Common use of Mentors Clause in Contracts

Mentors. Schools working in the Leeds Xxxxxxx ITE partnership will have teachers who have been trained as mentors in the Leeds Xxxxxxx partnership. The mentor is a teacher who would be expected to have strong experience in the age phase of the trainee’s course and, for secondary trainee teachers, the subject of the ITE training. Mentors share responsibility with the university’s tutors for the trainee teacher’s overall training and development and for ensuring the integration of the school-based and university-based elements to create cohesive and integrated learning opportunities and experiences. The mentor carries the main responsibility for the day-to-day learning and progress of the trainee teacher when they are in school; the university tutors carry that responsibility when the trainees are in the university. The mentor is responsible for securing the specific arrangements and programme of learning and assessment for their mentee in their school. They liaise with the ITE Co-ordinator and other mentors and host teachers and with the University Link Tutor and the trainee in setting-up the programme and in assessing the trainee teacher’s progress and achievements. The programme arranged by mentors will vary according to the specific school-experience placement that the trainee teacher is undertaking and additional guidance on specific expectations and arrangements are provided in the detailed Course Handbooks to which mentors and trainees should refer. The mentor is responsible for advising, guiding and supervising trainee teachers in school. They are expected to observe the trainee teacher’s classroom practice, and support and critique the trainee’s planning and assessment of pupils. Mentors are expected to meet weekly with the trainee teacher to provide critical feed-forward and feed-back on their professional development and their professional performance and to set precise and achievable targets for the trainee teacher’s self- improvement and development. Progress against targets should be discussed and monitored in the weekly meeting between the trainee and their mentor. The trainee should keep notes of the meetings and each meeting record should be signed by the mentor and trainee. Copies of the weekly meeting record should be retained, filed in the trainee teacher’s file and uploaded to University systems as necessary. These records must be up-to-date and be available for ITE partners to scrutinise at any time. The mentor will liaise with the university Link Tutor allocated to each trainee and the Link Tutor and Xxxxxx will be responsible for agreeing together the interim and final grades awarded to the trainee teacher against each of the Teacher Standards. Whilst the programme and assessments organised by mentors will vary according to the requirements of different placements, aspects of the mentor role that are common to all placements include the provision of: induction into the school and its policies, codes of practice, and other arrangements and expectations, including dress and self-presentation of teaching staff and trainee teachers; access to relevant internal documentation and clear guidance on protocols and limitations as to their use; a programme of structured observation, teaching, assessment, marking, and parental engagement relevant to the stage of training and the placement phase; opportunities to observe a wide range of formats and styles of teaching and learning, and different teachers especially those with high expertise in specific aspects of teaching, learning and management; opportunities to engage with staff meetings, in-service training, meetings for parents including meetings regarding pupil progress; transitional arrangements across relevant key stages (e.g. KS2 to KS3); regular observation, feedback and target setting by the mentor and host teachers, of the trainee teacher’s work and progress in school including the provision of oral and written feedback, using the Leeds Xxxxxxx ITE Partnership forms and formats; a scheduled weekly meeting with the trainee–teacher to discuss and monitor progress, agree and set improvement targets; appropriate and up-to-date records of each trainee’s training and progress, with written records signed by the mentor and trainee of their weekly meetings, the targets set and the trainee’s progress towards the achievement of targets; fair, consistent and accurate assessment of their trainee/s, and discussion and reporting of assessment grades to ITE partners, including the trainee. Interim and final school-experience grades, as specified in Course Handbooks, must be agreed with the Link Tutor and discussed with the trainee-teacher, and must be reported to the University in accordance with the assessment requirements and timeframes for each placement. Mentors, Link Tutors and trainee teachers are required to observe and implement the Leeds Xxxxxxx ITE Partnership procedures and processes, and mentors are expected to ensure these are appropriately applied in the school context using the appropriate forms relating to: absence and illness of trainee; Early Intervention and Cause for Concern (concern about trainee progress on school-experience placement); complaints (by schools or trainees); appeals by trainees (these are governed by Leeds Xxxxxxx University Appeals process); time frames and formats for reporting school-experience teaching grades mitigations requested by trainees (these are governed by Leeds Xxxxxxx University mitigations processes); recording trainee performance against the Teacher Standards. Fitness to practice

