The Primary Partnership & Student Experience Team Elaine Spink Primary Partnership & Student Experience Lead Helen Ryan-Atkin Mairead Owens Ruth Proctor Partnership Coordinator BA1 SBT unit leader Student Experience Lead BA1 “ “ “ Crewe campus Corinne Woodfine Elly Hoskins Ruth Proctor Partnership Coordinator BA2 SBT unit leader Student Experience Lead BA2 “ “ “ Crewe campus Rania Maklad Charlotte Booth Ruth Proctor Partnership Coordinator BA3 SBT unit leader Student Experience Lead BA3 “ “ “ Crewe campus Mamta Naik Ben Steel Ruth Proctor Partnership Coordinators PG1 SBT unit leader Partnership Coordinators PGF SBT unit leader & Student Experience Lead PGCE “ “ “ “ Crewe Zoe Crompton Partnership Coordinator PG School Direct unit leader Partnership Tutors Crewe based Manchester Melanie Jones Michelle Noble Nadine David Broadhurst Janine Finc Annette Hargreaves Geraldine Leydon Gillian Malley Aileen Thom Kate Placements Office Liz Mansell and the team 0161 247 5070
Class Mentor to lead, where possible, the lesson observation feedback and review of progress across placement with student using RoLOs and SBT Report. University Visiting Tutor to support and facilitate this discussion. Class Mentor and University Visiting Tutor to review files with student. Ensure evaluation and assessment are key components of the discussion. Class Mentor and University Visiting Tutor to discuss and agree strengths and targets with the student. Leave copies of RoLO with student and school or email electronically as soon as possible. Arrange Final visit (if scheduled for this placement) and ask school to have the Final Report drafted in preparation for this (University Visiting Tutor). Interim Assessment point Complete the Interim Report and grades by the specified date (Class Mentor &/or Professional Mentor in consultation with student.) Review grades with University Visiting Tutor. NB If is a difference in opinion between the school mentors and University Visiting Tutors in assessments of the grades which is not resolved by a professional discussion, please assign the school’s grade and then notify the Partnership Team (as this may trigger a senior moderator visit). The Class /Professional Mentor should ensure the UVT has the grades for the interim assessment. The UVT will send these to the Placements Office (via the QA & Interim Grades doc). There is no need to email the interim report to the office. If student is placed At Risk of Failure arrange additional support visit and complete At Risk of Failure Pro forma (University Visiting Tutor) (See the At Risk of Failure process). If student is Grade 3 Requires Improvement - see RI process below. Final Report Use Grading Criteria, focused and generic lesson observations, Interim Report and draft of the Final Report to agree grades. Document grades and any significant detail about how the student has made progress over the placement or contributed to the life of the school. (Class Mentor/Professional Mentor, with University Visiting Tutor if this is a two-visit placement) Final Reports are used to write the student’s reference so detail is necessary to give a full picture of significant elements of the student’s work. Use the guidance page in the Report document to arrive at an overall for the placement.
• support the improvement of a trainee’s teaching by modelling exemplary practice in planning, teaching and assessment. Standard 2 – Teaching Support trainees to develop their teaching practice in order to set high expectations of all pupils and to meet their needs The mentor should: • support the trainee in forming good relationships with pupils, and in developing effective behaviour and classroom management strategies; • support the trainee in developing effective approaches to planning, teaching and assessment; • support the trainee with marking and assessment of pupil work through moderation or double marking; • give constructive, clear and timely feedback on lesson observations; • broker opportunities to observe best practice; • support the trainee in accessing expert subject and pedagogical knowledge; • resolve in-school issues on the trainee’s behalf where they lack the confidence or experience to do so themselves; • enable and encourage the trainee to evaluate and improve their teaching; and • enable the trainee to access, utilise and interpret robust educational research to inform their teaching. Standard 3 – Professionalism Set high expectations and induct the trainee to understand their role and responsibilities as a teacher The mentor should: • encourage the trainee to participate in the life of the school and understand its role within the wider community; • support the trainee in developing the highest standards of professional and personal conduct; • support the trainee in promoting equality and diversity; • ensure the trainee understands and complies with relevant legislation, including that related to the safeguarding of children; and • support the trainee to develop skills to manage time effectively. Standard 4 – Self-development and working in partnership Continue to develop their own professional knowledge, skills and understanding and invest time in developing a good working relationship within relevant ITT partnerships. The mentor should: • ensure consistency by working with other mentors and partners to moderate judgements; and • continue to develop their own mentoring practice and subject and pedagogical expertise by accessing appropriate professional development and engaging with robust research.