Common use of Mentor Clause in Contracts

Mentor. Must be a Stage 2, registered Social Worker, with currency in Practice Education Will coach, teach and offer guidance to Practice Educators in training Arrange one direct observation of the Practice Educator in supervision with the student – to be completed by a Stage 2 Practice Educator Ensure one direct observation of student’s practice has been undertaken by the Practice Educator being mentored Offer telephone and email support to the Practice Educator as necessary Assist the Practice Educator with the student’s assessment report, offering guidance and confirming the content and recommendation, and signing the relevant paperwork Offer student supervision in the absence of the Practice Educator Share resources and research as appropriate Evaluate the agreement and the process with the Practice Educator at the end of the placement Practice Educator: Provide the mentor with an organisational and team structure, the context of the placement and the learning opportunities that can be provided Be responsible for the day to day supervision, structured sessions and management of the student’s work Devise a structured induction package for the student, which will include an introduction to agency personnel and procedures (if this is not already available) Ensure that the student is aware of the agency procedures, requirements and codes of conduct Be responsible for practice teaching sessions Ensure that the student links work to the curriculum and that the student’s workload is appropriate to meet the learning outcomes Attend joint meetings with the Mentor, the student and the University as appropriate Undertake direct observations of the student’s work Complete the practice assessment report, with guidance from the Mentor MEETINGS The Mentor at Stage 1 will attend if required: an introductory meeting with the Practice Educator to agree roles, responsibilities and expectations the Learning Agreement meeting the mid-way review any other procedural meetings as necessary during the placement The Mentor at Stage 2 will not attend any of the above meetings unless there is a specific need for this to happen, except for a concerns meeting where the mentor is required to attend. CONFIDENTIALITY There must be openness and honesty between all parties on any issues related to the student’s competency to practice. Signatures Mentor:    Date:    Practice Educator:    Date:   

Mentor. Must be 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 Stage 2variety of teaching experiences. Mentors are normally members of staff who are recognized as being effective classroom practitioners. Mentors are teachers who have received, registered Social Workerare 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 school experience. Mentors will liaise with currency in Practice Education Will coach, teach and offer guidance to Practice Educators in training Arrange one direct observation other members of the Practice Educator department, that the student teacher will be working with, in supervision order to address the requirements for the school experience successfully. Mentors 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); 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, where possible, 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 and workforce reform requirements;  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 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;  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 – to be completed by a Stage 2 Practice Educator Ensure one direct observation teacher and subject tutor on the completion of student’s practice has been undertaken by all relevant course documentation (including the Practice Educator being mentored Offer telephone and email support completion / return of school experience evaluation forms to the Practice Educator University) as necessary Assist well as supporting the Practice Educator planning and completion of directed tasks;  monitor student teacher absences from school and liaise with the student’s assessment report, offering guidance professional tutor as appropriate;  assisting the partnership in the selection and confirming the content and recommendation, and signing interviewing of applicants for a place on secondary ITT programmes;  planning for training opportunities as outlined in the relevant paperwork Offer school experience handbook;  being a good role model for student supervision in teachers;  supporting the absence professional development of the Practice Educator Share resources 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 research as appropriate Evaluate the agreement and the process with the Practice Educator at the end of the placement Practice Educator: Provide the mentor with an organisational and team structure, the context of the placement and the learning opportunities that can be provided Be responsible for the day to day supervision, structured sessions and management of the student’s work Devise a structured induction package for the student, which will include an introduction to agency personnel and Safety requirements / procedures (if this is not already availablesee section 6.5) Ensure that and all Equal Opportunities / Race Equality policies (see section 6.6) as they relate to the student is aware of the agency procedures, requirements and codes of conduct Be responsible for practice teaching sessions Ensure that the student links work to the curriculum and that the student’s workload is appropriate to meet the learning outcomes Attend joint meetings with the Mentor, the student and the University as appropriate Undertake direct observations of the student’s work Complete the practice assessment report, with guidance from the Mentor MEETINGS The Mentor at Stage 1 will attend if required: an introductory meeting with the Practice Educator to agree roles, responsibilities and expectations the Learning Agreement meeting the mid-way review any other procedural meetings as necessary during the placement The Mentor at Stage 2 will not attend any of the above meetings unless there is a specific need for this to happen, except for a concerns meeting where the mentor is required to attend. CONFIDENTIALITY There must be openness and honesty between all parties on any issues related to the student’s competency to practice. Signatures Mentor:    Date:    Practice Educator:    Date:   teachers’ experience in schools.

