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Postgraduate Teacher ApprenticeshipInspiring learners, enriching communities
Handbook 2019/2020
Our Vision
Our Goals
Safeguarding
The University of Brighton and its partner schools are committed to safeguarding and promoting the welfare of children and young people and expect all staff and students to share this commitment. In order to ensure this our recruitment and selection policy is in accordance with national guidance. All entrants onto our postgraduate courses are subject to satisfactory pre-employment checks, including a satisfactory Enhanced Criminal Records with Barred List check through the Disclosure and Barring Service (DBS). Further information on safeguarding within the University of Brighton ITT Partnership can be found at www.brighton.ac.uk/safeguarding and in the Partnership in Education Agreement & Handbook (PiE).
Please note:This handbook has been produced as early as possible on behalf of the ITE Partnership. Changes may be made to some of the information during the academic year. At the time of going to print all information was correct. The Partnership reserves the right to make changes as necessary.
The University of Brighton Initial Teacher Education Partnership aspires for all apprentices to become outstanding teachers. We educate the next generation of teachers to the highest standards so that the teachers we train are:
Highly committed to their pupils’ learning and progress, and ambitious in what they want to help them achieve;
Inquisitive, critically reflective and motivated to keep learning and improving their own practice;
Quick to adapt to different learning contexts and confident to challenge inequalities; An asset to the profession, willing to share their knowledge and experience and to
collaborate with others; Well prepared for the realities of teaching, with the confidence, resilience and skills to be
innovative, to take risks and be creative.
The University of Brighton Partnership will:
1. Lead innovative and outstanding school led ITE across the South-East and beyond
2. Meet Partnership teacher supply needs through rigorous recruitment, outstanding training and bespoke school-based experiences
3. Improve outcomes for learners across all phases, with particular attention to closing the gap for disadvantaged learners
4. Enhance retention via robust support networks and services, including high-quality opportunities for continuing professional development
5. Be driven by the priorities of Partnership schools and settings to extend and develop practice via robust educational research at all levels
6. Enhance learning and progress for learners and apprentices through an informed use of digital technologies
Contents
1. Introduction.................................................................................................................................. 1
1.1 Overview of the Postgraduate Teacher Apprenticeship.................................................................1
1.2 Admissions Policy for Initial Teacher Education Programmes.......................................................1
2. Useful Information....................................................................................................................... 2
2.1 Key to frequently used Acronyms and Pro formas.........................................................................2
2.2 Key University Contacts................................................................................................................. 3
3. School-Based Training................................................................................................................4
3.1 Key Dates 2019/2020.................................................................................................................... 4
3.2 School-Based Training Expectations.............................................................................................5
3.3 Partnership Roles and Responsibilities.........................................................................................6
3.4 Evaluation of School Experience.................................................................................................19
3.5 DBS Checks and other Background Checks and Health and Physical Capacity to Teach..........19
3.6 Teacher Reference Number (TRN)..............................................................................................19
3.7 Partnership in Education Strategic Committee............................................................................19
4. Compliance Requirements for Apprentices............................................................................20
4.1 Employment-Based Criteria.........................................................................................................20
4.2 Age Phases................................................................................................................................. 20
4.3 Each apprentice teacher will teach in at least two schools..........................................................20
4.4 Training Commitment.................................................................................................................. 21
4.5 UoB ITE Partnership Lesson Planning: The Core Elements.......................................................22
4.6 Pupil Progress............................................................................................................................. 24
4.7 Subject Knowledge Training........................................................................................................24
4.8 Action Planning............................................................................................................................ 25
4.9 Reflections................................................................................................................................... 25
4.10 Host School Experience..............................................................................................................25
4.11 Contrasting School Placement Experience..................................................................................26
4.12 Fulfilling Wider Professional Responsibilities (SECONDARY).....................................................26
4.13 The School-Based Weekly Schedule...........................................................................................27
4.14 The University Study Schedule....................................................................................................31
5. Assessment of Apprentices.....................................................................................................36
5.1 Grading Apprentices....................................................................................................................36
5.2 Postgraduate Teacher Apprenticeship Final Assessment...........................................................36
5.3 The Career Entry Plan.................................................................................................................37
AppendicesAppendix 1: Link to School Direct QA Framework 2018-19................................................................38
1. Introduction
1.1 Overview of the Postgraduate Teacher Apprenticeship
The Postgraduate Teacher Apprenticeship is an opportunity for existing school employees and new recruits to retrain or upskill by undertaking an employment-based route into teaching that will enable them to gain Qualified Teacher Status (QTS) and a PGCE (Professional Education Studies).
