Camelsdale Primary School. Graduate Teacher Programme Policy

Transcription

1 Camelsdale Primary School Graduate Teacher Programme Policy 1

2 Camelsdale Primary School GRADUATE TEACHER PROGRAMME POLICY Section 1 Introduction The Graduate Teacher Programme was established in 1998 as an alternative post graduate route to Qualified Teacher Status (QTS). Camelsdale School is committed to the principle of Employment Based Initial Teacher Education and aims to prepare trainees to become competent members of the teaching profession by providing them with a supportive learning environment during their training programme. Section 2 Aims The aims of the GTP at Camelsdale School are to:- Develop trainee teachers knowledge and understanding of their subject focus and primary education; Develop trainee teachers ability to analyse the theory, research and the personal values which underpin professional practice; Develop trainee teachers ability to evaluate and analyse their academic and professional progress in order to improve their skills and meet the Standards to achieve QTS; Provide an intellectual education and effective ITT for trainees preparing to teach young people in a multi cultural society; Offer effective teaching and learning experiences on which trainee teachers can reflect and through which standards for the award of QTS can be achieved; Provide a grounding in current legislation and its impact on teaching and learning; Encourage trainee teachers to see themselves as life-long learners; Develop trainee teachers transferable skills as appropriate for employment in schools. Section 3 Partnership Agreement Camelsdale School is in partnership with Chichester University, the University of Sussex, the University of Brighton and the University of Kingston and is committed to working in accordance with the Partnership Agreement of each institution. Section 4 Trainee Entitlement 4.1 Salary There are two ways of delivering the Graduate Teacher programme: through a Salary and Training Grant funded place or a Training Grant only funded place. The Salary and Training Grant is designed for trainees who are supernumerary (ie. not filling a teaching vacancy), whereas the Training Grant only trainees will have been employed by the school to fill a vacancy. It is Camelsdale School s policy to appoint Salary and Training Grant trainees wherever possible, as we believe that this route leads to a more successful outcome. 2

3 Under the Salary and Training Grant option, the TDA pays the school (via the University) a grant of up to 14,000 towards employment costs. Camelsdale School will pay the trainee at Point 1 on the Unqualified Teacher Scale. The training grant, currently 4,420 is paid by the TDA to the University. This pays for QTS assessment and all other training costs incurred by the university and the school. Under the Training Grant only option, the trainee would still be paid at Point 1 on the Unqualified Teacher Scale, but the whole cost of this would be borne by the school. The details for the training grant would be the same as the above. 4.2 Conditions of Employment Trainees are subject to the same conditions of employment as any other teacher (Please refer to School Teachers Pay and Conditions Document 2006). Trainees are expected to attend INSET days training sessions or meetings at the end of the school day as appropriate. 4.3 Non-contact Time A GTP trainee s timetable will be built up gradually. The non-contact time allocated should be used for planning and observing lessons, assessment, meetings, compiling evidence folders, research or any other work which is a requirement of the GTP. The Trainee will not be used to cover lessons for absent colleagues. 4.4 Mentor Support A GTP trainee will be allocated a mentor who is an experienced teacher. The trainee will also have access to the school s Headteacher and members of the Leadership Team. 4.5 Access to Professional Development A GTP trainee has the same entitlement as any other employee of the school to CPD, as outlined in our LCPD policy. The trainee will be released from all commitments, whether teaching or non teaching, to enable the training to take place. 4.6 Resources A GTP trainee has the same entitlement as any other member of the team to resources and equipment. Please speak to your mentor regarding your own code for use of the photocopier for photocopying and preparation of materials. Section 5 Roles and Responsibilities 5.1 Role of the GTP Co-ordinator It is the role of the GTP Co-ordinator to: Be familiar with the requirements of the relevant Higher Education Institution s (HEI) programmes prior to receiving GTP Trainees. Liaise with HEIs and feed back to Mentors as appropriate. 3