Mentors. Schools working in the Leeds Xxxxxxx ITE partnership will have teachers who have been trained as mentors in the Leeds Xxxxxxx partnership. The mentor is a teacher who would be expected to have strong experience in the age phase of the trainee’s course and, for secondary trainee teachers, the subject of the ITE training. Mentors share responsibility with the university’s tutors for the trainee teacher’s overall training and development and for ensuring the integration of the school-based and university-based elements to create cohesive and integrated learning opportunities and experiences. The mentor carries the main responsibility for the day-to-day learning and progress of the trainee teacher when they are in school; the university tutors carry that responsibility when the trainees are in the university. The mentor is responsible for securing the specific arrangements and programme of learning and assessment for their mentee in their school. They liaise with the ITE Co-ordinator and other mentors and host teachers and with the University Link Tutor and the trainee in setting-up the programme and in assessing the trainee teacher’s progress and achievements. The programme arranged by mentors will vary according to the specific school-experience placement that the trainee teacher is undertaking and additional guidance on specific expectations and arrangements are provided in the detailed Course Handbooks to which mentors and trainees should refer. The mentor is responsible for advising, guiding and supervising trainee teachers in school. They are expected to observe the trainee teacher’s classroom practice, and support and critique the trainee’s planning and assessment of pupils. Mentors are expected to meet weekly with the trainee teacher to provide critical feed-forward and feed-back on their professional development and their professional performance and to set precise and achievable targets for the trainee teacher’s self- improvement and development. Progress against targets should be discussed and monitored in the weekly meeting between the trainee and their mentor. The trainee should keep notes of the meetings and each meeting record should be signed by the mentor and trainee. Copies of the weekly meeting record should be retained, filed in the trainee teacher’s file and uploaded to University systems as necessary. These records must be up-to-to- date and be available for ITE partners to scrutinise at any time. The mentor will liaise with the university Link Tutor allocated to each trainee and the Link Tutor and Xxxxxx will be responsible for agreeing together the interim and final grades awarded to the trainee teacher against each of the Teacher Standards. Whilst the programme and assessments organised by mentors will vary according to the requirements of different placements, aspects of the mentor role that are common to all placements include the provision of:  induction into the school and its policies, codes of practice, and other arrangements and expectations, including dress and self-presentation of teaching staff and trainee teachers;  access to relevant internal documentation and clear guidance on protocols and limitations as to their use;  a programme of structured observation, teaching, assessment, marking, and parental engagement relevant to the stage of training and the placement phase;  opportunities to observe a wide range of formats and styles of teaching and learning, and different teachers especially those with high expertise in specific aspects of teaching, learning and management;  opportunities to engage with staff meetings, in-service training, meetings for parents including meetings regarding pupil progress; transitional arrangements across relevant key stages (e.g. KS2 to KS3);  regular observation, feedback and target setting by the mentor and host teachers, of the trainee teacher’s work and progress in school including the provision of oral and written feedback, using the Leeds Xxxxxxx ITE Partnership forms and formats;  a scheduled weekly meeting with the trainee–teacher to discuss and monitor progress, agree and set improvement targets;  appropriate and up-to-date records of each trainee’s training and progress, with written records signed by the mentor and trainee of their weekly meetings, the targets set and the trainee’s progress towards the achievement of targets;  fair, consistent and accurate assessment of their trainee/s, and discussion and reporting of assessment grades to ITE partners, including the trainee. Interim and final school-school- experience grades, as specified in Course Handbooks, must be agreed with the Link Tutor and discussed with the trainee-teacher, and must be reported to the University in accordance with the assessment requirements and timeframes for each placement. Mentors, Link Tutors and trainee teachers are required to observe and implement the Leeds Xxxxxxx ITE Partnership procedures and processes, and mentors are expected to ensure these are appropriately applied in the school context using the appropriate forms relating to:  absence and illness of trainee;  Early Intervention and Cause for Concern (concern about trainee progress on school-school- experience placement);  complaints (by schools or trainees);  appeals by trainees (these are governed by Leeds Xxxxxxx University Appeals process);  time frames and formats for reporting school-experience teaching grades  mitigations requested by trainees (these are governed by Leeds Xxxxxxx University mitigations processes);  recording trainee performance against the Teacher Standards.  Fitness to practice

