Common use of Partnership Schools Clause in Contracts

Partnership Schools. Each Partner School, through its head teacher and with the support of the Chair of Governors and staff will: 1 Initial teacher training criteria statutory guidance for accredited initial teacher training providers in England June 2015, DfE 2015  ensure that staff, governors, parents and pupils understand why the school engages in ITE and the positive benefits that accrue to the school as a learning community;  identify appropriate staff to undertake the roles set out in the Leeds Xxxxxxx ITE Partnership Agreement and the ITE generic and course-specific Handbooks;  support staff to ensure that they are well prepared and trained for their roles in the ITE partnership and work within the legislative requirements and good practices underpinning ITE, schools and working with young people;  support partnership staff of the school and university in their monitoring, tracking, assessment, support and progress planning for ITE trainees in the school, and support the visits of other ITE Partnership staff, External Examiners and Ofsted inspectors of ITE;  provide ITE Trainees with examples of good practice, appropriate learning contexts in which to observe, practise and develop high quality teaching and learning, and training, resources and support appropriate to their training needs and the ITE Partnership expectations and agreements;  communicate effectively with Leeds Xxxxxxx University’s staff and trainees;  engage in monitoring, evaluation and development of the ITE training programme and improvement of its outcomes;  support recruitment and selection of trainees by attendance of school staff at interview panels held in schools or on University premises, by contributing to the design of Leeds Xxxxxxx selection procedures  contribute to programme design through regular providing evaluative feedback, through involvement with periodic course reviews and through the ITE Consultative Committee  play a key role in trainee assessment through trainee mentoring and involvement in University quality assurance processes  contribute to the ITE partnership’s improvement planning in ITE through membership of an communication with the ITE Strategic Partnership Committee  comply with public sector equality, diversity and data responsibilities and other relevant legislation including: o Equality Act 2010 o Special Educational Needs and Disability Act 2001 o Education (Health Standards) (England) Regulations 2003 (SI 3139) o Data Protection Act 1998 o Freedom of Information Act 2000 o Statutory Guidance on Keeping Children Safe in Education o Childcare (Disqualification) Regulations 2009  ensure that trainees work in a context which provides examples of good practice in respect of the application of guidance and legislation relating to equality, diversity, the avoidance of discrimination, Fundamental British Values and safe working with children. 2.2.1 ITE Co-ordinators and School Direct Lead Mentors

Partnership Schools. Each Partner School, through its head teacher and with the support of the Chair of Governors and staff will: 1 Initial teacher training criteria statutory guidance for accredited initial teacher training providers in England June 2015, DfE 2015  ensure that staff, governors, parents and pupils understand why the school engages in ITE and the positive benefits that accrue to the school as a learning community;  identify appropriate staff to undertake the roles set out in the Leeds Xxxxxxx ITE Partnership Agreement and the ITE generic and course-specific Handbooks;  support staff to ensure that they are well prepared and trained for their roles in the ITE partnership and work within the legislative requirements and good practices underpinning ITE, schools and working with young people;  support partnership staff of the school and university in their monitoring, tracking, assessment, support and progress planning for ITE trainees in the school, and support the visits of other ITE Partnership staff, External Examiners and Ofsted inspectors of ITE;  provide ITE Trainees with examples of good practice, appropriate learning contexts in which to observe, practise and develop high quality teaching and learning, and training, resources and support appropriate to their training needs and the ITE Partnership expectations and agreements;  communicate effectively with Leeds Xxxxxxx University’s staff and trainees;  engage in monitoring, evaluation and development of the ITE training programme and improvement of its outcomes;  support recruitment and selection of trainees by attendance of school staff at interview panels held in schools or on University premises, by contributing to the design of Leeds Xxxxxxx selection procedures  contribute to programme design through regular providing evaluative feedback, through involvement with periodic course reviews and through the ITE Consultative Committee  play a key role in trainee assessment through trainee mentoring and involvement in University quality assurance processes  contribute to the ITE partnership’s improvement planning in ITE through membership of an communication with the ITE Strategic Partnership Committee  comply with public sector equality, diversity and data responsibilities and other relevant legislation including: o Equality Act 2010 o Special Educational Needs and Disability Act 2001 o Education (Health Standards) (England) Regulations 2003 (SI 3139) o Data Protection Act 1998 o Freedom of Information Act 2000 o Statutory Guidance on Keeping Children Safe in Education o Childcare (Disqualification) Regulations 2009  ensure that trainees work in a context which provides examples of good practice in respect of the application of guidance and legislation relating to equality, diversity, the avoidance of discrimination, Fundamental British Values and safe working with children. 2.2.1 ITE Co-ordinators and School Direct Lead Mentors

