this experience.

The evidence that this has taken place should be recorded in the Record of Development and the

Learning Journal.

Adjacent Age Range Experience – SECONDARY STUDENT TEACHERS

It is essential that secondary Student Teachers can evidence that they have taught and met the standards

across key stage 3 and key stage 4. The student teacher should be undertaking a high timetable of

teaching in both key stages. The key element of this experience is that the Student Teacher needs to

evidence that they meet the standards in their first key stage.

The Student Teacher must be observed teaching by the mentor in both key stages.

The evidence that this has taken place should be recorded in the Record of Development and the

Learning Journal.

Prior and Post age phase experience

This experience should be the equivalent of 5 days and does not have to be taken as a block .

Experience suggests these days are best taken individually throughout the year. The purpose of these 5

days is for students to have some experience in the keys stages both before and after the age range they

are training in, for example, primary students might spend some time in a secondary school and in an

early years setting; Secondary students might spend some time in a primary school, the sixth form and an

FE college. The exact balance of how many days in each setting is a decision for the student and mentor

based on their interests and needs. These days could involve visits to a number of different settings.

These days do NOT have to include teaching, but students might like to teach, especially their specialist

subjects, in these other settings.

The experience should be recorded on the appropriate proforma in the Record of Development (RoD)

and in the learning Journal.


22. Who organises the school experiences away from the main placement

school, and when?

Professional Mentors in the placement school, in consultation with the Lead School, make the arrangements for the adjacent and second school experiences. Student teachers may not be placed in a school in special measures. The second school experience takes place between in terms 3 and 4 of the training year. Other school experiences can be arranged to suit both schools involved but should be completed by the end of May.

23. What training does Canterbury offer to mentors?

CCCU offers training days for mentors which covers the grading of student teachers against the

standards, the use of our standard documentation, basic procedures, the planning, delivery and

evaluation of a school training programme and the respective roles and responsibilities of all staff

involved in initial teacher training. This training includes coverage of the Teachers’ Standards. It is

expected that all mentors attend one such meeting per year.

Area meetings are held at key points in the year for Primary and Secondary Professional Mentors.

Contact between University Secondary Curriculum Tutors and school-based Curriculum Mentors is

maintained throughout the year through regular subject bulletins and face to face contact. Further

details can be obtained from Secondary Curriculum tutors.

University Tutors will make regular visits to schools for quality assurance and mentor development

purposes.

24. How many visits will we receive from University staff?

Schools will receive at least 6 visits from either a Secondary Area Lead tutor or Primary Link Tutor, these

will normally be spread out as one per ‘short’ term.

In addition in the secondary phase two visits will be made by the secondary subject tutor.

The focus of these visits will be to quality assure the training in the school and they may include activities

such as:

Meetings with the relevant mentors to discuss specific aspects of the school-based training and in-school mentoring

meetings with the Professional Mentor to monitor and review school-based training

joint lesson observations with the Curriculum Mentor or class teacher joint mentoring meetings with the Curriculum and/or Professional Mentor

meetings with the student teacher and mentor to discuss progress and check paperwork discussion of subject knowledge development with student teacher and mentor

Additional support visits will be provided for student teachers who are experiencing difficulties.

N.B: In some Teaching School Alliances the role of the Secondary Area Lead tutor might be undertaken by a member of the Alliance staff who has been formally trained for this role by the university.

25. Who conducts the Student Teacher’s DBS check?

The University is responsible for DBS checking for all non-salaried student teachers. Once completed,

the student teacher can print a letter from StudentNet confirming completion of the DBS check. In line

with the current legal guidance the DBS certificate itself will not be made available to schools.


The school is responsible for completing the DBS check for all salaried and self-funded student

teachers. The University will ask for confirmation that DBS checks for all salaried and self-funded student

teachers have been completed. The University does not require a copy of the student teacher’s DBS

certificate.

The University has a rigorous system for considering the small number of applicants to Initial Teacher

Education programmes who have a criminal conviction to declare. This process includes Headteachers

from Partnership schools who are full panel members and play a full part in deciding on whether a

prospective teacher will be offered a place or not. This panel can also offer advice and support to schools

with salaried student teachers undertaking DBS checks.

