Common use of Mentor Clause in Contracts

Mentor. Mentors are selected from specific subject departments within the school and are responsible for the subject application and supervision of student teachers. They are responsible to the professional tutor for arranging access to carefully selected classes in order to give the student teacher a variety of teaching experiences. Mentors are normally members of staff who are recognized as being effective classroom practitioners should normally have had at least two years teaching experience. Mentors are teachers who have received, are receiving or are waiting to (shortly) receive specific training for supporting student teachers. Mentors are responsible for guiding, supporting and training the student teacher during their placement in school. Mentors will liaise with other members of the department that the student teacher will be working with in order to address the requirements for the placement successfully. Mentors must meet regularly (i.e. on a weekly basis in a dedicated session during the school day, the timing of which is mutually agreed upon by all parties in order to ensure that entitlement requirements are being met) with their student teacher in order to discuss practical and theoretical matters relating to the teaching of their subject (including target setting and the reviewing of student progress against the Standards); partnership schools are expected to facilitate these regular mentor meetings. In addition to liaising with the professional tutor they will also liaise with the university subject tutor and (as required) with the link tutor. Mentor role and responsibilities: • attending training sessions and meetings (including the annual review meeting and pre-school experience cluster briefing ) in preparation for the mentoring role; • familiarising themselves with course requirements and ensuring that the school element of the partnership calendar for each experience is followed, including ensuring that the student has an appropriate teaching and administrative load as specified in course documentation; • familiarise themselves with the National Standards for school based Initial Teacher Training mentors (DfE 2016) • liaising with the University subject tutors on details regarding their visits to the school; • ensuring that university procedures are followed in regard to student teachers causing concern; • liaising with the professional tutor and the university subject tutor in supporting and assessing the student (including carrying out joint observations and grading the student teacher against the Standards with the subject tutor); • negotiating with other members of staff as necessary, including preparing staff in the department to work with student teachers; • (with the professional tutor) arranging student teachers’ subject timetables; • ensuring the student is familiar with whole school issues (as appropriate), including briefing student teachers on school policies, procedures, resources, and support services; • select and share, where appropriate, school data with student teachers for teaching/assessment/assignment/directed task/professional development purposes (see 6.9 re: Data Protection); • checking that student teachers have read the safeguarding documents referred to in Initial teacher training criteria and supporting advice (DfE 2018) Criteria C1.3 • supporting student teachers in planning effectively for working with teaching assistants and other adults including liaison with outside agencies; • observing and formally assessing student teachers' work during school experience and providing prompt feedback thereafter through debriefing and formal reports on teaching as required in the school experience schedule; • supporting student teachers with the preparation of planning for teaching and interpretation of schemes of work; • working with the student teacher and subject tutor on the completion of all relevant course documentation (including the completion / return of school experience evaluation forms to the University) as well as supporting the planning and completion of directed tasks; • monitor student teacher absences from school and liaise with the professional tutor as appropriate; • assisting the partnership in the selection and interviewing of applicants for a place on secondary ITT programmes; • planning for training opportunities as outlined in the relevant school experience handbook; • being a good role model for student teachers; • supporting the professional development of the student teacher; • take responsibility, when requested, for writing references for final year student teachers; • agree to support the University in its implementation of its Health and Safety requirements / procedures (see section 6.5) and all Equal Opportunities / Race Equality policies (see section 6.6) as they relate to the student teachers’ experience in schools.

