Partnership Training Agreement for Initial Teacher Education between. And. London Metropolitan University 2014/2015

Transcription

1 Partnership Training Agreement for Initial Teacher Education between And London Metropolitan University 2014/ The partnership. London Metropolitan University and its partnership and lead schools make up the partnership described in this agreement. For 2014/15 the university is working with the following lead schools: Chace Community School (secondary), Princess May (primary), Cardinal Pole (secondary), and Aylward Academy (secondary). These schools lead clusters of partnership schools in order to deliver partnership based training through the School Direct route. The partnership is committed to preparing trainees to teach in schools in the Greater London region and beyond, recognising that many provide a multi-cultural, multi-lingual setting for training. It offers the following benefits: High quality practitioner training and support in schools. Access to good practice, in a variety of contexts, and opportunities to see current initiatives in action. Schools involvement in the planning and development of courses and in the selection of suitable trainees on to those courses. Partnership opens avenues to recruitment. Our trainees are trained for the particular needs of schools in the greater London region and are often from the communities represented there. Free mentor training, which is certificated, and delivered according to a London wide model. A link with the academic and professional expertise of staff at the University. 2 Management structure of the partnership. The partnership operational group (POG) meets on a weekly basis and includes university based course leaders, staff seconded from schools and the partnership administrative team. It works to ensure the smooth operation of the following partnership activities: allocations, recruitment, placements, communications, events, professional development and mentor training. The Partnership Steering Group (PSG) meets termly and includes the membership of POG plus representatives from key schools/settings. It works as a strategic body to oversee and develop the partnership. It is designed to be a school led forum. 1

2 Dates of meetings for 2014/15: 25 September 2014, 22 January 2015, 4 June All meetings are on Thursdays and start at 13.30pm. 3 The pattern and location of different elements of the training. The majority of our training leads to a PGCE with QTS. For 2014/15 there are two application routes into this training: University Core and School Direct. Both application routes are available through UCAS. For 2014/15 the majority of trainees from both application routes will be following the same programme. The secondary ITE programme offers one-year courses in the curriculum subjects of Citizenship, Mathematics, Modern Foreign Languages, PE, Music and Science At primary level, the Primary & Early Years PGCE is a one-year course with a 3-7 strand and a 5-11 strand. There is also a three-year Early Years BEd course, training for the 3-7 age range. The important dates for 2014/15 are as follows: PGCE Course starts 8 th September 2014 School Experience 6 th October 2014 (visit 29/30 th September) 19 th December 2014 School Experience 26 th January th May then (induction visits 8 th and 15 th January Education Research Assignment ( in school) 9 th May -5 th June 2015 PGCE course finishes 12 th June 2015 School experience assessment points: 19 th December th March th May 2015 BEd Course starts 29 th September 2014 Level 4 placement October December days a week + 1 week beginning 5 th January 2015 Level 6 placement 24 th November th February 2015 Course finishes 29 th May

3 4 Communication. Contacts Deputy Head School of Social Professions Suzanne Burley PGCE Secondary and primary course leader Shiv Quinlan BEd course leader Janet Douglas-Gardner Partnership and Placements Officer Annie Rock ITE Administrator Paul Rogers Mentor training dates University based Stage 1 (1 day course for new mentors) Friday 24 th October 2014 Friday 30 th January 2015 Stage 2 (2 day course for experienced mentors) Day 1 Friday 24 th October 2014 Friday 6 th February 2014 Day 2 Friday 5 th June 2015 Mentor training is free to partnership schools and teachers. 5 Roles and responsibilities within the partnership. The University will be responsible for: DBS procedures and Health checks according to the university policy. (Partnership schools with School Direct salaried trainees are responsible for these checks) Quality assurance Academic assessment Awards process. 3

4 The partnership will be responsible for: Recruitment and selection of trainees Assessment of trainees against QTS Design and delivery of the training The roles and responsibilities of school based trainers when trainees are based in partnership schools are described in the Partnership Handbook; they may be summed up as follows: Secondary: Role Information Responsibilities Professional Coordinating Partnership Handbook. Oversee school-based training, Mentor. Quality assurance, professional studies programme. Subject mentor. Partnership Handbook. Weekly meetings, support and guidance of trainees feedback, target setting and assessment,. Early Years and Primary: Role Information Responsibilities Professional Coordinating Partnership Handbook. Oversee school-based training, Mentor. Quality assurance, professional studies programme. Mentor (class teacher). Partnership Handbook. Weekly meetings, support and guidance of trainees feedback, target setting and assessment,. All school-based trainers are expected to have engaged in mentor training. London Metropolitan University offers university and school based mentor training throughout the year. 6 How the training addresses the professional standards for qualified teacher status (QTS). The partnership will ensure that trainees have access to a full range of experiences in order to enable them to demonstrate that they have met the QTS standards. QTS requirements include school experience in more than one setting. Please see ITT criteria published February 2014 and ITT criteria supporting advice published March a.pdf a_supporting_advice.pdf The QTS standards are introduced in the taught courses at the university. Evidence that a 4