26. Who is responsible for the Student Teacher’s Occupational Health check?

The University is responsible for OH checking for all non-salaried student teachers. Students are asked

to complete a confidential health questionnaire prior to registration which is checked by the university

Occupational Health doctor. The university OH doctor may request further information from the

students’ GP or other medical professionals. The university will not confirm with schools on successful

clearance, but will inform lead schools if students are not cleared to teach.

The school is responsible for completing the OH check for all salaried and self-funded student teachers.

The University will ask for confirmation that OH checks have been completed.

The student may be required to undergo a reassessment for Occupational Health suitability following an

extended period of absence or interruption.


Documentation

27. What key documents do I need?

Key documentation which is supplied to student teachers and to mentors (and is available on Blackboard) includes: The Learning Journal – this is for student teachers to complete on a weekly basis. Curriculum Mentors (Professional Mentor in the Primary phase) should check it weekly during their mentor meetings as it captures details of the student teacher’s learning objectives for the week ahead and reflections on the previous week’s professional development. The Record of Development (RoD) Guidance – this is a key document that the student teacher will compile over the year. There is a separate document that identifies exactly what has to be in the RoD and the proformas needed to complete it are available on Blackboard. The RoD will need to be regularly checked by the Mentor and the University Tutor. The Menu of Learning Opportunities (MOLO) – this is available as a separate document on Blackboard. Both mentors and student teachers will use the suggestions here to plan activities to support their professional learning Separate Menus of Learning Opportunities are available on Blackboard specifically to support Standards 5 (SEND) and 7 (Classroom management and behaviour). Grading Students Against the Teachers’ Standards - This booklet, available in printed copy and on Blackboard, contains the grading criteria against which student teachers will be graded throughout their programme. Descriptions for Grades 1, 2 and 3 are provided for each of the 8 Teachers’ Standards with further guidance provided for Part Two. Proformas (also available on Blackboard) include: Lesson Observation Proforma – available on Blackboard or from the partnership office as a triplicate form. Mentors and tutors will use this form to record strengths, areas for discussion and targets for development from regular lesson observations. Mentors are encouraged to use this form rather than their own school observation form. Please contact [email protected] if you require paper copies of this form. Early Impressions Form – This form is completed by the mentor early in the training and gives an early indication of who the training is progressing at this point. It should be shared with the student teacher and the University Professional Tutor. Area of Concern form – use this to record any concerns that arise and as a basis for discussion and target-setting with the student teacher. This form is designed to state explicitly an area of concern to the student teacher and the evidence the student teacher needs to present to show that they are no longer causing concern. (There is an agreed Area of Concern process which is explained elsewhere in this booklet.) When completed, please email the form to [email protected], copying in University tutors as appropriate. Grading Report form – this is for use on 3 occasions throughout the training programme, to summarise achievements by the student teacher against each of the 8 Teachers’ Standards. A grade for each standard is required using the criteria in the Grading s booklet. An overall grade is not awarded.




Lesson Planning Proformas – two generic lesson planning proformas are provided on Blackboard and students may be introduced to further proformas during subject sessions. Student teachers are also able to adopt their school’s own lesson planning proforma or develop their own. It is recognised however, that student teachers need to plan in more details than their qualified colleagues so student teachers should ensure that all the key points mentioned on the CCCU proformas are included on any bespoke models they use.

28. Where can I access the documentation I need?

You can access this documentation from several sources:

From the School Direct Blackboard, the University’s VLE

Mentors and tutors who require a hard copy can email [email protected]

29. What paperwork are student teachers expected to keep?

Student teachers are required to keep only minimal paperwork for the programme. All student teachers

are required to keep and regularly maintain 2 key files:

a. The Record of Development (RoD) – this will include The Learning Journal (the key record of

professional learning through the programme and has to be updated weekly). There is additional

guidance outlining the required contents of the RoD.

b. A Teacher’s File – which contains the lesson plans, evidence of pupil progress, records and

resources etc. This can be stored in digital format as appropriate.

Curriculum Mentors (secondary) and Professional Mentors (primary) should check the student teacher’s

files on a weekly basis, usually as part of the weekly meeting – there is space in the Learning Journal for

Curriculum Mentors to insert a comment after every weekly meeting.

Professional Mentors are expected to check these during their half-termly reviews of progress.