Mentor. Mentors are selected from specific subject departments within the school and are responsible for the subject application and supervision of student teachers. They are responsible to the professional tutor for arranging access to carefully selected classes in order to give the student teacher a variety of teaching experiences. Mentors are normally members of staff who are recognized as being effective classroom practitioners should normally have had at least two years teaching experiencepractitioners. Mentors are teachers who have received, are receiving or are waiting to (shortly) receive specific training for supporting student teachers. Mentors are responsible for guiding, supporting and training the student teacher during their placement in school. Mentors will liaise with other members of the department department, that the student teacher will be working with with, in order to address the requirements for the placement successfully. Mentors must are expected to meet regularly (i.e. on a weekly basis in a dedicated session during the school day, the timing of which is mutually agreed upon by all parties in order to ensure that entitlement requirements are being met) with their student teacher in order to discuss practical and theoretical matters relating to the teaching of their subject (including target setting and the reviewing of student progress against the Standards); partnership the points of discussion and actions arising from this meeting should be recorded (a proforma is provided). Partnership schools are expected to facilitate these regular mentor meetings. In addition to liaising with the professional tutor they will also liaise with the university subject tutor and (as required) with the link tutor. Mentor role and responsibilities: • attending training sessions and meetings (including including, where possible, the annual review meeting and pre-school experience placement cluster briefing ) in preparation for the mentoring role; • familiarising themselves with course requirements and ensuring that the school element of the partnership calendar for each experience is followed, including ensuring that the student has an appropriate teaching and administrative load as specified in course documentationdocumentation and workforce reform requirements; • familiarise themselves with the National Standards for school based Initial Teacher Training mentors (DfE 2016) • liaising with the University subject tutors on details regarding their visits to the school; • ensuring that university procedures are followed in regard to student teachers causing concern; • liaising with the professional tutor and the university subject tutor in supporting and assessing the student (including carrying out joint observations and grading profiling the student teacher against the Standards with the subject tutor); • negotiating with other members of staff as necessary, including preparing staff in the department to work with student teachers; • (with the professional tutor) arranging student teachers’ subject timetables; • ensuring the student is familiar with whole school issues (as appropriate), including briefing student teachers on school policies, procedures, resources, and support services; • select and share, where appropriate, school data with student teachers for teaching/assessment/assignment/directed task/professional development purposes (see 6.9 re: Data Protection); • checking that student teachers have read the safeguarding documents referred to in Initial teacher training criteria and supporting advice (DfE 2018) Criteria C1.3 • supporting student teachers in planning effectively for working with teaching assistants and other adults including liaison with outside agencies; • observing and formally assessing student teachers' work during school experience and providing prompt feedback thereafter through debriefing and formal reports on teaching as required in the school experience placement schedule; • supporting student teachers with the preparation of planning for teaching and interpretation of schemes of work; • working with the student teacher and subject tutor on the completion of all relevant course documentation (including the completion / return of school experience evaluation forms to the University) as well as supporting the planning and completion of directed tasks; • monitor student teacher absences from school and liaise with the professional tutor as appropriate; • assisting the partnership in the selection and interviewing of applicants for a place on secondary ITT programmes; • planning for training opportunities as outlined in the relevant school experience handbook; • being a good role model for student teachers; • supporting the professional development of the student teacher; • take responsibility, when requested, for writing references for final year student teachers; • agree to support the University in its implementation of its Health and Safety requirements / procedures (see section 6.5) and all Equal Opportunities / Race Equality policies (see section 6.6) as they relate to the student teachers’ experience in schools.

Mentor. Mentors are selected from specific subject departments within the school and are responsible for the subject application and supervision of student teachers. They are responsible to the professional tutor for arranging access to carefully selected classes in order to give the student teacher a variety of teaching experiences. Mentors Student teachers are normally members placed with a member of staff who are is recognized as being an effective classroom practitioners should normally have had at least two years teaching experiencepractitioner and who may also be the designated mentor. In some cases, the mentor will be a member of staff other than the class teacher. Mentors are teachers who have received, are receiving or are waiting to (shortly) receive specific training for supporting student teachers. Mentors are responsible for guiding, supporting and training the student teacher during their placement school experience in school. Mentors Where the mentor is not the class teacher, s/he will liaise with other members of the department that the student class teacher will be working with in order to address addressing the requirements for the placement successfullyschool experience. Mentors must are expected to meet regularly (i.e. on a weekly basis in a dedicated session during the school day, the timing of which is mutually agreed upon by all parties in order to ensure that entitlement requirements are being met) with their student teacher in order teachers to discuss all aspects of school life and practical and theoretical matters relating to their teaching; the teaching points of their subject discussion and actions arising from this meeting should be recorded (including target setting and the reviewing of student progress against the