Each apprentice is based in an employing school and must also spend 6 weeks in a contrasting setting in order to develop their role as a highly-skilled practitioner across a range of contexts.
The school experiences facilitate the development of apprentices’ professional attributes, skills, knowledge and understanding. Through focused action planning and by evidencing the Teacher Apprenticeship Standard (Teachers’ Standards), each apprentice will be equipped to reflect upon and critically evaluate their experiences, and identify professional strengths and needs as the basis for continued professional development.
This employment-based route ensures that schools are at the heart of teacher-training and, together with rigorous quality assurance procedures from the university, that apprentices receive a well-supported and practice-led introduction to the profession.
1.2 Admissions Policy for Initial Teacher Education Programmes
The admissions procedure provides an excellent way for colleagues across the ITE Partnership to collaborate in the shared exercise of recruiting and selecting the very best apprentices. A summary of our recruitment policy is as follows:
The process for admissions for the Postgraduate Teacher Apprenticeship is usually coordinated by the Lead School and involves collaboration and agreement with the university on application, interview, final selection and quality assurance processes and procedures;
Candidates are selected on the basis of their application forms and are interviewed by both the university and school;
Interviews are either held jointly, or one institution will interview first and recommend successful candidates to the other for interview. Successful interviewees from this second date will then be offered a place.
All apprentices must be employed and sponsored by their employer. An Apprenticeship Training Services Agreement is drawn up and issued to the employing school. Following the admissions procedures, the employer, the apprentice and Programme Leader will
complete the University Commitment Statement prior to enrolment. Any changes to policies and procedures are agreed at the Partnership in Education Strategic
Committee (PiESC) or via consultation with Lead Schools and LAs.
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2. Useful Information
2.1 Key to frequently used Acronyms and Pro formas
Frequently used acronyms and terms PPiE: Primary Partnership in EducationSPiE: Secondary Partnership in EducationQTS: Qualified Teacher Statuse-Portfolio (PebblePad): The electronic portfolio system is used by apprentices to drive and
track their professional development
Frequently used pro formas
PA/SA: Progress Report PB/SB: Interim Report on Teaching and Professional CompetencePC/SC: Final Assessment Report on Teaching CompetencePD/SD: Need for Enhanced Support (completed when an apprentice is not making sufficient progress
and is at risk of not passing the period of school-based training)PH/SH: Record of Mentor Meeting (including the Weekly Review Checklist for Mentors and Apprentices)PI/SI: Record of AttendancePK/SK: Lesson ObservationPL/SL: University Tutor Record / Link Tutor Visit Summary Report
For more detailed information about the purpose, distribution and completion of forms, please see the PPiE and SPiE Handbooks.
All resources and guidance including: Postgraduate Teacher Apprenticeship handbook, grading and assessment guidance, blanks and exemplars of forms are located on the Partnership website:
https://blogs.brighton.ac.uk/mentors/mentoring-resources/primary/ https://blogs.brighton.ac.uk/mentors/mentoring-resources/secondary/
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2.2 Key University Contacts
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Programme LeaderLis Bundock01273 [email protected]
Lis leads and oversees all employment-based teacher-training routes for the University of Brighton.
Assistant Programme LeaderBhav Prajapat01273 [email protected]
Bhav oversees the University of Brighton training days.
Deputy Head: Partnership and EngagementSarah Fitzjohn-Scott01273 [email protected]
Sarah leads and manages the Initial Teacher Education Partnership.
Feedback about any aspects of partnership can be provided using the School Led email address [email protected] .
Deputy Head: Academic and Professional EducationSheridan Denis Le [email protected]
Sheridan is responsible for overall coordination of the School of Education’s Initial Teacher Education Provision.
Programme AssistantSarah [email protected] 01273 643320
Sarah is responsible for admissions on the Employment-Based ITE programmes and all administration concerning the Postgraduate Teacher Apprenticeship route.
