Common use of The Professional Mentor Clause in Contracts

The Professional Mentor. ‌ The Professional Mentor is the school’s lead in ensuring the quality, consistency and impact of school based training and teaching experience across the school. This will involve taking a proactive role in ensuring effective management of trainees, ITT Mentors and other teachers involved in supporting training in school, and in liaising with university staff over ITT related matters. They play a key role in verifying recommendations for the award of QTS to trainees and in supporting, developing and monitoring the ITT Mentors. Responsibilities The Professional Mentor has an overall responsibility to: • organise and confirm arrangements for placements; • disseminate all communications from the university to the appropriate personnel within school; • take part in relevant mentor development events/review and planning meetings organised by the partnership; • ensure that each trainee is allocated an experienced and appropriately trained teacher in the trainee teacher's subject or phase as an ITT mentor; • consult with senior management and ITT Mentors on strategies for the co-ordination and collective development of placement-based ITT. They will liaise with the ITT Mentors to: • ensure that each trainee has an appropriate teaching timetable, and training programme, and that monitoring /assessment procedures are in place; • arrange for the trainee teacher to observe high quality teaching (of whatever subject) and focus upon behaviour management and Systematic Synthetic Phonics Primary & Special Educational Needs / Disability (SEND); • provide an appropriate induction to the placement, including health & safety and safeguarding; • organise/co-ordinate a professional studies/CPD training programme; • co-observe and moderate trainee’s progress towards meeting the standards; • agree grades at formal review points and agree the summative report on the trainee teacher’s competence. They will liaise with the University Liaison Tutor to: • coordinate visits to the establishment to ensure the programme of consultations and observations; • maintain an overview of each trainee teacher’s progress; • respond promptly when a trainee is identified as needing ‘additional support’ by ensuring that an appropriate action plan and support is put in place; • contribute to confirmation of QTS (CEDP) towards the end of Phase 3; • evaluate the quality of the schools placements and training annually, and discuss ongoing training needs of the staff involved in ITT in the establishment.

The Professional Mentor. ‌ The Professional Mentor is the school’s lead in ensuring the quality, consistency and impact of school based training and teaching experience across the school. This will involve taking a proactive role in ensuring effective management of trainees, ITT Mentors and other teachers involved in supporting training in school, and in liaising with university staff over ITT related matters. They play a key role in verifying recommendations for the award of QTS to trainees and in supporting, developing and monitoring the ITT Mentors. Responsibilities The Professional Mentor has an overall responsibility to: •  organise and confirm arrangements for placements; •  disseminate all communications from the university to the appropriate personnel within school; •  take part in relevant mentor development events/review and planning meetings organised by the partnership; •  ensure that each trainee is allocated an experienced and appropriately trained teacher in the trainee teacher's subject or phase as an ITT mentor; •  consult with senior management and ITT Mentors on strategies for the co-ordination and collective development of placement-based ITT. They will liaise with the ITT Mentors to: •  ensure that each trainee has an appropriate teaching timetable, and training programme, and that monitoring /assessment procedures are in place; •  arrange for the trainee teacher to observe high quality teaching (of whatever subject) and focus upon behaviour management and Systematic Synthetic Phonics Primary & Special Educational Needs / Disability (SEND); •  provide an appropriate induction to the placement, including health & safety and safeguarding; •  organise/co-ordinate a professional studies/CPD training programme; •  co-observe and moderate trainee’s progress towards meeting the standards; •  agree grades at formal review points and agree the summative report on the trainee teacher’s competence. They will liaise with the University Liaison Tutor to: •  coordinate visits to the establishment to ensure the programme of consultations and observations; •  maintain an overview of each trainee teacher’s progress; •  respond promptly when a trainee is identified as needing ‘additional support’ by ensuring that an appropriate action plan and support is put in place; •  contribute to confirmation of QTS (CEDP) towards the end of Phase 3; •  evaluate the quality of the schools placements and training annually, and discuss ongoing training needs of the staff involved in ITT in the establishment.