Standardsa proforma is provided); partnership . Partnership schools are expected to facilitate these regular mentor meetings. In addition to liaising with the professional tutor they They will also liaise with the university subject tutor and (as required) with the University link tutor. Mentor role roles and responsibilities: • attending training sessions and meetings (including the annual review meeting and pre-school experience cluster briefing ) in preparation for the mentoring rolerole including cluster briefings; • familiarising themselves with course requirements and ensuring that the school element of the partnership calendar for each experience is followed, including ensuring that the student teacher has an appropriate teaching and administrative load as specified in course documentationdocumentation and workforce reform requirements; • familiarise themselves with the National Standards for school based Initial Teacher Training mentors (DfE 2016) • liaising with the University subject tutors on details link tutor regarding their visits to the school; • ensuring that university procedures are followed in regard to student teachers causing concern; • liaising with the professional tutor headteacher/teacher in charge of student teachers and the university subject University link tutor in supporting and assessing the student (including carrying out joint observations and grading assessing the student teacher against the Teachers’ Standards with the subject link tutor); • negotiating with other members of staff as necessary, including preparing staff in the department to work with student teachers; • (with the professional tutor) arranging student teachers’ subject timetables; • ensuring the student teacher is familiar with whole school issues (as appropriate), including briefing student teachers on school policies, procedures, resources, and support services; • select and share, where appropriate, school data with student teachers for teaching/assessment/assignment/directed task/professional development purposes (see 6.9 re: Data Protection); • checking that student teachers have read the safeguarding documents referred to in Initial teacher training criteria and supporting advice (DfE 2018) Criteria C1.3 • supporting student teachers in planning effectively for working with teaching assistants and other adults including liaison with outside agencies; • observing and formally assessing student teachers' work during school experience and providing prompt feedback thereafter through debriefing and formal reports on teaching as required in the school experience schedule; • supporting student teachers with the preparation of planning for teaching and interpretation of schemes of work; • ensuring that university procedures are followed in regard to student teachers causing concern; • supporting the student teacher in planning and completing school based tasks; • assessing the student teacher in collaboration with the link tutor; • assisting the student teacher to complete the Standards Tracking Document; • supporting the progress and professional development of the student teacher; • working with the student teacher and subject link tutor on the completion of all relevant course documentation (including the completion / return of and completing/returning school experience evaluation forms for/to the University) as well as supporting the planning and completion of directed tasks; • monitor monitoring student teacher absences absence from school and liaise with the professional tutor as appropriateschool; • assisting the partnership (where appropriate) taking part in the selection and interviewing of applicants for a place on secondary ITT programmes; • planning for training opportunities as outlined in the relevant school experience handbookcandidates; • being a good role model for student teachers; • supporting the professional development of the student teacher; • take responsibility, when requested, for writing references for final year student teachers; teachers • agree to support the University in its implementation of its Health and Safety requirements / procedures (see section 6.5) and all Equal Opportunities / Opportunities/Race Equality policies (see section 6.6) as they relate to the student teachers’ experience in schools.

Mentor. Mentors are selected from specific subject departments within the school and are responsible for the subject application and supervision of student teachers. They are responsible to the professional tutor for arranging access to carefully selected classes in order to give the student teacher a variety of teaching experiences. Mentors are normally members of staff who are recognized as being effective classroom practitioners should normally have had at least two years teaching experiencepractitioners. Mentors are teachers who have received, are receiving or are waiting to (shortly) receive specific training for supporting student teachers. Mentors are responsible for guiding, supporting and training the student teacher during their placement in school. Mentors will liaise with other members of the department that the student teacher will be working with in order to address the requirements for the placement successfully. Mentors must are expected to meet regularly (i.e. on a weekly basis in a dedicated session during the school day, the timing of which is mutually agreed upon by all parties in order to ensure that entitlement requirements are being met) with their student teacher in order to discuss practical and theoretical matters relating to the teaching of their subject (including target setting and the reviewing of student progress against the Standards); partnership schools are expected to facilitate these regular mentor meetings. In addition to liaising with the professional tutor they will also liaise with the university subject tutor and (as required) with the link tutor. Mentor role and responsibilities: •  attending training sessions and meetings (including including, where possible, the annual review meeting and pre-school experience placement cluster briefing ) in preparation for the mentoring role; •  familiarising themselves with course requirements and ensuring that the school element of the partnership calendar for each experience is followed, including ensuring that the student has an appropriate teaching and administrative load as specified in course documentationdocumentation and workforce reform requirements; • familiarise themselves with the National Standards for school based Initial Teacher Training mentors (DfE 2016) •  liaising with the University subject tutors on details regarding their visits to the school; •  ensuring that university procedures are followed in regard to student teachers causing concern; •  liaising with the professional tutor and the university subject tutor in supporting and assessing the student (including