University of Roehampton. Quality Assurance of School Partnership Training & Delivery

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1 University of Roehampton Quality Assurance of School Partnership Training & Delivery Policy adopted 26 th February 2015 Review date 26 th February 2016 Aim: The University of Roehampton will be relentless in its pursuit of excellence to create relevant, research informed; fast paced school based training leading to outstanding outcomes for all its trainees. Rationale and purpose of this policy National policy has promoted an increasing diversity of school provision as well as routes into teaching. Training placements are at a premium and the University is increasingly working in new settings with different types of providers as established relationships change. The purpose of this policy is: to ensure that there are sufficiently rigorous systems in place to ensure that every trainee teacher on a Primary programme leading to QTS (Qualified Teacher Status) at The University of Roehampton has equality of access to outstanding role models, mentoring and support throughout their training in partnership schools. to ensure that sufficient high quality evidence is gathered to demonstrate the quality of the provision and to promote rapid and decisive intervention to maintain the standards to which we aspire. Overview of QA process The University of Roehampton has processes to Quality Assure: 1. the quality of school placements 2. the consistency of practice by School Based Mentors (SBMs), Class Teachers, Link Tutors and School Experience Tutors (SETs) 3. the consistently excellent use of feedback to trainees; accuracy of judgements; and high quality target-setting, recording and monitoring 4. the consistent and accurate use of documentation, recording formats and regularity of mentor support activity (e.g. number of observations of trainees teaching, recording of meetings with mentors, engagement with the school context etc.) Partners are involved at every stage in planning and developing the school based aspects of the University of Roehampton ITT programme. Advice is actively and formally sought via the strategic management board, membership of which is promoted at every level of communication. Reliable data is rigorously gathered and triangulated from Schools, The University, and the Trainee. Where standards fall below our expectations, intervention is timely and decisive to reset the trajectory of the trainees experience and outcomes. There will be a termly report prepared by the Head of Partnerships which will feed into the School of Education s (SoE) self-evaluation process Subject Area Review, Programme Annual Review And Self Evaluation Document. 1

2 School Placements (addresses process 1) The university works hard in securing high quality placements, particularly at a time when quality placements within both the London area and nationally are difficult to secure. Quality assurance will focus on: sharing of expectations and standards through training and documentation, an analysis of school, trainee and university staff surveys following school placement, trainees timely notification of placements, and their match to suitable settings including the need for contrasting and challenging placements, an analysis of the quality of schools used; their strengths; their involvement in partnership training, the quality of trainee outcomes. The Training and Placements Co-ordinator (Primary) monitors existing partners through personal contact, monitoring OFSTED outcomes and collating information from SETs, Link Tutors and trainees. Schools new to the Roehampton Partnership are visited by the Head of School Placements before trainees are assigned to the school. All partnership schools inspection status are recorded on the Education Placements and Partnership Office database. This is constantly updated as contact is made annually. No trainee is placed in a school in Special Measures. Schools with an Ofsted grade of Requires Improvement are used if the trainee is placed with a Good or Outstanding class teacher and HMI have cleared the school to take trainees. The University recognises the importance of timely notification of placements. Placement acquisition strategy is a carefully planned process involving partner schools, leaders of all programmes and is reported to the ITT Management Board. The rate of placement acquisition is monitored weekly by the Head of School Placements and reported to the Head of Partnership who can initiate a strategic review of the process. On the rare occasions that trainees receive a late assignment of a school placement there will be a full report of the situation to the ITT Management Board. Processes will be amended if it is considered that improvements are required and this will feed into the termly strategic review. End of placement evaluation surveys submitted by the school, trainee and university staff are analysed by Programme Convenors and Assistant Programme Convenors in consultation with the Head of School Partnerships, analysed and where necessary action taken. All analysis and consequent actions are led and reported on by the Head of Partnerships to the ITT Management Board. Consistency of Practice Staff Training to support School Experience (Addresses processes 2,3,4) Partnership mentor training consists of a 2-day event followed by briefing meetings and updates. For consistency of practice and trainee experience, all staff are required to attend specific year-group meetings in preparation for school practice where they are updated on the requirements and procedures specific to that cohort of trainees (Appendix 3). As part of this training and supporting documentation school colleagues know the key roles in all aspects of the placement process (Appendix 2). Agreed Procedures Meetings are held at the start of the placement period. This is a meeting where all aspects of the placement experience are discussed and provision agreed by the school partner, trainee and those responsible for assessment SET/SBM and the class teacher. The signing of the Partnership Agreement is an essential component of the Agreed Procedures Meeting (APM), 2