Chair, Partnership in Education Strategic CommitteeKay Taylor, Davison High School [email protected]
Kay is the Team Leader for ITT in Millais Teaching School Alliance, a key strategic partner, and Assistant Head at Davison High School.
UoB ITT Partnership Website: http://about.brighton.ac.uk/education/work-with-us/partner-schools/
Senior School-Based Training Supervisor (QA) Kathryn Clements: [email protected] Wayne Jones: [email protected]
Kathryn and Wayne play a key role in quality assuring the apprentices’ school-based training experience and mentor development.
Technician, e-Portfolio (PebblePad) [email protected] 01273 643463
We provide apprentices and SoE staff with technical support for the use and management of the e-Portfolios (PebblePad).
Absence from school: Email: [email protected] or Telephone: 01273 641041
All apprentices must use these contact details to get in touch if they are absent from school for 5 days or more.
3. School-Based Training
3.1 Key Dates 2019/2020
Apprentices will attend training at the university throughout the year on regular scheduled days, usually Fridays.
University induction days: 3rd & 4th June
Mentors will be invited to attend training events on 23rd May and 4th June from 3.30pm – 5.30pm. Mentors are asked to attend with their apprentice on one of these dates.
These events cover:
An overview of the Postgraduate Teacher Apprenticeship route The role of the mentor in apprentice professional development Principles of professional learning Effective mentoring Implications of DfE regulations and policy changes Assessment, intervention and Enhanced Support procedures
Information for mentors as well as electronic copies of the forms are available from the relevant section of our website:
https://blogs.brighton.ac.uk/mentors/mentoring-resources/primary/ https://blogs.brighton.ac.uk/mentors/mentoring-resources/secondary/
Submission dates are set so that assessments and predictions are recorded in time for support and intervention to take place and for the University Assessment Board. These dates are indicative and will be finalised with schools once the pattern of school-based training is agreed.
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Postgraduate Teacher Apprenticeship
School-based training
Form type Form due
SBT1 PB/SB 25/10/2019PC/SC 13/12/2019
SBT2 PB/SB 14/02/2020PC/SC 03/04/2020
SBT3 Mini PB/SB 15/05/2020PC/SC 12/06/2020
3.2 School-Based Training Expectations
Please read this section in conjunction with the DfE Teachers' Standards Publication and The Teacher Apprenticeship Standard
School experience in the Postgraduate Teacher Apprenticeship enables apprentices to meet the Teacher Apprenticeship Standard. The assessment pattern for school experience is designed so that competences are achieved with a level of understanding and judgement that is appropriate for a graduate profession. In each period of school-based training, apprentices will be expected to demonstrate their professionalism and understanding through:
Completion of school-experience tasks (set by university tutors and supported by schools); Personal and professional conduct; Practical teaching; including preparation and evaluation (assessed by school staff and
supported by university tutors).
3.2.1 The Partnership Agreement
The Partnership Agreement should be signed by all schools who work in partnership with the university. If you are a new or existing partner who has not previously completed the form, please contact Sarah McGillivary [email protected] and we will send it out to you.
3.2.2 The Commitment Statement
The Commitment Statement summarises the planned schedule, roles and responsibilities, and funding that supports the successful completion of the apprenticeship.
The information set out in the document forms part of the evidence required for every apprentice and it must be signed and dated by the apprentice and the UoB before the apprenticeship can start. The latest version must be held by the employing school or LA.
The Commitment Statement is intended to be used at, and to inform, the regular tri-partite reviews between the UoB, the employing school and the apprentice.
3.2.3 The End Point Assessment
Having completed a programme of ITE and been recommended for QTS, the apprentice will then go on to complete an end-point assessment in the final stages of the apprenticeship. Once the gateway has been reached, the end-point assessment must be completed within three months. It is anticipated that the end point assessment will take place in July 2020.
The end-point assessment comprises:
A lesson observation observed, and assessed, by the independent assessor. A short professional dialogue about the observed lesson. A professional discussion, which will assess the apprentices’ knowledge, skills and
behaviours with regard to the Teacher Apprenticeship Standard. This will be held between the apprentice and a panel, composed of the independent assessor, a representative from the apprenticeship training provider and a representative from the employing school.