Mentor. Must Student teachers are normally placed with a member of staff who is recognised as being an effective classroom practitioner and who may also be the designated mentor. In some cases, the mentor will be a Stage 2member of staff other than the class teacher. Mentors are teachers who have received, registered Social Workerare 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 school experience in school. Where the mentor is not the class teacher, s/he will liaise with currency the class teacher in Practice Education Will coachaddressing the requirements for the school experience. Mentors are expected to meet regularly (i.e. on a weekly basis in a dedicated session during the school day, teach the timing of which is mutually agreed upon by all parties in order to ensure that entitlement requirements are being met) with their student teachers to discuss all aspects of school life and offer guidance practical and theoretical matters relating to Practice Educators their teaching; 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. They will also liaise (as required) with the University link tutor. Mentor roles and responsibilities:  attending training sessions and meetings in training Arrange one direct observation preparation for the mentoring role 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 Practice Educator partnership calendar for each experience is followed, including ensuring that the student teacher has an appropriate teaching and administrative load as specified in supervision course documentation and workforce reform requirements;  liaising with the University link tutor regarding their visits to the school;  liaising with the headteacher/teacher in charge of student teachers and the University link tutor in supporting and assessing the student (including carrying out joint observations and assessing the student against the Teachers’ Standards with the link tutor);  negotiating with other members of staff as necessary;  ensuring the student teacher is familiar with whole school issues (as appropriate), including briefing student teachers on school policies, procedures, resources, and support services;  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 – to be completed by a Stage 2 Practice Educator Ensure one direct observation teacher and link tutor on the completion of student’s practice has been undertaken by the Practice Educator being mentored Offer telephone all relevant course documentation and email support completing/returning school experience evaluation forms for/to the Practice Educator as necessary Assist the Practice Educator with the student’s assessment report, offering guidance and confirming the content and recommendation, and signing the relevant paperwork Offer University;  monitoring student supervision absence from school;  (where appropriate) taking part in the absence selection and interviewing of candidates;  being a good role model for student teachers  agree to support the Practice Educator Share resources University in its implementation of its Health and research Safety requirements / procedures and all Equal Opportunities/Race Equality policies as appropriate Evaluate the agreement and the process with the Practice Educator at the end of the placement Practice Educator: Provide the mentor with an organisational and team structure, the context of the placement and the learning opportunities that can be provided Be responsible for the day they relate to day supervision, structured sessions and management of the student’s work Devise a structured induction package for the student, which will include an introduction to agency personnel and procedures (if this is not already available) Ensure that the student is aware of the agency procedures, requirements and codes of conduct Be responsible for practice teaching sessions Ensure that the student links work to the curriculum and that the student’s workload is appropriate to meet the learning outcomes Attend joint meetings with the Mentor, the student and the University as appropriate Undertake direct observations of the student’s work Complete the practice assessment report, with guidance from the Mentor MEETINGS The Mentor at Stage 1 will attend if required: an introductory meeting with the Practice Educator to agree roles, responsibilities and expectations the Learning Agreement meeting the mid-way review any other procedural meetings as necessary during the placement The Mentor at Stage 2 will not attend any of the above meetings unless there is a specific need for this to happen, except for a concerns meeting where the mentor is required to attend. CONFIDENTIALITY There must be openness and honesty between all parties on any issues related to the student’s competency to practice. Signatures Mentor:    Date:    Practice Educator:    Date:   teachers’ experience in schools.

