The Impact of Partnership: Roles & Responsibilities *

The Role & Responsibilities of the Student Teacher

The Student Teacher will:

• to meet the requirements of the LJMU ITE curriculum in each phase, which is underpinned by the CCF and thereby be recommended for Qualified Teacher Status by the end of the programmer;
• promote equality of opportunity and avoid discrimination in their teaching and work with other colleagues;
• be an appropriate and professional role model for pupils, other colleagues, parents and carers;
• be proactive in their own learning by playing a key role in the evaluation and reflection of their own professional practice;
• adhere to the safeguarding and health and safety requirements of each establishment within which they are placed.

The Responsibilities of the Student Teacher will be to:

• make initial contact with the Professional Mentor (PM), who is responsible for their professional development within the placement;
• provide a detailed copy of their teaching timetable for their Lead Mentor (Liaison Tutor);
• adhere to school policies and practices;
• be pro-active in finding out about anything which they are unsure of (and should ask if in doubt).

A Student Teacher should maintain:

• professional standards from the outset;
• the Code of Conduct for Student Teachers;
• full attendance, punctuality and professionalism in terms of dress, manner, interpersonal relations and the use of social media;
• professional behaviour as well-mannered visitors, addressing staff formally, unless invited to do otherwise and always in the presence of pupils;
• enthusiasm and involvement in the life of the school environment and its extended programmes of activity.

Student Teachers MUST complete all required documentary evidence, including:

• maintaining an appropriate Placement Experience File;
• completing all documentation required for their QTS Training and Development File;
• preparing for the weekly meeting with their General Mentor;
• maintaining the weekly meeting record form and setting appropriate targets and actions;
• any required Professional Development Activities;
• discussion of progress with the Lead Mentor (LT) and Professional Mentor;
• preparing for university debriefing sessions and tutorials;
• preparing for the triangulation and confirmation of CEDP Phase 3.

The Role & Responsibilities of the Professional Mentor

It is understood that the Professional Mentor will disseminate all communications from the University to the appropriate personnel within the placement institution.

The Role of the Professional Mentor will be to:

• know and understand the requirements of the ITT CCF, as the statutory underpinning of LJMU's ITE Curriculum design and ensure that all aspects of the CCF ('learn how to...) are fully integrated and addressed, by all those involved in the student teachers' training;
• know and understand the Secretary of State's Requirements for Initial Teacher Training and the Teachers' Standards effective from September 2012 as laid down by the DfE and observe the requirements expressed in the Handbook and Grade Criteria for the inspection of ITE (Ofsted April 2024);
• support, develop monitor and Quality Assure General Mentors and student teacher progress made at each phase;
• play a key role in verifying recommendations for the award of QTS to individual student teachers at the end of the programme;
• be an appropriate and professional role model for student teachers and expert school colleagues;
• promote equality of opportunity and avoid discrimination;
• ensure all General Mentors undertake the required mentor development hours of training as outlined in the DfE’s Initial teacher training (ITT): criteria and supporting advice statutory guidance for accredited ITT providers;
• participate in interviewing and selection of student teachers where appropriate.

• Initial teacher training (ITT): criteria and supporting advice

The Responsibilities of the Professional Mentor will be to liaise with their General Mentors to:

• support arrangements for the student teacher's timetable, the ITE Curriculum programme and monitoring /assessment procedures;
• arrange for the student teacher to observe good practice;
• organise/co-ordinate a professional studies/professional development programme;
• co-observe and moderate student teacher's progress towards meeting the ITE Curriculum and at the end of the programme and the Teachers’ Standards;
• agree progress at formal review points.

Liaise with the Lead Mentor (LT) to:

• co-ordinate visits to the establishment;
• maintain an overview of the student teacher's progress;
• respond promptly to student teachers identified as not making the expected progress towards the ITE Curriculum;
• contribute to confirmation of QTS by making arrangements for the conduct of the final triangulation review.

Liaise with the University Work-Related Learning Unit to:

• organise and confirm arrangements for placements;
• take part in relevant mentor development events/review and planning meetings organised by the partnership;
• act as a reference point to formally agree aspects of student teacher' action research where this is required.

The Role & Responsibilities of the General Mentor

NB: In Primary schools this role is usually undertaken by the classroom teacher and in Secondary schools by a Secondary Subject specialist who will work directly with the student teacher.

The ITT General will:

• know and understand the requirements of the CCF, as the statutory underpinning of LJMU's ITE Curriculum design and ensure that all aspects of the CCF ('learn how to…) are fully integrated and addressed, by all those involved in the student teachers training;
• know and understand the Secretary of State’s Requirements for Initial Teacher Training and the Teachers’ Standards effective from September 2012 as laid down by the DfE and observe the requirements expressed in the Handbook and Grade Criteria for the inspection of initial teacher education (Ofsted April 2024);
• know and understand the LJMU's expectations of mentoring and undertake the required mentor development hours of training as outlined in the DfE’s Initial teacher training (ITT): criteria and supporting advice statutory guidance for accredited ITT providers;
• promote equality of opportunity and avoid discrimination;
• participate in interviewing and selection of student teachers where appropriate;
• be an appropriate and professional role model for student teachers and other expert school colleagues;
• liaise with the PM as appropriate;
• using appropriate guidelines contribute to the recommendation of award of QTS in discussion with the PM and the Lead Mentor (LT).