3 ensuring equity in the quality of practice. The APM occurs at the start of school practice as this constitutes an agreement against which evaluations will be made. AT this meeting all parties (the trainee, school and university) will have the opportunity to comment and explore how each other s responsibilities will be delivered. The three part agreement is Appendix 1. Our aim is to train school staff to enable them to support trainees to make rapid progress from the start of their placements. Rigorous self-evaluation led by the Head of School Partnerships together with External Examiners will quality assure the training provided, focussing on the impact it has on the desire to deliver outstanding outcomes for trainees. For the purpose of quality assurance, the following will be monitored by the Head of Partnership and reported to the Strategic Leadership Team each term: attendance at training and the suitability of staff to undertake the role (i.e. their experience and expertise) feedback from participants and formal evaluation; opportunities provided for bespoke training responding to individual or group needs (e.g. phonics, target setting, the Standards) an analysis of relevant training materials and resources in light of partnership feedback and national changes to ITE provision use of the School Partnership website; Partnership Priorities; current documentation easily accessed from the site. The current syllabus for the two day training course can be found as Appendix 3. Quality Assurance Processes A 360 o evaluation is carried out at the end of the placement.(appendix 7). Satisfaction is measured against the undertakings included in the Partnership Agreement (Appendix 1). An analysis of these evaluations takes place according to the indicative timeline (below). This analysis uses a Likert Scale to assess each party s perception of delivery on the terms of the three part agreement. Results are analysed and reported to the IT Management Board. The IT Management Board sets thresholds for action which are managed by the Head of School Placements. Additionally there is a free response section to the evaluation. Responses are scrutinised by the Programme Convenors and where necessary actions are planned, implemented, and monitored for measurable impact and improvement of the whole placement process. The Role of the Quality Assurance Team The purpose of the Quality Assurance Team is to sample the experience of trainees and test it against the agreed standards. Action by the QA Team is initiated by the Head of School Placements. The Quality Assurance (QA) Team consists of the, Assistant Director of ITT, Head of Primary ITT, Head of Partnerships, Programme Convenor(s) and Assistant Programme Convenor(s) and the Training and Placements Co-ordinator. They will visit a minimum of 5% of each cohort for each placement to quality assure and moderate final judgements. The criteria for choosing visits are as follows: All new to Roehampton schools All schools where a concern has been expressed following their previous hosting of trainees A random selection of all other schools representative of location of where trainees are placed A random selection of trainees representative of a range of attainment against the Teacher Standards In schools the QA team will: Undertake a joint observation with the School Experience Tutor (SET) Link Tutor (LT) or School Based Mentor (SBM); 3

4 Observe oral feedback given to the trainee; Talk to the trainee about their experiences, progress and their support; Review teaching files and the evidence of practice therein. (Appendix 4) The QA member feeds back to the SET/LT/SBM using the attached proforma (Appendix 4) regarding the quality of oral and written feedback, the appropriateness of the target setting and the support provided to the trainee(s). It is important that judgments and the evidence base is clear and evaluative rather than descriptive, and clearly indicates the quality of the support given to trainees and possible training support offered to the SET/LT/SBM. The QA member will also talk to the school training coordinator or Headteacher regarding the quality of support provided by university staff. Information and judgements gathered are passed back to the Head of Partnerships who will monitor and co-ordinate all follow up actions. A QA visit is aimed at ensuring that the partnership is always strong and developing with mutual confidence. The QA team can make recommendations to improve practice or the trainee s experience. Likely recommendations are listed as part of Appendix 5. Should it not be possible resolve issues affecting the trainee experience and learning the university will consider discontinuing the relationship with the school. Indicative timeline For the purposes of this policy this is a list of activities and the approximate time it will be carried out. The precise dates will be established and publicised in August and added as Appendix 7 1. BA Primary Y2: BSE2 placement arrangement and variety (November) 2. PGCE Primary: BSE1 placement arrangement and variety (November) 3. BA Primary Y2: Mid-point BSE2 placement evaluation (December) 4. PGCE Primary: Post BSE1 placement evaluation (January) 5. BA Primary Y3: BSE3 placement arrangement and variety (January) 6. BA Primary Y1: BSE1 placement arrangement and variety (January) 7. BA Primary Y3: Mid-point BSE3 placement evaluation (February) 8. BA Primary Y1: Post BSE1 placement evaluation (February) 9. PGCE Primary: BSE2 placement arrangement and variety (March) 10. BA Primary Y3: Post BSE3 placement evaluation (April) 11. PGCE Primary: Mid-point BSE2 placement evaluation (May) 12. BA Primary Y2: Post BSE2 placement evaluation (June) 13. PGCE Primary: Post BSE2 placement evaluation (July) Each of these activities will result in a written report which feeds into the Partnership Improvement Plan and from there the SoE Ofsted self-evaluation document (SED). Action following QA processes The Head of Partnerships will be the accountable person for ensuring the collation and analysis of data. Where there are particular issues of concern the Head of Partnerships will work with University staff to ensure a swift resolution for all concerned. Where it is not possible to resolve an issue it may result in the school being deselected. Communication This policy will be communicated to all colleagues both within ITT and within our partner schools. It will be placed on the web site and be a focus for training. 4