Mentor. Must Student teachers are normally placed with a member of staff who is recognized as being an effective classroom practitioner and who may also be the designated mentor. In some cases, the mentor will be a Stage 2member of staff other than the class teacher. Mentors are teachers who have received, registered Social Workerare 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 school experience in school. Where the mentor is not the class teacher, s/he will liaise with currency the class teacher in Practice Education Will coachaddressing the requirements for the school experience. Mentors are expected to meet regularly (i.e. on a weekly basis in a dedicated session during the school day, teach the timing of which is mutually agreed upon by all parties in order to ensure that entitlement requirements are being met) with their student teachers to discuss all aspects of school life and offer guidance practical and theoretical matters relating to Practice Educators their teaching; 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. They will also liaise (as required) with the University link tutor. Mentor roles and responsibilities: • attending training sessions and meetings in training Arrange one direct observation preparation for the mentoring role including cluster briefings; • familiarising themselves with course requirements and ensuring that the school element of the Practice Educator partnership calendar for each experience is followed, including ensuring that the student teacher has an appropriate teaching and administrative load as specified in supervision course documentation and workforce reform requirements; • liaising with the University link tutor regarding their visits to the school; • liaising with the headteacher/teacher in charge of student teachers and the University link tutor in supporting and assessing the student (including carrying out joint observations and assessing the student against the Teachers’ Standards with the link tutor); • negotiating with other members of staff as necessary; • ensuring the student teacher is familiar with whole school issues (as appropriate), including briefing student teachers on school policies, procedures, resources, and support services; • 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 – to be completed by a Stage 2 Practice Educator Ensure one direct observation teacher and link tutor on the completion of student’s practice has been undertaken by the Practice Educator being mentored Offer telephone all relevant course documentation and email support completing/returning school experience evaluation forms for/to the Practice Educator as necessary Assist the Practice Educator with the student’s assessment report, offering guidance and confirming the content and recommendation, and signing the relevant paperwork Offer University; • monitoring student supervision absence from school; • (where appropriate) taking part in the absence selection and interviewing of candidates; • being a good role model for student teachers • agree to support the Practice Educator Share resources University in its implementation of its Health and research Safety requirements / procedures and all Equal Opportunities/Race Equality policies as appropriate Evaluate the agreement and the process with the Practice Educator at the end of the placement Practice Educator: Provide the mentor with an organisational and team structure, the context of the placement and the learning opportunities that can be provided Be responsible for the day they relate to day supervision, structured sessions and management of the student’s work Devise a structured induction package for the student, which will include an introduction to agency personnel and procedures (if this is not already available) Ensure that the student is aware of the agency procedures, requirements and codes of conduct Be responsible for practice teaching sessions Ensure that the student links work to the curriculum and that the student’s workload is appropriate to meet the learning outcomes Attend joint meetings with the Mentor, the student and the University as appropriate Undertake direct observations of the student’s work Complete the practice assessment report, with guidance from the Mentor MEETINGS The Mentor at Stage 1 will attend if required: an introductory meeting with the Practice Educator to agree roles, responsibilities and expectations the Learning Agreement meeting the mid-way review any other procedural meetings as necessary during the placement The Mentor at Stage 2 will not attend any of the above meetings unless there is a specific need for this to happen, except for a concerns meeting where the mentor is required to attend. CONFIDENTIALITY There must be openness and honesty between all parties on any issues related to the student’s competency to practice. Signatures Mentor:    Date:    Practice Educator:    Date:   teachers’ experience in schools.

Mentor. Must be 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 Stage 2variety of teaching experiences. Mentors are normally members of staff who are recognized as being effective classroom practitioners. Mentors are teachers who have received, registered Social Workerare 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 school experience. Mentors will liaise with currency in Practice Education Will coach, teach and offer guidance to Practice Educators in training Arrange one direct observation other members of the Practice Educator department, that the student teacher will be working with, in supervision order to address the requirements for the school experience successfully. Mentors 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); 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, where possible, 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 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 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;  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 – to be completed by a Stage 2 Practice Educator Ensure one direct observation teacher and subject tutor on the completion of student’s practice has been undertaken by all relevant course documentation (including the Practice Educator being mentored Offer telephone and email support completion / return of school experience evaluation forms to the Practice Educator University) as necessary Assist well as supporting the Practice Educator planning and completion of directed tasks;  monitor student teacher absences from school and liaise with the student’s assessment