Mentors. Schools working in the Leeds Xxxxxxx ITE partnership will New faculty members are to be encouraged to have teachers who have been trained as mentors in the Leeds Xxxxxxx partnershipa mentor. The mentor is shall be a teacher who would be expected to have strong experience in the age phase of the trainee’s course and, for secondary trainee teachers, the subject of the ITE training. Mentors share responsibility tenured faculty member with the university’s tutors for the trainee teacher’s overall training and development and for ensuring the integration of the school-based and university-based elements to create cohesive and integrated learning opportunities and experiencessatisfactory evaluations. The mentor carries the main responsibility for the day-to-day learning and progress may not be a member of the trainee teacher when new faculty member’s evaluation team. As mentoring is part of a team-building process, it is voluntary; therefore, a mentor may be assigned only one evaluee to coach to a satisfactory evaluation. Mentors become essential in the case of a Needs Improvement recommendation during the evaluation process for probationary faculty; they can also be instrumental in fostering improvement for tenured faculty with the Needs Improvement recommendation. 1. When a probationary faculty member requests a mentor, the Xxxx shall consult with the probationary faculty member and his or her Division Chair to identify and recruit an appropriate mentor. A mentor can be any tenured faculty member employed by Xxxxxxx College who volunteers to serve in that capacity, but he or she may not serve on the probationary faculty member’s Probationary Faculty Evaluation Team. 2. There are in schooltwo distinct categories of mentors: one is sought by the evaluee, not as a part of the evaluation process; the university tutors carry that responsibility when other is recommended by the trainees are in evaluation team as the university. The mentor is responsible for securing the specific arrangements and programme result of learning and assessment for their mentee in their school. They liaise with the ITE Co-ordinator and other mentors and host teachers and with the University Link Tutor and the trainee in setting-up the programme and in assessing the trainee teacher’s progress and achievements. The programme arranged by mentors will vary according to the specific school-experience placement that the trainee teacher is undertaking and additional guidance on specific expectations and arrangements are provided in the detailed Course Handbooks to which mentors and trainees should refer. The mentor is responsible for advising, guiding and supervising trainee teachers in school. They are expected to observe the trainee teacher’s classroom practice, and support and critique the trainee’s planning and assessment of pupilsa “needs improvement evaluation during probationary evaluations. 3. Mentors are expected to meet weekly with the trainee teacher to provide critical feed-forward and feed-back on their professional development and their professional performance and to set precise and achievable targets for the trainee teacher’s self- improvement and development. Progress against targets should shall be discussed and monitored in the weekly meeting between the trainee and their mentor. The trainee should keep notes of the meetings and each meeting record should be signed by the mentor and trainee. Copies of the weekly meeting record should be retained, filed in the trainee teacher’s file and uploaded to University systems as necessary. These records must be up-to-date and be available for ITE partners to scrutinise at any time. The mentor will liaise with the university Link Tutor allocated to each trainee and the Link Tutor and Xxxxxx will be responsible for agreeing together the interim and final grades awarded to the trainee teacher against each of the Teacher Standards. Whilst the programme and assessments organised by mentors will vary according to the requirements of different placements, aspects of the mentor role that are common to all placements include the provision of: induction into the school and its policies, codes of practice, and other arrangements and expectations, including dress and self-presentation of teaching staff and trainee teachers; access to relevant internal documentation and clear guidance on protocols and limitations as to their use; a programme of structured observation, teaching, assessment, marking, and parental engagement relevant to the stage of training and the placement phase; opportunities to observe a wide range of formats and styles of teaching and learning, and different teachers especially those with high expertise in specific aspects of teaching, learning and management; opportunities to engage with staff meetings, in-service training, meetings for parents including meetings regarding pupil progress; transitional arrangements across relevant key stages (e.g. KS2 to KS3); regular observation, feedback and target setting by the mentor and host teachers, of the trainee teacher’s work and progress in school including the provision of oral and written feedback, using the Leeds Xxxxxxx ITE Partnership forms and formats; a scheduled weekly meeting with the trainee–teacher to discuss and monitor progress, agree and set improvement targets; appropriate and up-to-date records of each trainee’s training and progress, with written records signed by the mentor and trainee of their weekly meetings, the