5 A summary of this policy forms part of the Placements Pack. Outcomes of this policy When this policy is fully implemented we can expect to have clear evidence for the success of University of Roehampton trainees whilst on placement. All partners to the 3 way agreement - school, trainee and university - will have a clear understanding of the policy and will work to the highest standards of teacher education. 5

6 Appendices Appendix 1 Appendix 2 Appendix 3 Appendix 4 Appendix 5 Appendix 6 Appendix 7 Three part Agreement between University, trainee and school (draft) Role and responsibilities Syllabus for two day Mentor training course. Protocol for QA Team Action QA Team feedback form Selection of School and Staff Evaluative questions for the end of placement 6

7 Appendix 1Three part Agreement between University, trainee and school Partner The University of Roehampton The University of Roehampton is committed to providing the best possible Initial teacher Training. To support our partners and their work with our trainees, the University will: Preparation Rigorously select trainee teachers with good academic achievement and personal qualities well suited to teaching, Ensure all trainees have an enhanced DBS certificate, Provide schools with timely information concerning the requirements of the school experience, Provide trainees with both a verbal and written briefing as to how to conduct themselves in the professional environment, Provide all trainees with written tasks including the extant teacher standards and information as to how they are to be assessed, Offer schools free Mentor Training enabling colleagues to support trainees, make appropriate judgements, and enabling trainees to develop their skills During the placement Ensure that a University School Experience Tutor (SET) or a School Based Mentor (SBM) or Link Tutor is in place from the start of the placement, Check that school staff and the trainee understand all the requirements as set out in the handbook for partnership and the trainee s handbooks, Ensure that the SET or SBM will undertake the appropriate number of formal observations, make judgements against the agreed standards, and provide written developmental feedback to the trainee, Ensure that all matters arising as targets for development or through the starting profile can be addressed, Facilitate a mid-block review. At the end of the Placement Ensure that the SET or SBM will discuss the summative assessment of the trainee, drawing on evidence from all aparties involved in supporting them, Ensure completion of the online placement review form by the trainee, the SBM and the SET, Encourage all parties complete the relevant documentation and return them to the University / complete the online forms in a timely fashion. 7

8 Partner School The school is investing in the future of children s education by providing high quality training placements for trainee teachers based at the University of Roehampton. As partners with the University the school will: Roles (These roles can be shared or centred in one person depending on the capacity of the school.) Identify a member of staff to be Training Co-Ordinator Identify and place trainees with class teachers who will be good or outstanding professional role models for trainees, Identify members of staff to train as a School Based Mentor (SBM). Where a SBM is in place, to undertake formal observations and the reporting of progress. Preparation Ensure that there is an appropriate welcome and induction into the school Ensure that the trainee has received the school policies for safeguarding and child protection, health, fire procedures, use of social media, and any others deemed relevant, Brief the trainee on the learning, social and behavioural needs of the children in their class, Agree non-contact time in line with the Handbook for Partnership, Make sure that the class teacher has information about the trainee s targets and opportunities to teach phonics and mathematics in line with current requirements, Allow Wifi to the SET if necessary to complete their electronic reporting During the Placement Link trainees to a class teacher who will model best practice in the classroom, planning and assessment, Enable the trainee to experience the full life of the school especially: duties, staff meetings*, planning sessions and INSET, Give trainees opportunities to see other teachers and practitioners in action to share outstanding practice, Schedule weekly discussions, in addition to informal advice, which reflect on progress against the teacher standards and areas for development, Enable a mid-block review to which the class teacher, mentor and co-ordinator will contribute Alert the university and the trainee immediately should any concerns arise over performance, relationships or conduct. *Subject to reasonable confidentiality At the end of the Placement Enable an end of placement discussion to which the class teacher, mentor ((or SET) and coordinator will contribute (as appropriate), Ensure that the class teacher provides a separate report on the trainee s progress, 8