report, offering guidance professional tutor as appropriate;  assisting the partnership in the selection and confirming the content and recommendation, and signing interviewing of applicants for a place on secondary ITT programmes;  planning for training opportunities as outlined in the relevant paperwork Offer school experience handbook;  being a good role model for student supervision in teachers;  supporting the absence professional development of the Practice Educator Share resources 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 research as appropriate Evaluate the agreement and the process with the Practice Educator at the end of the placement Practice Educator: Provide the mentor with an organisational and team structure, the context of the placement and the learning opportunities that can be provided Be responsible for the day to day supervision, structured sessions and management of the student’s work Devise a structured induction package for the student, which will include an introduction to agency personnel and Safety requirements / procedures (if this is not already availablesee section 6.5) Ensure that and all Equal Opportunities / Race Equality policies (see section 6.6) as they relate to the student is aware of the agency procedures, requirements and codes of conduct Be responsible for practice teaching sessions Ensure that the student links work to the curriculum and that the student’s workload is appropriate to meet the learning outcomes Attend joint meetings with the Mentor, the student and the University as appropriate Undertake direct observations of the student’s work Complete the practice assessment report, with guidance from the Mentor MEETINGS The Mentor at Stage 1 will attend if required: an introductory meeting with the Practice Educator to agree roles, responsibilities and expectations the Learning Agreement meeting the mid-way review any other procedural meetings as necessary during the placement The Mentor at Stage 2 will not attend any of the above meetings unless there is a specific need for this to happen, except for a concerns meeting where the mentor is required to attend. CONFIDENTIALITY There must be openness and honesty between all parties on any issues related to the student’s competency to practice. Signatures Mentor:    Date:    Practice Educator:    Date:   teachers’ experience in schools.

Mentor. Must be 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 Stage 2variety of teaching experiences. Mentors are normally members of staff who are recognized as being effective classroom practitioners. Mentors are teachers who have received, registered Social Workerare 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 currency in Practice Education Will coach, teach and offer guidance to Practice Educators in training Arrange one direct observation other members of the Practice Educator department, that the student teacher will be working with, in supervision order to address the requirements for the placement successfully. Mentors 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); 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, where possible, the annual review meeting and pre-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 documentation and workforce reform requirements; • 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 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; • 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 placement schedule; • supporting student teachers with the preparation of planning for teaching and interpretation of schemes of work; • working with the student – to be completed by a Stage 2 Practice Educator Ensure one direct observation teacher and subject tutor on the completion of student’s practice has been undertaken by all relevant course documentation (including the Practice Educator being mentored Offer telephone and email support completion / return of school experience evaluation forms to the Practice Educator University) as necessary Assist well as supporting the Practice Educator planning and completion of directed tasks; • monitor student teacher absences from school and liaise with the student’s assessment report, offering guidance professional tutor as appropriate; • assisting the partnership in the selection and confirming the content and recommendation, and signing interviewing of applicants for a place on secondary ITT programmes; • planning for training opportunities as outlined in the relevant paperwork Offer school experience handbook; • being a good role model for student supervision in teachers; • supporting the absence professional development of the Practice Educator Share resources 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 research as appropriate Evaluate the agreement and the process with the Practice Educator at the end of the placement Practice Educator: Provide the mentor with an organisational and team structure, the context of the placement and the learning opportunities that can be provided Be responsible for the day to day supervision, structured sessions and management of the student’s work Devise a structured induction package for the student, which will include an introduction to agency personnel and Safety requirements / procedures (if this is not already availablesee section 6.5) Ensure that and all Equal Opportunities / Race Equality policies (see section 6.6) as they relate to the student is aware of the agency procedures, requirements and codes of conduct Be responsible for practice teaching sessions Ensure that the student links work to the curriculum and that the student’s workload is appropriate to meet the learning outcomes Attend joint meetings with the Mentor, the student and the University as appropriate Undertake direct observations of the student’s work Complete the practice assessment report, with guidance from the Mentor MEETINGS The Mentor at Stage 1 will attend if required: an introductory meeting with the Practice Educator to agree roles, responsibilities and expectations the Learning Agreement meeting the mid-way review any other procedural meetings as necessary during the placement The Mentor at Stage 2 will not attend any of the above meetings unless there is a specific need for this to happen, except for a concerns meeting where the mentor is required to attend. CONFIDENTIALITY There must be openness and honesty between all parties on any issues related to the student’s competency to practice. Signatures Mentor:    Date:    Practice Educator:    Date:   teachers’ experience in schools.