Monitoring, Reporting and Assessment

30. How many lesson observations do mentors have to complete?

It is expected that mentors or another subject specialist will do a formal lesson observation at least once

per fortnight. This is an absolute minimum – every week is much better. These observations must

include:

Full written feedback (on the CCCU proforma) with comments referenced against the Teachers’ Standards and targets for future development

An oral debrief Targets for further development, which can then be reflected in the Learning Journal. Secondary Professional Mentors are expected to observe at least 4 times during the school year. At least one of these should be jointly undertaken with the school’s Curriculum Mentor (secondary) to assure the quality of the feedback and the judgement of performance against the standards. The student teacher will need a minimum of 20 observations of their teaching in their Record of Development for Final Assessment.

31. When do mentors write a report on the student teacher?

A report is completed 3 times during the year and should be emailed to the University on [email protected] , ensuring that the student teacher also has a copy for his/her file. The report asks for a comment against each standard and a grading against each standard. An overall grade is not required. It also asks mentors to specify targets for future improvement. In the secondary phase the report will normally be drafted by the Curriculum Mentor and agreed with the Professional Mentor. The Professional Mentor is asked to discuss its contents with the student teacher. It is helpful if the comments in the report are firmly referenced against the Teachers’ Standards, using the language and examples of the standards. Please also refer to targets set in the previous report and comment on how well the previous targets have been met. For 2016-17 the deadlines for returning grading forms to the university are: 20th December 2016 30th March 2017 immediately before Final Assessment We would like to urge you to meet these deadlines in all but the most exceptional circumstances; the deadline is usually followed by a meeting of the Placement Board at which student teachers’ progress is reviewed. Without key evidence such as the report, it is difficult to make this meeting meaningful.

32. What happens to the lesson observations and reports mentors write? We advise all student teachers following initial teacher education programmes and their mentors that it is departmental practice to make available the assessment information the department holds about the progress of individual student teachers to any University and school/nursery staff who contribute to the assessment of that individual. This practice enables tutors and mentors to support student teachers, as assessment information from all relevant sources can be taken into account when planning further support. This means that reports and lesson observations that you write could be passed on to mentors in second placement schools to inform their work with student teachers. Lesson observations and report forms completed or received by the university will be stored securely on the student database system and are available to students on request under the requirements of the Data Protection Act (1998)



33. How are student teachers graded during their school experience?

For the criteria that explain each grade please do refer to the guidance in the booklet “Grading Students Against the Teachers’ Standards”.

34. What do we have to prepare for Final Assessment?

The Term 5 Visit

The Term 5 visit is key preparation for the Final Assessment visit. At this visit the University Professional

Tutor will review the student teacher’s paperwork and their preparedness for final assessment. The

outcome from this visit will be an action plan that clearly indicates to the student teacher and their

mentor any action that need to be taken to be fully ready for final assessment.

The Final Assessment will consist of a visit from the University Tutor to review the student teacher’s

performance and his/her evidence. Final Assessment will take place in Term 6 of the academic year. Detailed guidance will be available on the Final Assessment process at an appropriate time during the year. The key document to support the Final Assessment process will be the Record of Development (RoD), including the Learning Journal, which will have been complied during the year. (See RoD guidance document.) The schedule for the Final Assessment visit is likely to include some or all of: Time and space for the University Tutor to scrutinise the Record of Development

A joint lesson observation with the Mentor An opportunity to meet Mentor(s), either together or separately

An opportunity to discuss with the student teacher

A brief meeting with the headteacher, mentor and student to report the outcome.

35. When does the programme finish?

The programme lasts for the whole academic year and officially finishes at the end of the school term in the summer. The exam board which takes place in mid-July is the body which makes the recommendation that the student teacher should be recommended for QTS, and pass the PGCE for those on that pathway. Students are required to remain in their training posts until the end of the academic year. Mentor support must be provided throughout the training period and until the end of the year. A number of specific questions often arise at the end of the programme. The common questions and their answers are given below: If I have an early Final Assessment will I be qualified more quickly?

No – all successful students will be recommended for QTS to the NCTL at the same time, immediately

after the Final Examination Boar.

Who will undertake my Final Assessment?

Your University Tutor will undertake your Final Assessment. A small number of student teachers will

have the Alliance Lead Tutor accompany their tutor for the Final Assessment for moderation purposes.


If my Final Assessment takes place after the Final Examination Board how do I get recommended to the

NCTL?