The independent assessor will assess the content of the professional discussion.
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3.3 Partnership Roles and Responsibilities
Keys to Quality
The Partnership is committed to continually driving improvements to ensure consistency in the quality of training. Representatives from across the Partnership have worked together to identify six overarching ‘Keys to Quality’ considered essential to securing high quality school-based provision. These six Keys to Quality act as a shared reference point for all parties engaged in training including mentors, apprentices, university tutors and professional tutors. All members of the Partnership are expected to commit to these Keys to Quality and have a role to play in making them happen. The roles and responsibilities found in this section detail how this expectation is applied in practice.
The 6 Keys to Quality:
A warm welcoming induction, including safeguarding; Ongoing and supportive informal guidance and advice; Effective regular mentor meetings; Individualised training and development opportunities; Constructive, personalised verbal and written feedback; Accurate assessment using grading descriptors.
3.3.1 Roles and Responsibilities: The Lead School
Lead schools must be Local Authority (LA) maintained (primary or secondary), a special school, an academy, free school or a sixth-form college. They are the agreed point of contact for the Partnership and hold the allocations from the DfE for the Partnership’s Apprenticeship and School Direct training places. They will be responsible for communications across the Partnership to and from the DfE and between each participating member of the Partnership. The Lead School is responsible for Partnership activity and actions, for the distribution of the training and salary grant funding.
3.3.2 Roles and Responsibilities: Programme Leader
i. Oversees school-led training and manages communications, protocols, documentation, roles and responsibilities within the Postgraduate Teacher Apprenticeship;
ii. Ensures the smooth running of the programme by sharing expectations, agreeing the respective roles and responsibilities between the lead school and the university and clarifying processes and procedures;
iii. Tracks the progress of apprentices and manages interventions where necessary;iv. Coordinates the quality assurance processes.
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Partnership Roles and Responsibilities – Professional relationships and partnerships (PRIMARY)The Headteacher: The Senior Mentor /
Professional Tutor:The Mentor: The Class Teacher:
Negotiates with the partnership coordinator over provision of school-based training and allocates apprentices across alliances (where appropriate).
Participates, where possible, in the recruitment and selection of apprentices.
Liaises with the Headteacher and partnership coordinator over provision of school-based training and allocation of apprentices to classes.
Liaises with the class teacher to ensure the apprentice has opportunities to fulfil all requirements of school-based training.
The mentor should: Jointly observe the apprentice with the university tutor
to review progress; Hold regular mentor meetings with the apprentice; Undertake additional observations (at least 1) to review
apprentice progress; Work with the class teacher to support the apprentice’s
development.
Liaises with the mentor to facilitate fulfilment of school-based training requirements.
Appoints mentors who are responsible for training and supervising apprentices using the National Standards for Mentors to guide the process.
Promotes the role of mentor as an opportunity for professional development.
Supports school’s selection of mentors using the National Standards for Mentors to guide the process.
Engages with the National Standards for Mentors
Standard 1 – Personal qualities:Establish trusting relationships, modelling high standards of practice, and understand how to support an apprentice through initial teacher training.
Standard 4 - Self-development and working in partnership: Continue to develop their own professional knowledge, skills and understanding and invest time in developing a good working relationship within relevant ITT partnerships.
Has an awareness of the National Standards for Mentors.
Ensures that the apprentices is aware of the needs of individuals and groups including, for example, disadvantaged learners and those with special educational needs.
Seeks and promotes opportunities for ways in which their school can lead and participate within the ITE Partnership.
Attends university training and development and seeks opportunities for ways in which their school can lead and participate within the ITE Partnership.
Co-ordinates university tutor visits and the programme of training, progress review and assessment of apprentices.
Consults with senior management and mentors to facilitate planning, development and evaluation of school-based ITE.
Attends university training and development and seeks opportunities for ways in which their school can lead and participate within the ITE Partnership.
Inducts apprentice(s) on the first visit and ensure that they are fully aware of all key policies including the school’s safeguarding protocols and strategy for diminishing difference for disadvantaged learners.
Ensures that appropriate documentation is circulated to the class teacher and meets with them regularly to discuss the apprentice’s progress.
Familiarises themselves with relevant documentation.