• Initial teacher training (ITT): criteria and supporting advice

The responsibilities of the General Mentor are to ensure that:

• the student teacher's needs are reviewed at the start of a placement and at each review point;
• an appropriate training programme is organised and effectively implemented to support the needs of the student teacher;
• the student teacher's knowledge and understanding of the subject/phase is actively developed  and extended;
• the student teacher is supported to plan, implement and evaluate their own teaching;
• the student teacher has opportunities to observe good practice with a range of expert colleagues;
• on-going records of training and progress are maintained.

Provide feedback and set targets through:

• regular verbal and written feedback based on observation/analysis of teaching;
• a weekly documented training session as appropriate;
• monitoring the placement experience file and QTS Training and Development File on a regular basis as appropriate;
• deconstructing lessons taught with the student teacher and setting appropriate developmental targets;
• developing and monitoring other expert colleagues in supporting the student teacher;
• discussing and negotiating areas of strength and areas for development including the requirements for the confirmation of QTS (and CEDP), eat the end of the student teachers' programme;
• monitoring and reviewing the quality of the training programme;
• writing the phase review reports with appropriate support if required.

The General Mentor will undertake written formative assessment of the student teacher's work-related progress with the advice and support of the Lead Mentor (LT).

This will include:

• monitoring the student teacher's daily planning and schemes/units of work;
• teaching;
• professional conduct;
• attendance and punctuality.

NB: Legally the 'class' being taught by the student teacher remains the class teacher's responsibility. Loco parentis cannot be devolved as the student teacher's responsibility, except in the case of School Led Salaried student teachers.

The type/extent of the supervision can be reduced depending on the activity/topic that is being taught in the latter stages of training except in the case of high risk activity. The class remains the class teacher's responsibility and a qualified teacher needs to be available to be immediately called upon if needed. NB: It is recognised that in working with a variety of different partners that the roles and responsibilities indicated above may need some adaptation in light of the different professional roles and expectations within the establishment. As employees of the school Salaried School Led student teachers do not have to be supernumerary and may be in sole charge of a class.

The Role & Responsibilities of the Lead Mentor (LT)

Due to the new Quality Requirements implemented by the DfE from September 2024, the role of Lead Mentors (Liaison Tutors and Lead Partner representatives) will include:

1. Oversight, supervision, and quality assurance of other mentors;
2. Design and delivery of training for other mentors;
3. Close working with trainees during Intensive Training and Practice, and design of such elements;
4. Oversight of trainee progress through the year and identification of interventions or modifications where required.

In addition, Lead Mentors will:

• know and understand the requirements of the CCF, as the statutory underpinning of LJMU’s ITE Curriculum design and ensure that all aspects of the CCF ('learn how to…) are fully integrated and addressed, by all those involved in the student teachers training;
• know and understand the Secretary of State’s Requirements for Initial Teacher Training and the Teachers’ Standards effective from September 2012 as laid down by the DfE and observe the requirements expressed in the Handbook and Grade Criteria for the inspection of initial teacher education (Ofsted, April 2024);
• be a professional ambassador for the university and role model for student teachers and partners;
• monitor the Management and Quality Assurance of the school-based  training programme and  phase/subject provision provided by the partner establishment to meet the individual needs of the student teachers;
• provide support and guidance for student teachers and partners where appropriate;
• quality assure and monitor the formative assessment process of the student teacher against LJMU’s ITE Curriuclum (and the Teachers’ Standards at the end of Phase 3);
• promote equality of opportunity and avoid discrimination.

The responsibilities of the Lead Mentor (Liaison Tutors and Lead Partner representatives) are to make the appropriate allocated number of mentor development visits to partner establishments during the year to discuss with the Professional Mentor:

• general partnership concerns;
• issues related to the QA of the school-based training programme;
• suggestions for future planning and development;
• any appropriate immediate/future action;
• opportunities for the provision of professional development.

The responsibilities of the Liaison Tutor are to work with the student teacher and General Mentors (ITT Mentors) to:

• monitor the targets set for each placement based on the phase of training, audit of experience and evidence of progress towards the ITE Curriculum to date;
• review the targets at the end of the placement, discuss issues and consider subsequent action.

The responsibilities of the Lead Mentor (Liaison Tutors and Lead Partner representatives) during the placement are to support the student teacher and General Mentor to:

• provide direct support to the student teacher and the General Mentor in relation to the mentor development and student teacher progress;
• check the student teacher's training programme and progress towards the ITE Curriculum;
• review the student teacher's targets;
• encourage reflection and deconstruction of learning;
• check the placement experience file and QTS Training and Development file;
• check progress with professional development activities (if appropriate);
• support the requirements for confirmation of QTS (CEDP) at the end of the programme.

The responsibilities of the Lead Mentor (Liaison Tutors and Lead Partner representatives) are to support the General Mentor to:

• monitor and discuss the student teacher's individual development programme;
• mentor development visits (one in Phase 2 and one in Phase 3) to co-observe the student teachers' teaching with the General Mentor and observe the mentor's feedback and make appropriate contributions to support the development of the General Mentor and the student teacher;
• assist and support the moderation of the student teachers' journey towards the end of the placement;
• conduct a triangulation meeting to establish the that the student teacher has successfully completed and achieved all aspects of the ITE Curriculum and the Teachers' Standards and thus should be recommended for QTS at the end of the programme;
• discuss any issues arising;
• complete all designated mentor development requirements.

Downloads

• Partnership Agreement Booklet 2022-23