targets set and the trainee’s progress towards the achievement of targets; fair, consistent and accurate assessment of their trainee/s, and discussion and reporting of assessment grades to ITE partners, including the trainee. Interim and final school-experience grades, as specified in Course Handbooks, must be agreed with the Link Tutor and discussed with the trainee-teacher, and must be reported to the University trained in accordance with guidelines mutually agreed upon and developed by representatives from the assessment requirements and timeframes for each placement. Mentors, Link Tutors and trainee teachers are required to observe and implement Academic Senate in consultation with the Leeds Xxxxxxx ITE Partnership procedures and processesFederation, and a representative from Academic Affairs. Training for mentorship and team building shall be provided by the district; Based on the number of hours required for mentorship training, the mentor shall receive flex credit for the hours completed. 4. Mentors may be recommended by the evaluation team and shall be assigned by the Xxxx and the Division Chair in consultation with the evaluee. When a mentor is recommended as part of the evaluation process, the committee shall produce a detailed list of specific issues that the faculty member must work on to achieve a satisfactory evaluation during the 90 day period following the fall semester evaluation. 5. Tenured faculty shall have one semester from the issuance of the evaluation summary in which to improve performance and complete the tasks assigned by the evaluation team. 6. A tenured faculty member may not serve as a mentor to more than one probationary faculty member, since effective mentoring often requires the investment of an extensive amount of time and effort, and the work is voluntary. 7. During the period of mentoring, the mentor shall consult and interact with the probationary faculty member for the purposes of enhancing the probationary faculty member’s effectiveness and ability to perform his or her basic duties, and encouraging the probationary faculty member’s professional growth. All mentors are expected shall adhere to ensure these are appropriately applied in any mentoring guidelines adopted by the school context using the appropriate forms relating to: absence and illness of trainee; Early Intervention and Cause for Concern (concern about trainee progress on school-experience placement); complaints (by schools or trainees); appeals by trainees (these are governed by Leeds Xxxxxxx University Appeals process); time frames and formats for reporting school-experience teaching grades mitigations requested by trainees (these are governed by Leeds Xxxxxxx University mitigations processes); recording trainee performance against the Teacher Standards. Fitness to practiceDistrict.

Mentors. Schools working in the Leeds Xxxxxxx ITE partnership will New faculty members are to be encouraged to have teachers who have been trained as mentors in the Leeds Xxxxxxx partnershipa mentor. The mentor is shall be a teacher who would be expected to have strong experience in the age phase of the trainee’s course and, for secondary trainee teachers, the subject of the ITE training. Mentors share responsibility tenured faculty member with the university’s tutors for the trainee teacher’s overall training and development and for ensuring the integration of the school-based and university-based elements to create cohesive and integrated learning opportunities and experiencessatisfactory evaluations. The mentor carries the main responsibility for the day-to-day learning and progress may not be a member of the trainee teacher when new faculty member’s evaluation team. As mentoring is part of a team-building process, it is voluntary; therefore, a mentor may be assigned only one evaluee to coach to a satisfactoryevaluation. Mentors become essential in the case of a Needs Improvement recommendation during the evaluation process for probationary faculty; they can also be instrumental in fostering improvement for tenured faculty with the Needs Improvement recommendation. 1. When a probationary faculty member requests a mentor, the Xxxx shall consult with the probationary faculty member and his or her Division Chair to identify and recruit an appropriate mentor. A mentor can be any tenured faculty member employed by Xxxxxxx College who volunteers to serve in that capacity, but he or she may not serve on the probationary faculty member’s Probationary Faculty Evaluation Team. 2. There are in schooltwo distinct categories of mentors: one is sought by the evaluee, not as a part of the evaluation process; the university tutors carry that responsibility when other is recommended by the trainees are in evaluation team as the university. The mentor is responsible for securing the specific arrangements and programme result of learning and assessment for their mentee in their school. They liaise with the ITE Co-ordinator and other mentors and host teachers and with the University Link Tutor and the trainee in setting-up the programme and in assessing the trainee teacher’s progress and achievements. The programme arranged by mentors will vary according to the specific school-experience placement that the trainee teacher is undertaking and additional guidance on specific expectations and arrangements are provided in the detailed Course Handbooks to which mentors and trainees should refer. The mentor is responsible for advising, guiding and supervising trainee teachers in school. They are expected to observe the trainee teacher’s classroom practice, and support and critique the trainee’s planning and assessment of pupilsa “needs improvement evaluation during probationaryevaluations. 