carrying out joint observations and grading profiling the student teacher against the Standards with the subject tutor); •  negotiating with other members of staff as necessary, including preparing staff in the department to work with student teachers; •  (with the professional tutor) arranging student teachers’ subject timetables; •  ensuring the student is familiar with whole school issues (as appropriate), including briefing student teachers on school policies, procedures, resources, and support services; • select and share, where appropriate, school data with student teachers for teaching/assessment/assignment/directed task/professional development purposes (see 6.9 re: Data Protection); • checking that student teachers have read the safeguarding documents referred to in Initial teacher training criteria and supporting advice (DfE 2018) Criteria C1.3 •  supporting student teachers in planning effectively for working with teaching assistants and other adults including liaison with outside agencies; •  observing and formally assessing student teachers' work during school experience and providing prompt feedback thereafter through debriefing and formal reports on teaching as required in the school experience placement schedule; •  supporting student teachers with the preparation of planning for teaching and interpretation of schemes of work; •  working with the student teacher and subject tutor on the completion of all relevant course documentation (including the completion / return of school experience evaluation forms to the University) as well as supporting the planning and completion of directed tasks; •  monitor student teacher absences from school and liaise with the professional tutor as appropriate; •  assisting the partnership in the selection and interviewing of applicants for a place on secondary ITT ITE programmes; •  planning for training opportunities as outlined in the relevant school experience handbook; •  being a good role model for student teachers; •  supporting the professional development of the student teacher; •  take responsibility, when requested, for writing references for final year student teachers; •  agree to support the University in its implementation of its Health and Safety requirements / procedures (see section 6.5) and all Equal Opportunities / Race Equality policies (see section 6.6) as they relate to the student teachers’ experience in schools.

Mentor. Mentors are selected from specific subject departments within the school and are responsible for the subject application and supervision of student teachers. They are responsible to the professional tutor for arranging access to carefully selected classes in order to give the student teacher a variety of teaching experiences. Mentors Student teachers are normally members placed with a member of staff who are recognized is recognised as being an effective classroom practitioners should normally have had at least two years teaching experiencepractitioner and who may also be the designated mentor. In some cases, the mentor will be a member of staff other than the class teacher. Mentors are teachers who have received, are receiving or are waiting to (shortly) receive specific training for supporting student teachers. Mentors are responsible for guiding, supporting and training the student teacher during their placement school experience in school. Mentors Where the mentor is not the class teacher, s/he will liaise with other members of the department that the student class teacher will be working with in order to address addressing the requirements for the placement successfullyschool experience. Mentors must are expected to meet regularly (i.e. on a weekly basis in a dedicated session during the school day, the timing of which is mutually agreed upon by all parties in order to ensure that entitlement requirements are being met) with their student teacher in order teachers to discuss all aspects of school life and practical and theoretical matters relating to their teaching; the teaching points of their subject discussion and actions arising from this meeting should be recorded (including target setting and the reviewing of student progress against the Standardsa proforma is provided); partnership . Partnership schools are expected to facilitate these regular mentor meetings. In addition to liaising with the professional tutor they They will also liaise with the university subject tutor and (as required) with the University link tutor. Mentor role roles and responsibilities: •  attending training sessions and meetings (including the annual review meeting and pre-school experience cluster briefing ) in preparation for the mentoring rolerole including cluster briefings; •  familiarise themselves with the National Standards for school based Initial Teacher Training mentors (DfE 2016)  familiarising themselves with course requirements and ensuring that the school element of the partnership calendar for each experience is followed, including ensuring that the student teacher has an appropriate teaching and administrative load as specified in course documentationdocumentation and workforce reform requirements; • familiarise themselves with the National Standards for school based Initial Teacher Training mentors (DfE 2016) •  liaising with the University subject tutors on details link tutor regarding their visits to the school; • ensuring that university procedures are followed in regard to student teachers causing concern; •  liaising with the professional tutor headteacher/teacher in charge of student teachers and the university subject University link tutor in supporting and assessing the student (including carrying out joint observations and grading assessing the student teacher against the Teachers’ Standards with the subject link tutor); •  negotiating with other members of staff as necessary, including preparing staff in the department to work with student teachers; • (with the professional tutor) arranging student teachers’ subject timetables; •  ensuring the student teacher is familiar with whole school issues (as appropriate), including briefing student teachers on school policies, procedures, resources, and support services; • select and share, where appropriate, school data with student teachers for teaching/assessment/assignment/directed task/professional development purposes (see 6.9 re: Data Protection); • checking that student teachers have read the safeguarding documents referred to in Initial teacher training criteria and supporting advice (DfE 2018) Criteria C1.3 •  supporting student teachers in planning effectively for working with teaching assistants and other adults including liaison with outside agencies; •  observing and formally assessing student teachers' work during school experience and providing prompt feedback thereafter through debriefing and formal reports on teaching as required in the