Partnership Schools. Each Partner School, through its head teacher and with the support of the Chair of Governors and staff will: 1 Initial teacher training criteria statutory guidance for accredited initial teacher training providers in England June 2015, DfE 2015  ensure that staff, governors, parents and pupils understand why the school engages in ITE and the positive benefits that accrue to the school as a learning community;  identify appropriate staff to undertake the roles set out in the Leeds Xxxxxxx ITE Partnership Agreement and the ITE generic and course-specific Handbooks;  support staff to ensure that they are well prepared and trained for their roles in the ITE partnership and work within the legislative requirements and good practices underpinning ITE, schools and working with young people;  support partnership staff of the school and university in their monitoring, tracking, assessment, support and progress planning for ITE trainees in the school, and support the visits of other ITE Partnership staff, External Examiners and Ofsted inspectors of ITE;  provide ITE Trainees with examples of good practice, appropriate learning contexts in which to observe, practise and develop high quality teaching and learning, and training, resources and support appropriate to their training needs and the ITE Partnership expectations and agreements;  communicate effectively with Leeds Xxxxxxx University’s staff and trainees;  engage in monitoring, evaluation and development of the ITE training programme and improvement of its outcomes;  support recruitment and selection of trainees by attendance of school staff at interview panels held in schools or on University premises, by contributing to the design of Leeds Xxxxxxx selection procedures  contribute to programme design through regular providing evaluative feedback, through involvement with periodic course reviews and through the ITE Consultative Committee  play a key role in trainee assessment through trainee mentoring and involvement in University quality assurance processes  contribute to the ITE partnership’s improvement planning in ITE through membership of an communication with the ITE Strategic Partnership Committee  comply with public sector equality, diversity and data responsibilities and other relevant legislation including: o Equality Act 2010 o Special Educational Needs and Disability Act 2001 o Education (Health Standards) (England) Regulations 2003 (SI 3139) o Data Protection Act 1998 o Freedom of Information Act 2000 o Statutory Guidance on Keeping Children Safe in Education (2016) o Childcare (Disqualification) Regulations 2009  ensure that trainees work in a context which provides examples of good practice in respect of the application of guidance and legislation relating to equality, diversity, the avoidance of discrimination, Fundamental British Values and safe working with children. 2.2.1 ITE Co-ordinators and School Direct Lead Mentors