3. Mentors are expected to meet weekly with the trainee teacher to provide critical feed-forward and feed-back on their professional development and their professional performance and to set precise and achievable targets for the trainee teacher’s self- improvement and development. Progress against targets should shall be discussed and monitored in the weekly meeting between the trainee and their mentor. The trainee should keep notes of the meetings and each meeting record should be signed by the mentor and trainee. Copies of the weekly meeting record should be retained, filed in the trainee teacher’s file and uploaded to University systems as necessary. These records must be up-to-date and be available for ITE partners to scrutinise at any time. The mentor will liaise with the university Link Tutor allocated to each trainee and the Link Tutor and Xxxxxx will be responsible for agreeing together the interim and final grades awarded to the trainee teacher against each of the Teacher Standards. Whilst the programme and assessments organised by mentors will vary according to the requirements of different placements, aspects of the mentor role that are common to all placements include the provision of: induction into the school and its policies, codes of practice, and other arrangements and expectations, including dress and self-presentation of teaching staff and trainee teachers; access to relevant internal documentation and clear guidance on protocols and limitations as to their use; a programme of structured observation, teaching, assessment, marking, and parental engagement relevant to the stage of training and the placement phase; opportunities to observe a wide range of formats and styles of teaching and learning, and different teachers especially those with high expertise in specific aspects of teaching, learning and management; opportunities to engage with staff meetings, in-service training, meetings for parents including meetings regarding pupil progress; transitional arrangements across relevant key stages (e.g. KS2 to KS3); regular observation, feedback and target setting by the mentor and host teachers, of the trainee teacher’s work and progress in school including the provision of oral and written feedback, using the Leeds Xxxxxxx ITE Partnership forms and formats; a scheduled weekly meeting with the trainee–teacher to discuss and monitor progress, agree and set improvement targets; appropriate and up-to-date records of each trainee’s training and progress, with written records signed by the mentor and trainee of their weekly meetings, the targets set and the trainee’s progress towards the achievement of targets; fair, consistent and accurate assessment of their trainee/s, and discussion and reporting of assessment grades to ITE partners, including the trainee. Interim and final school-experience grades, as specified in Course Handbooks, must be agreed with the Link Tutor and discussed with the trainee-teacher, and must be reported to the University trained in accordance with guidelines mutually agreed upon and developed by representatives from the assessment requirements and timeframes for each placement. Mentors, Link Tutors and trainee teachers are required to observe and implement Academic Senate in consultation with the Leeds Xxxxxxx ITE Partnership procedures and processesFederation, and a representative from Academic Affairs. Training for mentorship and team building shall be provided by the district; Based on the number of hours required for mentorship training, the mentor shall receive flex credit for the hours completed. 4. Mentors may be recommended by the evaluation team and shall be assigned by the Xxxx and the Division Chair in consultation with the evaluee. When a mentor is recommended as part of the evaluation process, the committee shall produce a detailed list of specific issues that the faculty member must work on to achieve a satisfactory evaluation during the 90 day period following the fall semesterevaluation. 5. Tenured faculty shall have one semester from the issuance of the evaluation summary in which to improve performance and complete the tasks assigned by the evaluation team. 6. A tenured faculty member may not serve as a mentor to more than one probationary faculty member, since effective mentoring often requires the investment of an extensive amount of time and effort, and the work is voluntary. 7. During the period of mentoring, the mentor shall consult and interact with the probationary faculty member for the purposes of enhancing the probationary faculty member’s effectiveness and ability to perform his or her basic duties, and encouraging the probationary faculty member’s professional growth. All mentors are expected shall adhere to ensure these are appropriately applied in any mentoring guidelines adopted by the school context using the appropriate forms relating to: absence and illness of trainee; Early Intervention and Cause for Concern (concern about trainee progress on school-experience placement); complaints (by schools or trainees); appeals by trainees (these are governed by Leeds Xxxxxxx University Appeals process); time frames and formats for reporting school-experience teaching grades mitigations requested by trainees (these are governed by Leeds Xxxxxxx University mitigations processes); recording trainee performance against the Teacher Standards. Fitness to practiceDistrict.