For Final assessments after the Examination Board, the tutor undertaking the assessment will confirm a

successful Final Assessment as soon as it has taken place and pass on the required paperwork. The

student teacher will be reported to the NCTL as soon as possible after this date, but all recommendations

will be passed on to the NCTL by 31st July.

Can I begin my NQT year straight after my Final Assessment visit?

No – all successful students will be ‘recommended for QTS’ to the NCTL at the same time, immediately

after the Final Examination Board in mid-July. No-one can begin their NQT year until after this

recommendation has taken place.

What is the first date at which I can be registered as an NQT?

1st September

I have been offered a job in a school, can I move there immediately and finish my training there?

This will be at the discretion of both of the schools involved, but the ultimate decision will be that of the

placement school. Remember that this school has supported the student teacher throughout the

training year and so may well want/expect the commitment of the student teacher until the end of the

academic year. Many schools are happy for the student teacher to move to their new school at an

appropriate time, but some have very good reasons why this is not appropriate. We would expect the

placement school to liaise with the Area Lead over any move of school.

N.B: Please see the important note below about salary.

My new school begins their timetable in July and they want me to move there and begin my timetable

with my classes for September. Can I do this?

This will be at the discretion of both of the schools involved, but the ultimate decision will be that of the

placement school. Remember that this school has supported the student teacher throughout the

training year and so may well want/expect the commitment of the student teacher until the end of the

academic year. Many schools are happy for the student teacher to move to their new school at an

appropriate time, but some have very good reasons why this is not appropriate. We would expect the

placement school to liaise with the Alliance Lead Tutor over any move of school.

If I am allowed to move to my new school can they pay me a salary?

For students on the School Direct salaried programme – if two schools agreed for a student to transfer

and complete their training they would also need to agree between themselves how they would manage

the continued payment of the salary for the student teacher and the training grant paid to the lead

school by the NCTL. (Please remember that the NCTL funding ends on 31st July, i.e. it would not cover an

August salary payment.)

For students on the School Direct non-salaried (training) programme – if a student teacher is paid a salary before the end of the training year this will affect, and may jeopardise eligibility for , any funding they have received for their training i.e. bursaries from NCTL or University, fees loans from SFE, etc. Usually a salary is more than the bursary so this is not a problem, but the payment of fees is problematic. A student receiving a salary to train as a teacher is not eligible for a Student Finance England Fees Loan to pay their university fees, and consequently the student teacher would become liable for any unpaid portion of their university fees. To work around this some schools choose to pay student teachers a ‘golden hello’ at the end of July, when their training has officially finished.


36. How does the official record of Recommendation for QTS happen?

After the Final Assessment visit the University Professional Tutor will provide copies of the required documentation to the School Direct Office. The Final Examination Board will take place in mid-July. At this board every student teacher who has undergone a successful Final Assessment will be officially recommended for QTS. (PGCE students who have successfully completed the PGCE requirements will also be awarded their PGCE at this same board.) Following this Examination Board CCCU will inform the NCTL of all successful student teachers. Once this notification has taken place, and been processed by the NCTL, Student Teachers will be able to print their own QTS Certificate from the NCTL website. (Instructions on how to do this will be available on Blackboard in July.)

37. Why have we been asked to host a visit from an External Examiner?

All courses leading to QTS and all university programmes have to appoint an External Examiner to provide an additional layer of quality assurance to the programme. External Examiners visit the University and its partner schools annually to observe student teachers’ teaching, to meet and talk with student teachers on a confidential basis regarding the nature and quality of the learning experiences provided, and to monitor the internal and external consistency of assessment. If a student teacher is chosen to be observed by an External Examiner they and their school/setting will be notified in advance and informed of the date and time of the forthcoming visit. Please note the following: • The role of the External Examiner is to standardise the judgements of the partnership against those of other providers of Initial Teacher Education. The External Examiners will not grade teaching performances and will not inform student teachers as to whether you have passed or failed. • The External Examiners visit a cross section of student teachers. Being externally examined is therefore not necessarily an indication of being unsatisfactory. • External Examiners are accompanied into school/setting by a University tutor. However, university tutors are not present during the lesson observation. The student teacher is observed by the External Examiner alone. • After the lesson, the External Examiner will provide verbal feedback to the student teacher. During the debriefing, the External Examiner will comment upon the teaching observed and might ask questions relating to the University and the course. The student teacher should try to be prepared to answer such questions. • The External Examiner will want to look at the file(s). Please make sure they are readily available. The student teacher must also ensure that a lesson plan is provided for the External Examiner to refer to during the lesson.