Partnership Schools. Each Partner School, through its head teacher and with the support of the Chair of Governors and staff will: 1 Initial teacher training criteria statutory guidance for accredited initial teacher training providers in England June 2015, DfE 2015  • ensure that staff, governors, parents and pupils understand why the school engages in ITE and the positive benefits that accrue to the school as a learning community;  • identify appropriate staff to undertake the roles set out in the Leeds Xxxxxxx ITE Partnership Agreement and the ITE generic and course-specific Handbooks;  • support staff to ensure that they are well prepared and trained for their roles in the ITE partnership and work within the legislative requirements and good practices underpinning ITE, schools and working with young people;  • support partnership staff of the school and university in their monitoring, tracking, assessment, support and progress planning for ITE trainees in the school, and support the visits of other ITE Partnership staff, External Examiners and Ofsted inspectors of ITE;  • provide ITE Trainees with examples of good practice, appropriate learning contexts in which to observe, practise and develop high quality teaching and learning, and training, resources and support appropriate to their training needs and the ITE Partnership expectations and agreements;  • communicate effectively with Leeds Xxxxxxx University’s staff and trainees;  • engage in monitoring, evaluation and development of the ITE training programme and improvement of its outcomes;  • support recruitment and selection of trainees by attendance of school staff at interview panels held in schools or on University premises, by contributing to the design of Leeds Xxxxxxx selection procedures  • contribute to programme design through regular providing evaluative feedback, through involvement with periodic course reviews and through the ITE Consultative Committee  • play a key role in trainee assessment through trainee mentoring and involvement in University quality assurance processes  • contribute to the ITE partnership’s improvement planning in ITE through membership of an communication with the ITE Strategic Partnership Committee  • comply with public sector equality, diversity and data responsibilities and other relevant legislation including: o Equality Act 2010 o Special Educational Needs and Disability Act 2001 o Education (Health Standards) (England) Regulations 2003 (SI 3139) o Data Protection Act 1998 o Freedom of Information Act 2000 o Statutory Guidance on Keeping Children Safe in Education o Childcare (Disqualification) Regulations 2009  • ensure that trainees work in a context which provides examples of good practice in respect of the application of guidance and legislation relating to equality, diversity, the avoidance of discrimination, Fundamental British Values and safe working with children. 2.2.1 ITE Co-ordinators and School Direct Lead Mentors

Partnership Schools. Each Partner School, through its head teacher and with the support of the Chair of Governors and staff will: 1 Initial teacher training criteria statutory guidance for accredited initial teacher training providers in England June 2015, DfE 2015  • ensure that staff, governors, parents and pupils understand why the school engages in ITE and the positive benefits that accrue to the school as a learning community;  1 Initial teacher training criteria statutory guidance for accredited initial teacher training providers in England June 2015, DfE 2015 • identify appropriate staff to undertake the roles set out in the Leeds Xxxxxxx ITE Partnership Agreement and the ITE generic and course-specific Handbooks;  support staff to ensure that they are well prepared and trained for their roles in the ITE partnership and work within the legislative requirements and good practices underpinning ITE, schools and working with young people;  support partnership staff of the school and university in their monitoring, tracking, assessment, support and progress planning for ITE trainees in the school, and support the visits of other ITE Partnership staff, External Examiners and Ofsted inspectors of ITE;  provide ITE Trainees with examples of good practice, appropriate learning contexts in which to observe, practise and develop high quality teaching and learning, and training, resources and support appropriate to their training needs and the ITE Partnership expectations and agreements;  communicate effectively with Leeds Xxxxxxx University’s staff and trainees;  engage in monitoring, evaluation and development of the ITE training programme and improvement of its outcomes;  support recruitment and selection of trainees by attendance of school staff at interview panels held in schools or on University premises, by contributing to the design of Leeds Xxxxxxx selection procedures  contribute to programme design through regular providing evaluative feedback, through involvement with periodic course reviews and through the ITE Consultative Committee  play a key role in trainee assessment through trainee mentoring and involvement in University quality assurance processes  contribute to the ITE partnership’s improvement planning in ITE through membership of an communication with the ITE Strategic Partnership Committee  comply with public sector equality, diversity and data responsibilities and other relevant legislation including: o  Equality Act 2010 o  Special Educational Needs and Disability Act 2001 o  Education (Health Standards) (England) Regulations 2003 (SI 3139) o  Data Protection Act 1998 o  Freedom of Information Act 2000 o  Statutory Guidance on Keeping Children Safe in Education o  Childcare (Disqualification) Regulations 2009  ensure that trainees work in a context which provides examples of good practice in respect of the application of guidance and legislation relating to equality, diversity, the avoidance of discrimination, Fundamental British Values and safe working with children. 2.2.1 ITE Co-ordinators and School Direct Lead Mentors