Mentors. Schools working in the Leeds Xxxxxxx ITE partnership will have teachers who have been trained as mentors in the Leeds Xxxxxxx partnership. The mentor is a teacher who would be expected to have strong experience in the age phase of the trainee’s course and, for secondary trainee teachers, the subject of the ITE training. Mentors share responsibility with the university’s tutors for the trainee teacher’s overall training and development and for ensuring the integration of the school-based and university-based elements to create cohesive and integrated learning opportunities and experiences. The mentor carries the main responsibility for the day-to-day learning and progress of the trainee teacher when they are in school; the university tutors carry that responsibility when the trainees are in the university. The mentor is responsible for securing the specific arrangements and programme of learning and assessment for their mentee in their school. They liaise with the ITE Co-ordinator and other mentors and host teachers and with the University Link Tutor and the trainee in setting-up the programme and in assessing the trainee teacher’s progress and achievements. The programme arranged by mentors will vary according to the specific school-experience placement that the trainee teacher is undertaking and additional guidance on specific expectations and arrangements are provided in the detailed Course Handbooks to which mentors and trainees should refer. The mentor is responsible for advising, guiding and supervising trainee teachers in school. They are expected to observe the trainee teacher’s classroom practice, and support and critique the trainee’s planning and assessment of pupils. Mentors are expected to meet weekly with the trainee teacher to provide critical feed-forward and feed-back on their professional development and their professional performance and to set precise and achievable targets for the trainee teacher’s self- improvement and development. Progress against targets should be discussed and monitored in the weekly meeting between the trainee and their mentor. The trainee should keep notes of the meetings and each meeting record should be signed by the mentor and trainee. Copies of the weekly meeting record should be retained, filed in the trainee teacher’s file and uploaded to University systems as necessary. These records must be up-to-date and be available for ITE partners to scrutinise at any time. The mentor will liaise with the university Link Tutor allocated to each trainee and the Link Tutor and Xxxxxx will be responsible for agreeing together the interim and final grades awarded to the trainee teacher against each of the Teacher Standards. Whilst the programme and assessments organised by mentors will vary according to the requirements of different placements, aspects of the mentor role that are common to all placements include the provision of:  induction into the school and its policies, codes of practice, and other arrangements and expectations, including dress and self-presentation of teaching staff and trainee teachers;  access to relevant internal documentation and clear guidance on protocols and limitations as to their use;  a programme of structured observation, teaching, assessment, marking, and parental engagement relevant to the stage of training and the placement phase;  opportunities to observe a wide range of formats and styles of teaching and learning, and different teachers especially those with high expertise in specific aspects of teaching, learning and management;  opportunities to engage with staff meetings, in-service training, meetings for parents including meetings regarding pupil progress; transitional arrangements across relevant key stages (e.g. KS2 to KS3);  regular observation, feedback and target setting by the mentor and host teachers, of the trainee teacher’s work and progress in school including the provision of oral and written feedback, using the Leeds Xxxxxxx ITE Partnership forms and formats;  a scheduled weekly meeting with the trainee–teacher to discuss and monitor progress, agree and set improvement targets;  appropriate and up-to-date records of each trainee’s training and progress, with written records signed by the mentor and trainee of their weekly meetings, the targets set and the trainee’s progress towards the achievement of targets;  fair, consistent and accurate assessment of their trainee/s, and discussion and reporting of assessment grades to ITE partners, including the trainee. Interim and final school-experience grades, as specified in Course Handbooks, must be agreed with the Link Tutor and discussed with the trainee-teacher, and must be reported to the University in accordance with the assessment requirements and timeframes for each placement. Mentors, Link Tutors and trainee teachers are required to observe and implement the Leeds Xxxxxxx ITE Partnership procedures and processes, and mentors are expected to ensure these are appropriately applied in the school context using the appropriate forms relating to:  absence and illness of trainee;  Early Intervention and Cause for Concern (concern about trainee progress on school-school- experience placement);  complaints (by schools or trainees);  appeals by trainees (these are governed by Leeds Xxxxxxx University Appeals process);  time frames and formats for reporting school-experience teaching grades  mitigations requested by trainees (these are governed by Leeds Xxxxxxx University mitigations processes);  recording trainee performance against the Teacher Standards.  Fitness to practice

