A trainee has the responsibility to work collaboratively within the ITE partnership to maximise their training opportunities to the highest quality. Within a school, a trainee will be introduced as an additional teacher and share in the management and supervisory duties of the class in order to build mutually respectful relationships and practice the appropriate professional values, roles and responsibilities of a teacher.
An effective trainee will work collaboratively with their teacher mentor and engage in reflect practice both in discussions with their teacher mentor and their written evaluations to ensure they continually improve. Most importantly, all trainees must understand and take responsibility for the impact of their teaching on pupil progress and learning over time.
During teaching experiences trainees will:
Personal Qualities
- be approachable, make time for discussions with their teacher mentor and prioritise meetings and discussions with them;
- build mutually respectful relationships with their teacher mentor, visiting/quality assurance tutor, Initial Teacher Education Coordinator and all members of the school community they are in;
- ask when they need help, guidance and support.
Teaching
- teach an increasing number of lessons as appropriate to their progress and using the weekly guidance;
- arrange observations of and by teachers with an expertise in English and mathematics;
- undertake focused observations of experienced, skilled practitioners, such as Specialist Leaders of Education (SLEs), SENCOs and subject coordinators in a broad range of core and foundation subjects;
- form positive and professional relationships with children and develop effective behaviour and classroom management strategies;
- be guided by their teacher mentor to develop planning, teaching and assessment skills and knowledge attuned to the school setting;
- give feedback on children’s work for lessons they have taught following the school policy and teacher mentor’s and age-related expectations;
- reflect upon their own practice in discussion with their teacher mentor and visiting tutor and through completion of lesson evaluations, weekly reviews and Talk-throughs;
- prepare and engage in the Focus Children’s Progress Meetings to inform their practice.
Professionalism
- practice the appropriate professional values, roles and responsibilities of a teacher;
- complete all directed tasks;
- ensure all folders are up to date and maintained throughout the practice – this includes paper folders and the e-portfolio;
- planning must be submitted to teacher mentors within the agreed time frame which will allow their mentor to review and offer advice so that advice can be actioned and plans amended before the day of delivery. This might typically be 24 hours or one working day beforehand.
- complete weekly review form and Talk-through preparation in advance of weekly review meeting.
Self-Development
- use Professional Development and Planning , Preparation and Assessment (PPA) time effectively;
- be open to feedback and act upon advice provided;
- identify areas of development in subject and pedagogical skills and knowledge and put in place strategies to address these;
- engage in a continual cycle of reflection, action and improvement;
- ensure they fully engage with the opportunities to observe, deconstruct, rehearse and refine throughout all placements.
Working with Additional Adults and Classroom Support Staff
Trainees will observe additional adults’ roles in order to further their understanding of the complexities of the teacher’s professional roles and responsibilities. It is recognised that the role of additional adults and classroom support is different in each school and within different classrooms/age ranges within a school. The trainee should consult with the teacher mentor to clarify the roles of additional adults in the classroom. This includes how and when they are briefed as to their specific role in lessons on a day-to-day basis and how feedback on children’s learning is shared. The trainee should develop clear plans for additional adults who work in the classroom after consultation with the teacher mentor and support staff concerned. Their contribution should be noted on the student’s lesson plan and where appropriate students should use a tracking grid to monitor learning to get feedback on children’s learning from other adults.
Relationships with Parents and Carers
Trainees should be encouraged, where appropriate, to take increasing responsibility for communicating with parents and carers at the beginning and end of the day or when they help in the classroom or school. In addition to having a wealth of valuable information that can help to optimise their children’s learning, they may ask for information and guidance about their child. Trainees should, with support from their teacher mentor, actively engage with them as much as is appropriate. Parents may also be met in their role as parent governors who regularly visit classrooms. Trainees should always communicate any concerns regarding a child first with their teacher mentor and gain permission before approaching a parent. Equally, all information a parent provides to a trainee should be reported back to the teacher mentor.
Trainees’ preparation for a visit by the visiting tutor (for University-led) or quality assurance tutor and Initial Teacher Education Coordinator (for Lead Partners)
- All folders (paper and electronic) must be up-to-date
- Files should always be on hand, accessible to both the teacher mentor and visiting tutors.
- A copy of the lesson plan should be provided.
- A convenient seat should be available when the teacher mentor or visiting tutor is to observe.
- For each visit, and following an observation, it is important that a time is pre-arranged in which the tutor is able to feedback and talk with both the trainee and the mentor. This will include time to complete the Talk-through with both the trainee and teacher mentor present.