school experience schedule; •  supporting student teachers with the preparation of planning for teaching and interpretation of schemes of work; •  ensuring that university procedures are followed in regard to student teachers causing concern;  supporting the student teacher in planning and completing school based tasks;  assessing the student teacher in collaboration with the link tutor;  assisting the student teacher to complete the Standards Tracking Document;  supporting the progress and professional development of the student teacher;  working with the student teacher and subject link tutor on the completion of all relevant course documentation (including the completion / return of and completing/returning school experience evaluation forms for/to the University;  monitoring student absence from school;  (where appropriate) as well as supporting the planning and completion of directed tasks; • monitor student teacher absences from school and liaise with the professional tutor as appropriate; • assisting the partnership taking part in the selection and interviewing of applicants for a place on secondary ITT programmescandidates; • planning for training opportunities as outlined in the relevant school experience handbook; •  being a good role model for student teachers; • supporting the professional development of the student teacher; • take responsibility, when requested, for writing references for final year student teachers; • teachers  agree to support the University in its implementation of its Health and Safety requirements / procedures (see section 6.5) and all Equal Opportunities / Opportunities/Race Equality policies (see section 6.6) as they relate to the student teachers’ experience in schools.

Mentor. Mentors are selected from specific subject departments within the school and are responsible for the subject application and supervision of student teachers. They are responsible to the professional tutor for arranging access to carefully selected classes in order to give the student teacher a variety of teaching experiences. Mentors are normally members of staff who are recognized as being effective classroom practitioners should normally have had at least two years teaching experiencepractitioners. Mentors are teachers who have received, are receiving or are waiting to (shortly) receive specific training for supporting student teachers. Mentors are responsible for guiding, supporting and training the student teacher during their placement in schoolschool experience. Mentors will liaise with other members of the department department, that the student teacher will be working with with, in order to address the requirements for the placement school experience successfully. Mentors must are expected to meet regularly (i.e. on a weekly basis in a dedicated session during the school day, the timing of which is mutually agreed upon by all parties in order to ensure that entitlement requirements are being met) with their student teacher in order to discuss practical and theoretical matters relating to the teaching of their subject (including target setting and the reviewing of student progress against the Standards); partnership the points of discussion and actions arising from this meeting should be recorded (a proforma is provided). Partnership schools are expected to facilitate these regular mentor meetings. In addition to liaising with the professional tutor they will also liaise with the university subject tutor and (as required) with the link tutor. Mentor role and responsibilities: •  attending training sessions and meetings (including including, where possible, the annual review meeting and pre-pre- school experience cluster briefing ) in preparation for the mentoring role; •  familiarising themselves with course requirements and ensuring that the school element of the partnership calendar for each experience is followed, including ensuring that the student has an appropriate teaching and administrative load as specified in course documentationdocumentation and workforce reform requirements; •  familiarise themselves with the National Standards for school based Initial Teacher Training mentors (DfE 2016) •  liaising with the University subject tutors on details regarding their visits to the school; •  ensuring that university procedures are followed in regard to student teachers causing concern; •  liaising with the professional tutor and the university subject tutor in supporting and assessing the student (including carrying out joint observations and grading profiling the student teacher against the Standards with the subject tutor); •  negotiating with other members of staff as necessary, including preparing staff in the department to work with student teachers; •  (with the professional tutor) arranging student teachers’ subject timetables; •  ensuring the student is familiar with whole school issues (as appropriate), including briefing student teachers on school policies, procedures, resources, and support services; • select and share, where appropriate, school data with student teachers for teaching/assessment/assignment/directed task/professional development purposes (see 6.9 re: Data Protection); • checking that student teachers have read the safeguarding documents referred to in Initial teacher training criteria and supporting advice (DfE 2018) Criteria C1.3 •  supporting student teachers in planning effectively for working with teaching assistants and other adults including liaison with outside agencies; •  observing and formally assessing student teachers' work during school experience and providing prompt feedback thereafter through debriefing and formal reports on teaching as required in the school experience schedule; •  supporting student teachers with the preparation of planning for teaching and interpretation of schemes of work; •  working with the student teacher and subject tutor on the completion of all relevant course documentation (including the completion / return of school experience evaluation forms to the University) as well as supporting the planning and completion of directed tasks; •  monitor student teacher absences from school and liaise with the professional tutor as appropriate; •  assisting the partnership in the selection and interviewing of applicants for a place on secondary ITT programmes; •  planning for training opportunities as outlined in the relevant school experience handbook; •  being a good role model for student teachers; •  supporting the professional development of the student teacher; •  take responsibility, when requested, for writing references for final year student teachers; •  agree to support the University in its implementation of its Health and Safety requirements / procedures (see section 6.5) and all Equal Opportunities / Race Equality policies (see section 6.6) as they relate to the student teachers’ experience in schools.