Mentors. Schools working in the Leeds Xxxxxxx ITE partnership will have teachers who have been trained as mentors in the Leeds Xxxxxxx partnership. The mentor is a teacher who would be expected to have In the Leeds Xxxxxxx ITE Partnership, mentors are selected on the basis of strong experience in the age phase of the trainee’s course and, for secondary trainee teachers, the or subject of the ITE trainingspecialism. Mentors share responsibility with the university’s tutors for the trainee teacher’s overall training and development and for ensuring the integration of the school-based and university-based elements to create cohesive and integrated learning opportunities and experiences. The mentor carries the main responsibility for the day-to-day learning and progress of the trainee teacher when they are in school; the university tutors carry that responsibility when the trainees are in the university. The mentor is responsible for securing the specific arrangements and programme of learning and assessment for their mentee in their school. They liaise with the ITE Co-ordinator and other mentors and host teachers and with the University Link Tutor and the trainee in setting-up the programme and in assessing the trainee teacher’s progress and achievements. The programme arranged by mentors will vary according to the specific school-experience placement that the trainee teacher is undertaking and additional guidance on specific expectations and arrangements are provided in the detailed Course Handbooks to which mentors and trainees should refer. The mentor is responsible for advising, guiding and supervising trainee teachers in school. They are expected to observe the trainee teacher’s classroom practice, and support and critique the trainee’s planning and assessment of pupils. Mentors are expected to meet weekly with the trainee teacher to provide critical feed-forward and feed-back on their professional development and their professional performance and to set precise and achievable targets for the trainee teacher’s self- improvement and development. Progress against targets should be discussed and monitored in the weekly meeting between the trainee and their mentor. The trainee should keep notes of the meetings and each meeting record should be signed by the mentor and trainee. Copies of the weekly meeting record should be retained, filed in the trainee teacher’s file and uploaded to University systems as necessary. These records must be up-to-date and be available for ITE partners to scrutinise at any time. The mentor will liaise with the university Link Tutor allocated to each trainee and the Link Tutor and Xxxxxx will be responsible for agreeing together the interim and final grades awarded to the trainee teacher against each of the Teacher Standards. Whilst the programme and assessments organised by mentors will vary according to the requirements of different placements, aspects of the mentor role that are common to all placements include the provision of:  induction into the school and its policiespolicies (including safeguarding and behaviour), codes of practice, and other arrangements and expectations, including dress and self-presentation of teaching staff and trainee teachers;  access to relevant internal documentation and clear guidance on protocols and limitations as to their use;  share relevant information with trainees about pupils’ current achievement and provide benchmarks on expected progress by the end of the phase of SBT  Ensure that trainees are informed of barriers to learning for specific pupils and provide guidance on how these may be overcome  Ensure that trainees have opportunities to plan and teach sequences of lessons to enable them to impact on pupil progress  Support trainees to reflect regularly on their impact on pupil progress and scrutinise the full range of evidence in relation to pupil progress, thus holding trainees to account.  a programme of structured observation, teaching, assessment, marking, and parental engagement relevant to the stage of training and the placement phase;  opportunities to observe a wide range of formats and styles of teaching and learning, and different teachers especially those with high expertise in specific aspects of teaching, learning and management;  opportunities to engage with staff meetings, in-service training, meetings for parents including meetings regarding pupil progress; transitional arrangements across relevant key stages (e.g. KS2 to KS3);  regular observation, feedback and target setting by the mentor and host teachers, of the trainee teacher’s work and progress in school including the provision of oral and written feedback, using the Leeds Xxxxxxx ITE Partnership forms and formats;  a scheduled weekly meeting with the trainee–teacher to discuss and monitor progress, agree and set improvement targets;  appropriate and up-to-date records of each trainee’s training and progress, with written records signed by the mentor and trainee of their weekly meetings, the targets set and the trainee’s progress towards the achievement of targets;  fair, consistent and accurate assessment of their trainee/ss using the full range of evidence and the Partnership’s criteria, and discussion and reporting of assessment grades to ITE partners, including the trainee. Interim and final school-experience grades, as specified in Course Handbooks, must be agreed with the Link Tutor and discussed with the trainee-teacher, and must be reported to the University in accordance with the assessment requirements and timeframes for each placement. Mentors, Link Tutors and trainee teachers are required to observe and implement the Leeds Xxxxxxx ITE Partnership procedures and processes, and mentors are expected to ensure these are appropriately applied in the school context using the appropriate forms relating to:  absence and illness of trainee;  Early Intervention and Cause for Concern (concern about trainee progress on school-school- experience placement);  complaints (by schools or trainees);  appeals by trainees (these are governed by Leeds Xxxxxxx University Appeals process);  time frames and formats for reporting school-experience teaching grades  mitigations requested by trainees (these are governed by Leeds Xxxxxxx University mitigations processes);  recording trainee performance against the Teacher Standards.  Fitness to practice