Mentor. Must be 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 Stage 2variety of teaching experiences. Mentors are normally members of staff who are recognized as being effective classroom practitioners. Mentors are teachers who have received, registered Social Workerare 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 currency in Practice Education Will coach, teach and offer guidance to Practice Educators in training Arrange one direct observation other members of the Practice Educator department that the student teacher will be working with in supervision order to address the requirements for the placement successfully. Mentors 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, where possible, the annual review meeting and pre-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 documentation and workforce reform requirements;  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 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;  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 placement schedule;  supporting student teachers with the preparation of planning for teaching and interpretation of schemes of work;  working with the student – to be completed by a Stage 2 Practice Educator Ensure one direct observation teacher and subject tutor on the completion of student’s practice has been undertaken by all relevant course documentation (including the Practice Educator being mentored Offer telephone and email support completion / return of school experience evaluation forms to the Practice Educator University) as necessary Assist well as supporting the Practice Educator planning and completion of directed tasks;  monitor student teacher absences from school and liaise with the student’s assessment report, offering guidance professional tutor as appropriate;  assisting the partnership in the selection and confirming the content and recommendation, and signing interviewing of applicants for a place on secondary ITE programmes;  planning for training opportunities as outlined in the relevant paperwork Offer school experience handbook;  being a good role model for student supervision in teachers;  supporting the absence professional development of the Practice Educator Share resources 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 research as appropriate Evaluate the agreement and the process with the Practice Educator at the end of the placement Practice Educator: Provide the mentor with an organisational and team structure, the context of the placement and the learning opportunities that can be provided Be responsible for the day to day supervision, structured sessions and management of the student’s work Devise a structured induction package for the student, which will include an introduction to agency personnel and Safety requirements / procedures (if this is not already availablesee section 6.5) Ensure that and all Equal Opportunities / Race Equality policies (see section 6.6) as they relate to the student is aware of the agency procedures, requirements and codes of conduct Be responsible for practice teaching sessions Ensure that the student links work to the curriculum and that the student’s workload is appropriate to meet the learning outcomes Attend joint meetings with the Mentor, the student and the University as appropriate Undertake direct observations of the student’s work Complete the practice assessment report, with guidance from the Mentor MEETINGS The Mentor at Stage 1 will attend if required: an introductory meeting with the Practice Educator to agree roles, responsibilities and expectations the Learning Agreement meeting the mid-way review any other procedural meetings as necessary during the placement The Mentor at Stage 2 will not attend any of the above meetings unless there is a specific need for this to happen, except for a concerns meeting where the mentor is required to attend. CONFIDENTIALITY There must be openness and honesty between all parties on any issues related to the student’s competency to practice. Signatures Mentor:    Date:    Practice Educator:    Date:   teachers’ experience in schools.

Mentor. Must be 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 Stage 2variety 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, registered Social Workerare 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 currency in Practice Education Will coach, teach and offer guidance to Practice Educators in training Arrange one direct observation other members of the Practice Educator department that the student teacher will be working with in supervision 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 – to be completed by a Stage 2 Practice Educator Ensure one direct observation teacher and subject tutor on the completion of student’s practice has been undertaken by all relevant course documentation (including the Practice Educator being mentored Offer telephone and email support completion / return of school experience evaluation forms to the Practice Educator University) as necessary Assist well as supporting the Practice Educator planning and completion of directed tasks; • monitor student teacher absences from school and liaise with the student’s assessment report, offering guidance professional tutor as appropriate; • assisting the partnership in the selection and confirming the content and recommendation, and signing interviewing of applicants for a place on secondary ITT programmes; • planning for training opportunities as outlined in the relevant paperwork Offer school experience handbook; • being a good role model for student supervision in teachers; • supporting the absence professional development of the Practice Educator Share resources 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 research as appropriate Evaluate the agreement and the process with the Practice Educator at the end of the placement Practice Educator: Provide the mentor with an organisational and team structure, the context of the placement and the learning opportunities that can be provided Be responsible for the day to day supervision, structured sessions and management of the student’s work Devise a structured induction package for the student, which will include an introduction to agency personnel and Safety requirements / procedures (if this is not already availablesee section 6.5) Ensure that and all Equal Opportunities / Race Equality policies (see section 6.6) as they relate to the student is aware of the agency procedures, requirements and codes of conduct Be responsible for practice teaching sessions Ensure that the student links work to the curriculum and that the student’s workload is appropriate to meet the learning outcomes Attend joint meetings with the Mentor, the student and the University as appropriate Undertake direct observations of the student’s work Complete the practice assessment report, with guidance from the Mentor MEETINGS The Mentor at Stage 1 will attend if required: an introductory meeting with the Practice Educator to agree roles, responsibilities and expectations the Learning Agreement meeting the mid-way review any other procedural meetings as necessary during the placement The Mentor at Stage 2 will not attend any of the above meetings unless there is a specific need for this to happen, except for a concerns meeting where the mentor is required to attend. CONFIDENTIALITY There must be openness and honesty between all parties on any issues related to the student’s competency to practice. Signatures Mentor:    Date:    Practice Educator:    Date:   teachers’ experience in schools.