Mentor. Mentors are selected from specific subject departments within the school and are responsible for the subject application and supervision of student teachers. They are responsible to the professional tutor for arranging access to carefully selected classes in order to give the student teacher a variety of teaching experiences. Mentors Student teachers are normally members placed with a member of staff who are is recognized as being an effective classroom practitioners should normally have had at least two years teaching experiencepractitioner and who may also be the designated mentor. In some cases, the mentor will be a member of staff other than the class teacher. Mentors are teachers who have received, are receiving or are waiting to (shortly) receive specific training for supporting student teachers. Mentors are responsible for guiding, supporting and training the student teacher during their placement in school. Mentors Where the mentor is not the class teacher, s/he will liaise with other members of the department that the student class teacher will be working with in order to address addressing the requirements for the placement successfullyplacement. Mentors must are expected to meet regularly (i.e. on a weekly basis in a dedicated session during the school day, the timing of which is mutually agreed upon by all parties in order to ensure that entitlement requirements are being met) with their student teacher in order teachers to discuss all aspects of school life and practical and theoretical matters relating to their teaching; the teaching points of their subject discussion and actions arising from this meeting should be recorded (including target setting and the reviewing of student progress against the Standardsa proforma is provided); partnership . Partnership schools are expected to facilitate these regular mentor meetings. In addition to liaising with the professional tutor they They will also liaise with the university subject tutor and (as required) with the University link tutor. Mentor role roles and responsibilities: •  attending training sessions and meetings (including the annual review meeting and pre-school experience cluster briefing ) in preparation for the mentoring rolerole including cluster briefings; •  familiarising themselves with course requirements and ensuring that the school element of the partnership calendar for each experience is followed, including ensuring that the student teacher has an appropriate teaching and administrative load as specified in course documentationdocumentation and workforce reform requirements; • familiarise themselves with the National Standards for school based Initial Teacher Training mentors (DfE 2016) •  liaising with the University subject tutors on details link tutor regarding their visits to the school; • ensuring that university procedures are followed in regard to student teachers causing concern; •  liaising with the professional tutor headteacher/teacher in charge of student teachers and the university subject University link tutor in supporting and assessing the student (including carrying out joint observations and grading assessing the student teacher against the Standards standards with the subject link tutor); •  negotiating with other members of staff as necessary, including preparing staff in the department to work with student teachers; • (with the professional tutor) arranging student teachers’ subject timetables; •  ensuring the student teacher is familiar with whole school issues (as appropriate), including briefing student teachers on school policies, procedures, resources, and support services; • select and share, where appropriate, school data with student teachers for teaching/assessment/assignment/directed task/professional development purposes (see 6.9 re: Data Protection); • checking that student teachers have read the safeguarding documents referred to in Initial teacher training criteria and supporting advice (DfE 2018) Criteria C1.3 •  supporting student teachers in planning effectively for working with teaching assistants and other adults including liaison with outside agencies; •  observing and formally assessing student teachers' work during school experience and providing prompt feedback thereafter through debriefing and formal reports on teaching as required in the school experience placement schedule; •  supporting student teachers with the preparation of planning for teaching and interpretation of schemes of work; •  ensuring that university procedures are followed in regard to student teachers causing concern;  supporting the student teacher in planning and completing school based tasks;  assessing the student teacher in collaboration with the link tutor;  assisting the student teacher to complete the Standards Tracking Document;  supporting the progress and professional development of the student teacher;  working with the student teacher and subject link tutor on the completion of all relevant course documentation (including the completion / return of and completing/returning school experience evaluation forms for/to the University;  monitoring student absence from school;  (where appropriate) as well as supporting the planning and completion of directed tasks; • monitor student teacher absences from school and liaise with the professional tutor as appropriate; • assisting the partnership taking part in the selection and interviewing of applicants for a place on secondary ITT programmescandidates; • planning for training opportunities as outlined in the relevant school experience handbook; •  being a good role model for student teachers; • supporting the professional development of the student teacher; • take responsibility, when requested, for writing references for final year student teachers; • teachers  agree to support the University in its implementation of its Health and Safety requirements / procedures (see section 6.5) and all Equal Opportunities / Opportunities/Race Equality policies (see section 6.6) as they relate to the student teachers’ experience in schools.