9 Trainee teacher Trainees have enrolled on a programme leading to a recognised professional qualification. Trainees are expected to embody the highest professional standards, reflect on, and lead their own learning throughout their training. The trainee will: Preparation Have prepared a folder set up according to guidance given, including targets from previous placements or their starting Profile, Have raised any issues likely to impact on their time in school e.g. medical appointments, interviews, Have raised any special provision that might be needed e.g. health related issues, dyslexia, Know the contents of the relevant documentation for the stage of training, Have seen copies of, and be willing to be bound by, the school policies for safeguarding and child protection, health, fire procedures, use of social media, etc. During the placement in line with the expectations for their stage of training: Work with the class teacher to build up an understanding of planning, assessment, behaviour management and best classroom practice, Carefully plan learning for the assigned groups, deliver lessons and assess as agreed with the class teacher, Attend feedback sessions and formal weekly meetings, taking careful note of developmental points, Keep careful records of progress against the teacher standards, Actively follow all the school policies and practices, Raise any concerns in a timely fashion with either the school staff or the SET, Should OFSTED inspect the school during the placement, freely and willingly give time, supporting the school as directed by the Head teacher. At the end of the placement Participate in writing the final overview, Engage in the evaluation process. Having reviewed this agreement the university staff, school staff and the trainee understand, accept and will keep to the terms of this agreement. Signed Signed Signed Trainee For School For University Date Date Date 9

10 Appendix 2 Roles and responsibilities in the QA process Deputy Director - Partnerships Assistant Director ITT Head of Primary ITT Head of School Partnerships Departmental Business Manager Training and Placements Coordinator Programme Convenors and Assistant Programme Convenors. Leadership and Management of all aspects of the placement process. Ensure co-ordination of all lines of accountability within the placement process Over site of ITT Primary Placements and the consistency of delivery. Manage processes concerning QA of Placements Collate and share placement QA data Follow up concerns, Lead the QA team. Build relationships with new partner schools Support trainees where necessary Manage the administrative team who work on placement administration Manage the academic aspects of acquiring placements, ensuring trainees are placed and training the staff who support and have access them. To maintain day to day liaison with the Business Manager Support individual trainee where necessary Participate in QA processes, liaise with the Head of Placements, To be the first call for trainees experiencing difficulties Support individual trainees where necessary School Based Mentors School Experience Tutors Class teachers Link Tutor These four roles are the front line of training and have a primary responsibility to support trainees as they seek to meet the teacher standards. There is also an expectation that any concerns will be raised in a timely and supportive way with all parties. 10

11 Appendix 3 Mentor training syllabus Training is Managed by the Head of School Placements Key documentation Teacher Standards Subject knowledge Phonics observation Maths observation Identifying the teacher standards Trainees file Reviews and Overview Cause for Concern and managing the process Managing difficult situations 11

12 Appendix 4 Protocol for QA Team Action Evidence for Quality Assurance Judgements made by QA Team on School Visits Using the attached format, the QA Team will look at the following during their planned visit to schools: Quality and range of placements judging the quality of the placement (including Ofsted grade); compliance; strengths known by the university and used within training, interviewing, module planning etc; placements matched to trainee needs; criteria and process for selection and de-selection Joint observations - with SETS, SBM and LT Analysis of trainees teaching files and records of evidence, including the feedback they receive and the developmental targets they are set in relation to the Standards (organised files in line with recommended formats; PPDs up to date; files including lessons plans, schemes of work and teaching resources; trainees self-evaluations and/or reflective journals; information about pupils /learners progress; profiles/portfolios of evidence; subject knowledge audits and records; records of feedback meetings with mentors and tutors, and reviews of targets; assignments, directed tasks and feedback sheets) Standards Evidence observing recorded examples, clearly signposted Trainee Subject Knowledge - identification of trainees relevant subject and curriculum knowledge and understanding, and response to trainees specific training needs School Opportunities - opportunities for trainees to gain practical experience of working successfully in the school or setting; for those working in challenging socio-economic circumstances and those schools judged as requires improvement Accuracy of Judgements clear understanding of grades and language used (orally and in written form) is matched SET/SBM/Link Tutor Written Feedback clearly written and unambiguous; care that vocabulary used matches the grade given; written as an evaluation of a lesson (making judgements) rather than recounting the lesson as a diary extract; providing targets matched to the relevant Standard Oral Feedback observing the quality of oral feedback and the involvement of the trainee; feedback which is focused on learning; making reference to the Standards; enabling the trainee to analyse and reflect on practice; using open-ended probing questions to encourage the trainee to explain in more depth their reasons for using a particular strategy; checking subject knowledge; explain in more depth their reasons for using a particular strategy; checking subject knowledge Target Setting targets that are focused on strengthening teaching than on completing tasks; using subject-specific targets; targets which are precise and identify the small steps they need to improve and link to any gaps in subject knowledge; trainers providing high quality written feedback The School and Trainee Experience through feedback, finding out how supportive the SET/SBM/Link Tutor was; knowledgeable, challenging and professional; punctual and providing good quality documentation to the trainee and university as required Possible action following QA team visit: Informal advice, Written advice, Recommendation to have further training, 12