Mentor. Must Student teachers are normally placed with a member of staff who is recognized as being an effective classroom practitioner and who may also be the designated mentor. In some cases, the mentor will be a Stage 2member of staff other than the class teacher. Mentors are teachers who have received, registered Social Workerare 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. Where the mentor is not the class teacher, s/he will liaise with currency the class teacher in Practice Education Will coachaddressing the requirements for the placement. Mentors are expected to meet regularly (i.e. on a weekly basis in a dedicated session during the school day, teach the timing of which is mutually agreed upon by all parties in order to ensure that entitlement requirements are being met) with their student teachers to discuss all aspects of school life and offer guidance practical and theoretical matters relating to Practice Educators their teaching; 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. They will also liaise (as required) with the University link tutor. Mentor roles and responsibilities:  attending training sessions and meetings in training Arrange one direct observation preparation for the mentoring role including cluster briefings;  familiarising themselves with course requirements and ensuring that the school element of the Practice Educator partnership calendar for each experience is followed, including ensuring that the student teacher has an appropriate teaching and administrative load as specified in supervision course documentation and workforce reform requirements;  liaising with the University link tutor regarding their visits to the school;  liaising with the headteacher/teacher in charge of student teachers and the University link tutor in supporting and assessing the student (including carrying out joint observations and assessing the student against the standards with the link tutor);  negotiating with other members of staff as necessary;  ensuring the student teacher is familiar with whole school issues (as appropriate), including briefing student teachers on school policies, procedures, resources, and support services;  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 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 – to be completed by a Stage 2 Practice Educator Ensure one direct observation teacher and link tutor on the completion of student’s practice has been undertaken by the Practice Educator being mentored Offer telephone all relevant course documentation and email support completing/returning school experience evaluation forms for/to the Practice Educator as necessary Assist the Practice Educator with the student’s assessment report, offering guidance and confirming the content and recommendation, and signing the relevant paperwork Offer University;  monitoring student supervision absence from school;  (where appropriate) taking part in the absence selection and interviewing of candidates;  being a good role model for student teachers  agree to support the Practice Educator Share resources University in its implementation of its Health and research Safety requirements / procedures and all Equal Opportunities/Race Equality policies as appropriate Evaluate the agreement and the process with the Practice Educator at the end of the placement Practice Educator: Provide the mentor with an organisational and team structure, the context of the placement and the learning opportunities that can be provided Be responsible for the day they relate to day supervision, structured sessions and management of the student’s work Devise a structured induction package for the student, which will include an introduction to agency personnel and procedures (if this is not already available) Ensure that the student is aware of the agency procedures, requirements and codes of conduct Be responsible for practice teaching sessions Ensure that the student links work to the curriculum and that the student’s workload is appropriate to meet the learning outcomes Attend joint meetings with the Mentor, the student and the University as appropriate Undertake direct observations of the student’s work Complete the practice assessment report, with guidance from the Mentor MEETINGS The Mentor at Stage 1 will attend if required: an introductory meeting with the Practice Educator to agree roles, responsibilities and expectations the Learning Agreement meeting the mid-way review any other procedural meetings as necessary during the placement The Mentor at Stage 2 will not attend any of the above meetings unless there is a specific need for this to happen, except for a concerns meeting where the mentor is required to attend. CONFIDENTIALITY There must be openness and honesty between all parties on any issues related to the student’s competency to practice. Signatures Mentor:    Date:    Practice Educator:    Date:   teachers’ experience in schools