Mentors. Schools working in the Leeds Xxxxxxx ITE partnership will have teachers who have been trained as mentors in the Leeds Xxxxxxx partnership. The mentor is a teacher who would be expected to have strong experience in the age phase of the trainee’s course and, for secondary trainee teachers, the subject of the ITE training. Mentors share responsibility with the university’s tutors for the trainee teacher’s overall training and development and for ensuring the integration of the school-based and university-based elements to create cohesive and integrated learning opportunities and experiences. The mentor carries the main responsibility for the day-to-day learning and progress of the trainee teacher when they are in school; the university tutors carry that responsibility when the trainees are in the university. The mentor is responsible for securing the specific arrangements and programme of learning and assessment for their mentee in their school. They liaise with the ITE Co-ordinator and other mentors and host teachers and with the University Link Tutor and the trainee in setting-up the programme and in assessing the trainee teacher’s progress and achievements. The programme arranged by mentors will vary according to the specific school-experience placement that the trainee teacher is undertaking and additional guidance on specific expectations and arrangements andarrangements are provided in the detailed Course Handbooks to which mentors and trainees should refer. The mentor is responsible for advising, guiding and supervising trainee teachers in school. They are expected to observe the trainee teacher’s classroom practice, and support and critique the trainee’s planning and assessment of pupils. Mentors are expected to meet weekly with the trainee teacher to provide critical feed-forward and feed-back on their professional development and their professional performance and to set precise and achievable targets for the trainee teacher’s self- improvement and development. Progress against targets should be discussed and monitored in the weekly meeting between the trainee and their mentor. The trainee should keep notes of the meetings and each meeting record should be signed by the mentor and trainee. Copies of the weekly meeting record should be retained, filed in the trainee teacher’s file and uploaded to University systems as necessary. These records must be up-to-date and be available for ITE partners to scrutinise at any time. The mentor will liaise with the university Link Tutor allocated to each trainee and the Link Tutor and Xxxxxx will be responsible for agreeing together the interim and final grades awarded to the trainee teacher against each of the Teacher Standards. Whilst the programme and assessments organised by mentors will vary according to the requirements of different placements, aspects of the mentor role that are common to all placements include the provision of: • induction into the school and its policies, codes of practice, and other arrangements and expectations, including dress and self-presentation of teaching staff and trainee teachers; • access to relevant internal documentation and clear guidance on protocols and limitations as to their use; • a programme of structured observation, teaching, assessment, marking, and parental engagement relevant to the stage of training and the placement phase; • opportunities to observe a wide range of formats and styles of teaching and learning, and different teachers especially those with high expertise in specific aspects of teaching, learning and management; • opportunities to engage with staff meetings, in-service training, meetings for parents including meetings regarding pupil progress; transitional arrangements across relevant key stages (e.g. KS2 to KS3); • regular observation, feedback and target setting by the mentor and host teachers, of the trainee teacher’s work and progress in school including the provision of oral and written feedback, using the Leeds Xxxxxxx ITE Partnership forms and formats; • a scheduled weekly meeting with the trainee–teacher to discuss and monitor progress, agree and set improvement targets; • appropriate and up-to-date records of each trainee’s training and progress, with written records signed by the mentor and trainee of their weekly meetings, the targets set and the trainee’s progress towards the achievement of targets; • fair, consistent and accurate assessment of their trainee/s, and discussion and reporting of assessment grades to ITE partners, including the trainee. Interim and final school-experience grades, as specified in Course Handbooks, must be agreed with the Link Tutor and discussed with the trainee-teacher, and must be reported to the University in accordance with the assessment requirements and timeframes for each placement. Mentors, Link Tutors and trainee teachers are required to observe and implement the Leeds Xxxxxxx ITE Partnership procedures and processes, and mentors are expected to ensure these are appropriately applied in the school context using the appropriate forms relating to: • absence and illness of trainee; • Early Intervention and Cause for Concern (concern about trainee progress on school-school- experience placement); • complaints (by schools or trainees); • appeals by trainees (these are governed by Leeds Xxxxxxx University Appeals process); • time frames and formats for reporting school-experience teaching grades • mitigations requested by trainees (these are governed by Leeds Xxxxxxx University mitigations processes); • recording trainee performance against the Teacher Standards. • Fitness to practice