38. Should Mentors offer to write a reference for their student teacher?

Student teachers should ask their mentor before using his/her name as a referee on an application form. It is very helpful if the mentor who knows the student teacher is able to write a reference to support applications for NQT posts. The University will not supply references for student teachers on School Direct programmes.


Problems, Issues and Concerns

39. What should we do if we have a concern?

If a Mentor has a concern about the performance of a student teacher, it is important to discuss this with

the student teacher during the regular weekly meeting. This process should involve identifying the issue,

setting targets for future improvement, observing to see if the issue has been addressed and then

reviewing progress. If this does not address the issue, early communication with the Professional

Mentor in school and the University Professional Tutor are important.

Where there is any concern, please complete an “Area of Concern” form. Please ensure the student

teacher has a copy and that it is sent to the University partnership office at

[email protected].

School Direct Area of Concern procedure

Area of Concern is used to signal to all parties that an issue or set of circumstances has been raised that is potentially detrimental to a successful outcome of the training if not addressed. The attached flow chart is intended to support and summarise the Area of Concern procedure on the School Direct programme. The principles which underpin the use of the Area of Concern Procedure are to:

ensure any student teacher understands at the earliest opportunity, if there are concerns about their practice

provide clear and appropriate targets to enable the student teacher to understand the issues being raised about their practice and what they should do about this.

provide support to help improve practice that is causing concern provide an appropriate and fair amount of time to allow progress to be demonstrated

An Area of Concern may be registered by the Subject Mentor, Professional Mentor or University Professional Tutor at any time during the training period if

there are concerns about the student teacher’s progress

there are concerns about his or her ability to meet the Standards for QTS there are concerns about the student teacher’s ability to meet the requirements of the Programme

the student teacher is in danger of failing to meet the placement school’s requirements as an unqualified teacher in training

N.B: For salaried student teachers As the student teacher is an employee, the school may choose to follow the usual disciplinary procedures that exist for dealing with such cases, but schools should consider the training status of the student teacher when making judgements as to performance. Student teachers’ rights as employees are preserved under Teacher’s Pay and Conditions, and in the case of the failure of the school to deliver the agreed training programme they may have redress for unfair dismissal if their employment is terminated. Where such action is being considered it is essential to inform the Alliance Lead Tutor. Student teachers who present any areas of concern are monitored closely and supported in order to identify and meet their training needs. In the first instance this is through target setting and review in the school (using the Areas of Concern Action Plan), but at any stage may involve the University Tutor and Area Lead. An Action Plan will be formulated for a fixed period, with weekly monitoring. The Areas of Concern procedure is as follows:



School Direct Area of Concern Procedure N.B: If the student teacher is on the salaried pathway this procedure should run alongside the competency procedure outlined in the student teacher’s employment contract UT = University Tutor

AoC Stage 1 – 6 week period

Professional Mentor registers an Area of Concern, with

very clear targets, using the CCCU AoC pro forma.

The proforma incorporates a focused action plan with

weekly review dates agreed with Student teacher,

A copy is sent to UT, Alliance Lead Tutor and Lead School.

Student teacher will be deemed to have failed the

placement element of the programme and their training

at this point will be terminated.

An Examination Board will consider the options they may

have to continue on the programme.

Professional Mentor arranges weekly reviews and

monitors Student teacher progress towards meeting the

targets.

Professional Mentor keeps UT & Lead School informed.

UT keeps Alliance Lead Tutor informed.

If required UT makes additional visit to school to support

the AoC process

Area of

concern

resolved

Area of

concern

resolved

AoC Stage 2 – 3 to 6 week period

Lead School visits school to negotiate a final action. The

period of the plan is agreed in this meeting.

Progress is monitored weekly by Professional Mentor who

keeps UT and Lead School informed. UT keeps Alliance

Lead Tutor informed.

At this stage one visit will be made by UT to Quality Assure

the AoC procedure.