13 Appendix 5 QA Team feedback to school form School Supervision model Name of contact Type of placement Date of placement Names of trainees SET / SBM Primary / Secondary BA 1/2/3 PGCE 1/2 SD Position Outcome Date of QA Visit OFSTED grade UoR/ITT engagement Extent of partnership work e.g. lecturing/ SMB etc Comment on: (QA should include joint observation) Analysis of trainees teaching files and records of evidence, School Opportunities Accuracy of Judgements SET/SBM/Link Tutor Written Feedback Oral Feedback Target Setting The School and Trainee Experience Areas to be addressed Over all comment QA form completed by 13

14 Appendix 6 Selection of School Based Mentors, Link Tutors and School Experience Tutors All University of Roehampton ITT staff are trained to be Link and School Experience Tutors. The university makes use of some Visiting School Supervisors to support the work of the IT staff. Visiting School Supervisors are often known to the University before being contracted to undertake school experience supervision. There is a selection process which requires a cv and an interview with the Head of School Placements. Candidates have to have a track record as successful practitioners. Most are recently retired head/deputy teachers or those who are currently teaching or working in educational consultancy. Following interview and training, new staff will be inducted, supervised and mentored by experienced colleagues. For quality assurance, the Head of School Placements will monitor the effectiveness of new staff and support their ongoing training needs. The QA team will look at the effectiveness of all colleagues working with trainees in schools. De-selection of School Based Mentors, Link Tutors and School Experience Tutors The highest professional standards are required from everyone working to support trainees in schools. All schools have named contacts to whom they can refer if they are concerned about any aspect of performance or conduct of SBMs/LTs/SETS. A complaint from a trainee or school about a member of the University team will trigger a need for the Assistant Director of ITT to work with either the Head of Partnerships, The Head of Placements, or the Programme Convenor to investigate the complaint and compile a report The Assistant Director of ITT will receive the report and decide on the appropriate course of action. The possible outcomes could be: additional training, informal warning, written warning or de-selection from the role. Selection of Schools as training placements. Around 700 schools are canvassed annually to ascertain if they wish to participate in training. In practice the University works with around 500. All training partnership schools OFSTED status are recorded on the School Placements Office (SPO) database. This is constantly updated up-dated as contact is made annually. No trainee is placed in a school in Special Measures. Schools with an Ofsted grade of Requires Improvement are used if the trainee is placed with a Good or Outstanding class teacher and HMI have cleared the school to take trainees. Attending a mentor training is actively encouraged, however it is recognised that not every school is able to commit to this training. De-selection of Schools as training placements A school moving into Special Measures would be sufficient to suspend its use as a training placement. If this happens during the placement period the University will immediately review the trainee s position and may remove the trainee from the school. If a trainee has been assigned to the school but the placement has not started the trainee will be reassigned and the school will not be used. 14

15 Schools coming out of special measures and having been cleared by HMI to take trainees will be used even if they remain as RI. Where a school is unable to provide a satisfactory range of training experience they will not be used. Where a school cannot provide sufficient time to manage the expectations of them as part of the training agreement they will not be used. Following a complaint from a trainee about any aspect of the treatment or experience they receive whilst in school, the Assistant Director of ITT will appoint the Head of Partnerships, The Head of Placements, or the Programme Convenor to investigate the case and compile a report. The Head of ITT will receive the report and decide on the appropriate course of action. Possible outcomes could be: an offer of additional training, the university taking over roles or as a last resort, de-selection as a training placement 15

16 Appendix 7 End of placement evaluation form The purpose of this policy is to ensure that the aspirations we have for every placement as expressed in the placement agreement are being delivery to and by each party to the agreement. Evaluation of this policy will be against the partnership agreement. Evaluative questions drawn from the Three Part Agreement are assessed by each party using a Likert Scale. This data is collected electronically via Abyasa and analysed by the Head of Partnerships, who will co-ordinate follow up action. The exact wording and format is being designed as part of the current revision of the Abyasa system. 16

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