The Professional Mentor. ‌ The Professional Mentor is the school’s lead in ensuring the quality, consistency and impact of school based training and teaching experience across the school. This will involve taking a proactive role in ensuring effective management of trainees, ITT Mentors and other teachers involved in supporting training in school, and in liaising with university staff over ITT related matters. They play a key role in verifying recommendations for the award of QTS to trainees and in supporting, developing and monitoring the ITT Mentors. Responsibilities The Professional Mentor has an overall responsibility to: • organise and confirm arrangements for placements; • disseminate all communications from the university to the appropriate personnel within school; • take part in relevant mentor development events/review and planning meetings organised by the partnership; • ensure that each trainee is allocated an experienced and appropriately trained teacher in the trainee teacher's subject or phase as an ITT mentor; • consult with senior management and ITT Mentors on strategies for the co-ordination and collective development of placement-based ITT. They will liaise with the ITT Mentors to: • ensure that each trainee has an appropriate teaching timetable, and training programme, and that monitoring /assessment procedures are in place; • arrange for the trainee teacher to observe high quality teaching (of whatever subject) and focus upon behaviour management and Systematic Synthetic Phonics Primary & Special Educational Needs / Disability (SEND); • provide an appropriate induction to the placement, including health & safety and safeguarding; • organise/co-ordinate a professional studies/CPD training programme; • co-observe and moderate trainee’s progress towards meeting the standards; • agree grades at formal review points and agree the summative report on the trainee teacher’s competence. They will liaise with the University Liaison Tutor to: • coordinate visits to the establishment to ensure the programme of consultations and observations; • maintain an overview of each trainee teacher’s progress; • respond promptly when a trainee is identified as needing ‘additional support’ by ensuring that an appropriate action plan and support is put in place; • contribute to confirmation of QTS (CEDP) towards the end of Phase 3; • evaluate the quality of the schools placements and training annually, and discuss ongoing training needs of the staff involved in ITT in the establishment.

The Professional Mentor. ‌ The Professional Mentor is the school’s lead in ensuring the quality, consistency and impact of school school-based training and teaching experience across the school. This will involve taking a proactive role in ensuring effective management of trainees, ITT Mentors and other teachers involved in supporting training in school, and in liaising with university staff over ITT related matters. They play a key role in verifying recommendations for the award of QTS to trainees and in supporting, developing and monitoring the ITT Mentors. Responsibilities The Professional Mentor has an overall responsibility to: • organise and confirm arrangements for placements; . • disseminate all communications from the university to the appropriate personnel within school; . • take part in relevant mentor development events/review and planning meetings organised by the partnership; . • ensure that each trainee is allocated an experienced and appropriately trained teacher in the trainee teacher's subject or phase as an ITT mentor; . • consult with senior management and ITT Mentors on strategies for the co-ordination and collective development of placement-based ITT. They will liaise with the ITT Mentors to: • ensure that each trainee has an appropriate teaching timetable, and training programme, and that monitoring /assessment procedures are in place; . • arrange for the trainee teacher to observe high quality teaching (of whatever subject) and focus upon behaviour management and Systematic Synthetic Phonics Primary & Special Educational Needs / Disability (SEND); • provide an appropriate induction to the placement, including health & safety and safeguarding; . • organise/co-ordinate a professional studies/CPD training programme; . • co-observe and moderate trainee’s progress towards meeting the standards; . • agree grades at formal review points and agree the summative report on the trainee teacher’s competence. They will liaise with the University Liaison Tutor to: • coordinate visits to the establishment to ensure the programme of consultations and observations; . • maintain an overview of each trainee teacher’s progress; . • respond promptly when a trainee is identified as needing ‘additional support’ by ensuring that an appropriate action plan and support is put in place; . • contribute to confirmation of QTS (CEDP) towards the end of Phase 3; . • evaluate the quality of the schools schools’ placements and training annually, annually and discuss ongoing training needs of the staff involved in ITT in the establishment.