Programme Director informed


40. What should we do if a student teacher is at risk of failing?

If the student teacher is at risk of failing, then the Area of Concern process above must be followed

rigorously. The risk of failure should be clear to the student teacher from the grades he/she is receiving

on the regular reports and the feedback on lesson observations. The key principle is that student

teachers must be kept informed of the fact that they risk failing and there must be evidence of support

provided to him/her. This will ensure that student teachers are well aware of the risk and that it is not a

shock.


Teachers’ Personal and Professional Conduct

41. How should student teachers conduct themselves in terms of

professional conduct?

Headteachers and school staff will expect the highest possible standards of personal and professional

conduct from student teachers who work in their schools. These expectations include:

the earliest possible notification of non-attendance on any days in school and absence must only be for very serious reasons; presence on the school site for the whole school day, including during after-school meetings and events;

high standards of punctuality and manner and dress in accordance with school requirements and at all times appropriate for work in a classroom context;

sensitivity to the heavy workload of teaching and non-teaching staff, tact in questioning and note making and openness in response to members of staff; the seeking of permission before talking to pupils out of the classroom or elsewhere;

strict adherence to any school rules for student teachers at work in the school (e.g. signing in and out at reception, wearing of name badges);

willingness to enter fully into the life of the school by helping in any way considered to be appropriate by the school mentors during their time in the school.

42. What should we do if a student teacher is absent from school?

Student teachers will be expected at all times to abide by the school’s policies regarding absence and

lateness.

If a student is not able to attend school they should follow the school’s absence reporting process to

alert the school of their absence at the earliest opportunity.

If a student is not able to attend a university session they should follow the procedures set out in

question 12.

The University and the placement school must keep each other informed of any student absence in order

that the student’s progress and professional behaviour can be monitored.

43. What should we do if a student teacher needs a prolonged absence from

the School Direct programme?

If a student teacher is absent for illness or any other reason for a lengthy period of time, the student

teacher may be expected to undergo an extended placement in the following academic year.

Decisions regarding this requirement will be made on a case by case basis, and in relation to the length of

the absence, when in the academic year it occurs and the progress the student teacher had been making

before the absence occurred.

If the student teacher’s health changes during the year he/she may be required to undergo Occupational

Health clearance before continuing with the programme.

Should a student teacher need a significant absence the university has a process by which a student

teacher can interrupt their programme of study, effectively ‘pausing it’ until they are well enough to

return to study and succeed.

Under any circumstances, if a prolonged absence is required please inform the Faculty Director of

School-Based ITE at the earliest possible opportunity so that the processes, and options for the ways

forward, can be discussed.


44. What advice does the University give to student teachers on the use of

social networking and email?

Schools will have their own policies and procedures in this area and the most crucial thing is that student

teachers need to be aware, and be reminded of these policies.

Used professionally social networking sites may be beneficial in facilitating the sharing of ideas and for

supporting colleagues. Levels of privacy can usually be set so that personal or sensitive information and

discussion can be hidden except to those invited by the member. Student teachers are reminded to

ensure their uses of such sites are within professionally acceptable bounds and do not compromise their

personal safety. Student teachers should ensure that their use of social networking sites does not

contravene the University regulations on the use of computing services

(http://www.canterbury.ac.uk/support/computing-services/Policies-Procedures/new-regs-and-

acceptable-use.asp ). In line with these regulations, student teachers are encouraged to report offensive

behaviour and consider that information on such sites may be owned collectively by a group.

With the increase in social networking sites it is important for student teachers to know that should they post anything which is slanderous or unprofessional, the University will not hesitate to instigate disciplinary measures and may take legal action. The “Code of Student Professional Conduct‟ can be found at: http://www.canterbury.ac.uk/support/-support-services/s/-procedures.asp . There have been a number of cases where comments made by student teachers, either overheard or placed on Facebook or Twitter, have led to student teachers’ courses being terminated. We discourage student teachers from using their personal email to communicate with their pupils. Again, schools will have their own policies and student teachers will need to be made aware of these and reminded frequently.

http://www.canterbury.ac.uk/support/computing-services/Policies-Procedures/new-regs-and-acceptable-use.asp

http://www.canterbury.ac.uk/support/computing-services/Policies-Procedures/new-regs-and-acceptable-use.asp

http://www.canterbury.ac.uk/support/student-support-services/students/student-procedures.asp

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