4 Ensure relevant paperwork is completed. Keep an overview of the impact of GTP Trainees on the School. Ensure that Mentors receive relevant training. Support Mentors in their role. Provide guidance for all staff working with GTP students. Update the Trainee Handbook as appropriate. Arrange a Professional Development Programme. Organise a programme of Induction. Maintain a library relevant to Trainee s needs. Provide opportunities for experience of whole school issues. Observe trainees teaching both informally and in meeting the formal requirements of GTP programmes. Provide feedback to Trainee and Mentor on all observations. Deal promptly with any concerns that are raised. Raise whole staff awareness of the GTP. Monitor and review GTP provision through feedback from trainees and mentors, and discussion at leadership team meetings. 5.2 Role of Subject Leaders It is the role of Subject Leaders to: Brief trainees on school policies, procedures and resources. Provide subject support and assist with lesson planning. Observe Trainees both informally and to meet the formal requirements of the GTP programme. Provide feedback after any lesson observations. Liaise with HEI subject tutors as appropriate. Liaise with the GTP Co-ordinator regarding completion of paperwork. 5.3 Role of the Class Teacher It is the role of the Class Teachers to: Liaise with the Subject Leaders regarding their responsibilities. Provide support in planning and classroom management for GTP Trainees with respect to their classes. Observe the Trainee with their classes and provide feedback on each occasion. 5.4 Role of the Leadership Team It is the role of the Leadership Team to: Decide in consultation with the GTP Co-ordinator the desired allocation of trainees to the school. Support the GTP Co-ordinator and mentors in their role by: - Granting release for required training. - Granting protected time for Mentor sessions. 4

5 Participate as appropriate in the delivery of the Professional Development Programme. 5.5 Role of All Staff It is the role of all staff to: Support GTP Trainees as they would any new member of staff. Participate in the Professional Development Programme as appropriate. Lead by example in promoting a professional approach. Liaise with staff regarding any concerns that arise. 5.6 Role of the Trainee It is the role of the trainee to: Comply with all procedures set out in the GTP Handbook; Provide evidence to show that all Standards have been successfully fulfilled by the end of your training plan; Demonstrate commitment to your studies both in school and at the University; Demonstrate a responsible and professional attitude to all staff in school and at the University, to fellow trainees and to children; Be proactive and assertive in your own professional development; Meet with your Mentor on a weekly basis and respond to targets set; Meet University and school deadlines. Punctuality in attendance at school is a requirement. It is the trainee teacher s responsibility to ensure that they are fully informed about programme requirements and procedures as well as school and University regulations. Section 6 Support for Mentors Mentors are entitled to the following support: 1 period timetabled weekly mentor meeting Access to mentor training (in-house, HEI-based) Regular meetings with the GTP Co-ordinator/Headteacher Time to liaise with HEI tutors during visits. Section 7 - Selection of Classes The following will be taken into account when selecting classes in which to place a GTP trainee: NQTs Trained mentor Recent involvement with trainees Experience of staff Resources Other SDP commitments. Section 8 Finance 5

6 Please refer to section 4.1 for details of grants and payment of salary. As with all other employees of the school the salary is paid in arrears on a monthly basis, directly to the trainee s account. At Camelsdale the School Business Manager deals with all financial matters and will answer any queries the trainee may have. The school s share of the training grant will be added to the Standards Fund and used as training needs arise. 6

7 Section 9 - Monitoring and Reviewing GTP Provision The GTP Co-ordinator is responsible for the monitoring and review of GTP provision in the school (see section 5.1 fina l bullet point). In order to monitor provision: The GTP Co-ordinator will ensure that copies of lesson observations are held by the trainee, the mentor and that evidence files, the Standards Tracking document and mentor log are available on request. In situations where more than one GTP trainee is employed by the school, the GTP Co-ordinator is responsible for ensuring consistency of approach by mentors. A written record will be kept by mentors of weekly meetings between mentors and trainees, by the GTP Co-ordinator of meetings between the GTP Coordinator and mentors and by class teachers of the lessons taught by the trainee and progress made. In order to review the effectiveness of GTP provision: All training activities undertaken by the trainee or the mentor will be reviewed (as part of the school s CPD policy use Inset feedback form). Verbal and written feedback will be sought at the end of the programme by the GTP Co-ordinator from the trainee, the mentor and any other class teachers involved. Records will be kept by the GTP Co-ordinator of training evaluations and written feedback. Any issues arising from the review will be discussed at a Leadership Team meeting and fed back to the HEI as appropriate. Section 10 - Review Date Policy written: January 2009 Approved by the Governing Body: Reviewed by the Curriculum Committee: When will it be reviewed: September