Mentor. Mentors are selected from specific subject departments within the school and are responsible for the subject application and supervision of student teachers. They are responsible to the professional tutor for arranging access to carefully selected classes in order to give the student teacher a variety of teaching experiences. Mentors are normally members of staff who are recognized as being effective classroom practitioners should normally have had at least two years teaching experiencepractitioners. Mentors are teachers who have received, are receiving or are waiting to (shortly) receive specific training for supporting student teachers. Mentors are responsible for guiding, supporting and training the student teacher during their placement in schoolschool experience. Mentors will liaise with other members of the department department, that the student teacher will be working with with, in order to address the requirements for the placement school experience successfully. Mentors must are expected to meet regularly (i.e. on a weekly basis in a dedicated session during the school day, the timing of which is mutually agreed upon by all parties in order to ensure that entitlement requirements are being met) with their student teacher in order to discuss practical and theoretical matters relating to the teaching of their subject (including target setting and the reviewing of student progress against the Standards); partnership the points of discussion and actions arising from this meeting should be recorded (a proforma is provided). Partnership schools are expected to facilitate these regular mentor meetings. In addition to liaising with the professional tutor they will also liaise with the university subject tutor and (as required) with the link tutor. Mentor role and responsibilities: •  attending training sessions and meetings (including including, where possible, the annual review meeting and pre-pre- school experience cluster briefing ) in preparation for the mentoring role; •  familiarising themselves with course requirements and ensuring that the school element of the partnership calendar for each experience is followed, including ensuring that the student has an appropriate teaching and administrative load as specified in course documentationdocumentation and workforce reform requirements; • familiarise themselves with the National Standards for school based Initial Teacher Training mentors (DfE 2016) •  liaising with the University subject tutors on details regarding their visits to the school; •  ensuring that university procedures are followed in regard to student teachers causing concern; •  liaising with the professional tutor and the university subject tutor in supporting and assessing the student (including carrying out joint observations and grading profiling the student teacher against the Standards with the subject tutor); •  negotiating with other members of staff as necessary, including preparing staff in the department to work with student teachers; •  (with the professional tutor) arranging student teachers’ subject timetables; •  ensuring the student is familiar with whole school issues (as appropriate), including briefing student teachers on school policies, procedures, resources, and support services; • select and share, where appropriate, school data with student teachers for teaching/assessment/assignment/directed task/professional development purposes (see 6.9 re: Data Protection); • checking that student teachers have read the safeguarding documents referred to in Initial teacher training criteria and supporting advice (DfE 2018) Criteria C1.3 •  supporting student teachers in planning effectively for working with teaching assistants and other adults including liaison with outside agencies; •  observing and formally assessing student teachers' work during school experience and providing prompt feedback thereafter through debriefing and formal reports on teaching as required in the school experience schedule; •  supporting student teachers with the preparation of planning for teaching and interpretation of schemes of work; •  working with the student teacher and subject tutor on the completion of all relevant course documentation (including the completion / return of school experience evaluation forms to the University) as well as supporting the planning and completion of directed tasks; •  monitor student teacher absences from school and liaise with the professional tutor as appropriate; •  assisting the partnership in the selection and interviewing of applicants for a place on secondary ITT programmes; •  planning for training opportunities as outlined in the relevant school experience handbook; •  being a good role model for student teachers; •  supporting the professional development of the student teacher; •  take responsibility, when requested, for writing references for final year student teachers; •  agree to support the University in its implementation of its Health and Safety requirements / procedures (see section 6.5) and all Equal Opportunities / Race Equality policies (see section 6.6) as they relate to the student teachers’ experience in schools.