5 trainee has met the QTS standards will be found in school placements and in assignments. It is expected that school-based trainers in schools are involved in training students to the QTS standards, both through formal feedback meetings (e.g. following a pre-arranged observation) and informally, through being involved in joint planning, looking at marking and assessment issues together, considering syllabus / curriculum delivery (including examinations and testing), etc. 7 How the trainees progress and their achievement in relation to the QTS Standards will be monitored, assessed and moderated within the partnership. Trainees progress against the QTS standards is graded by school based trainers at three key points during the training. These assessments are quality assured by university based tutors and the final grade is also quality assured by external examiners. Additionally all parties have access to the Cause for Concern forms, which are to be used whenever there are serious concerns about a student s progress. School experience grades are moderated in a variety ways e.g triangulation, internal boards and external examiners. The following documentation supports trainees progress: Secondary or Primary and Early years : Partnership Handbook containing relevant forms and documents, Professional Development Journal, Building a School Profile Early Years BEd: Essential information for class teachers, BEd Placement Experience Handbook 8. How the trainees gain a PGCE. Trainees are assessed on their academic work through two modules and are awarded either a Professional Graduate Certificate in Education or a Postgraduate Certificate in Education. The postgraduate award carries 60 credits at Masters level. How the trainee gains a BEd degree. Trainees will need to successfully complete and pass all modules during the course including 9. placements. Partnership training and development programme. 9. How resources are allocated between the partners. Secondary: PGCE (Core) School experience (Sept Dec) per trainee. PGCE (Core) School experience (Jan June) per trainee. 5

6 PGCE School Direct Model 1 School experience (Sept Dec ) per trainee PGCE School Direct Model 1 School experience (Jan June ) per trainee PGCE School Direct Model 3 School experience per trainee and the school will need to pay the second placement school a minimum of 70 per week for hosting the trainee) Primary PGCE (Core) School experience (Sept Dec) per trainee. PGCE (Core) School experience (Jan June) per trainee. PGCE School Direct Model 1 School experience (Sept Dec ) per trainee PGCE School Direct Model 1 School experience (Jan June ) per trainee PGCE School Direct Model 3 School experience per trainee and the school will need to pay the second placement school a minimum of 70 per week for hosting the trainee) BEd per trainee for their school experiences How the partnership will monitor and evaluate the quality of its training and assessment process and how it will use this to improve future provision. Trainees also have the chance to discuss their training with key staff at course committee meetings to which partnership colleagues are invited. Dates for 2014/15 PGCE Friday 16 th January 2015 Tuesday 9 th June 2015 BEd Wednesday 19 th November 2014 Wednesday 20 th May 2014 School-based trainers are invited to raise issues through our usual means of communication e.g partnership visits by university tutors, evaluations, Partnership Steering Group, phone, 11. Criteria for the involvement of schools in the partnership including procedures for deselecting partners. Schools enter into partnership with the University through invitation, personal recommendation, requests from schools themselves, or via links with Local Authorities or The National College for Teaching and Leadership. Before entering into partnership, the partnership office will check each school s Ofsted status. We do not send trainees to a school if it is in Special Measures. Schools under a Notice to Improve would only be used in special circumstances, when the Head of ITE would make a decision in consultation with partnership colleagues. Schools that are new to the partnership will be visited. Any school in partnership with the university would be expected to adhere to the university s equal opportunities policy, including issues around ethnicity, 6

7 homophobia, disability or religious discrimination. Partnership handbooks set out clear expectations for schools in relation to their training role. On rare occasions, a school, or a department in a secondary school, may need to be de-selected as a partner. This may be where there are serious concerns that a school (or department) is not providing appropriate support and training or quality role-models for the trainees, or where the school s actions, for example in the area of equal opportunities, do not match the requirements of the partnership.. Any decision to de-select would be taken after careful consultation with all parties involved. 7

8 Collaborative Training Agreement between Marriott Primary School and London Metropolitan University This page forms the final page of the attached Collaborative Training Agreement to be signed and a copy retained by the school/setting. Signature Title / post Date School/Setting Signed on behalf of London Metropolitan University. Signature Deputy Head School of Social Professions Date 19 March