Partnership Roles and Responsibilities – Professional relationships and partnerships (PRIMARY)
The Headteacher: The Senior Mentor / Professional Tutor:
The Mentor: The Class Teacher:
Liaises with the partnership coordinator when a Need for Enhanced Support is identified (or delegates to other).
Consults with mentors and class teachers when the Need for Enhanced Support is identified.
Ensures that the Partnership Office is contacted if an apprentice is identified as needing Enhanced Support or additional intervention.
Helps to support and guide apprentices in addressing target areas.
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Partnership Roles and Responsibilities - Professional development towards Teachers’ Standards (part 1 & 2) [PRIMARY]
The Headteacher: The Senior Mentor /
Professional Tutor:
The Mentor: The Class Teacher:
Ensures that mentors are able to attend training provided by the university and/or use the materials provided online: http://blogs.brighton.ac.uk/mentors/mentoring-resources/primary/
Ensures that mentors have appropriate time and resource to meet with apprentices regularly.
Ensures that mentors are trained and refresh their training regularly.
Takes part in training and development provided by the UoB and/or use the materials provided online: http://blogs.brighton.ac.uk/
Engages with the National Standards for Mentors.
Standard 2 – Teaching: Support apprentices to develop their teaching practice in order to set high expectations of all pupils and to meet their needs (including enable the apprentice to access, utilise and interpret robust educational research to inform their teaching).
Standard 3 – Professionalism: Set high expectations and induct the apprentice to understand their role and responsibilities as a teacher.
Negotiates class contact, timetable and teaching contact in relation to school-based training requirements.
Guides and supports the apprentice’s preparation and planning (with the mentor and subject coordinator(s) where appropriate).
Discusses daily teaching, planning and assessment with the apprentice including written plans and assessments.
Ensures that apprentices are inducted into the use of school marking policies and takes part in joint marking and assessment meetings where possible.
Provides apprentices with data about pupils’ needs, progress and attainment (including SEND, Pupil Premium and EAL).
Inducts the apprentice into administrative practices in the classroom and shares the assessment/record keeping processes.
Supports apprentices to interpret and utilise relevant data to support pupil progress and develop understanding of effective data management practice.
Places apprentices in appropriate classes, allowing them opportunities to meet the requirements for the school-based training and the Teachers’ Standards.
Provides opportunities for apprentices to teach the breadth of the curriculum including their specialist subject.
Arranges opportunities for apprentice teachers to observe high quality teaching with a focus on pupil progress.
Ensures that apprentices have access to appropriate resources including ICT and the school computer network to enable them to monitor, track and support pupil progress.
Provides the apprentice with appropriate subject knowledge and professional development training and ensures the apprentice has access to relevant pupil data.
Meets with the apprentice on a weekly basis to guide and facilitate their professional development.
Partnership Roles and Responsibilities – Monitoring, assessment and feedback (PRIMARY)9
The Headteacher: The Senior Mentor /
Professional Tutor:
The Mentor: The Class Teacher:
Ensures mentors and class teachers are adequately prepared to develop an apprentice teacher and provides them with a balanced and appropriate timetable.
Is familiar with the apprentice’s school-based training handbook and e-Portfolio (PebblePad).
Is familiar with the tasks and expectations in the apprentice’s school-based training handbook.
Approves apprentice school reports and adds comments (if necessary).
Has overall responsibility for quality assurance:
Ensures the consistency of mentoring.
Ensures that all apprentices across the school are being assessed using the UoB grading descriptors and according to SBT expectations.
Undertakes at least three formal progress reviews of the apprentice recording them on form PA, one of which is joint with the university tutor.
Arranges the interim evaluation meeting between the apprentice, class teacher and themselves and completes the interim report (PB).
Agrees the assessment of apprentices with the university tutor, using the grading descriptors.
Writes the final report (PC) in collaboration with the class teacher and in discussion with university tutor.
Checks and initials the apprentice’s record of attendance and contacts the Partnership Office if the apprentice does not attend school for three consecutive days.
Works as a colleague with the apprentice, providing regular and consistent informal feedback using the PK form as appropriate.
Liaises closely with the mentor on apprentice progress and provides evidence to inform written feedback.
Participates in the interim evaluation meeting (PB) to review progress and set additional targets.
Participates in the final assessment (PC).
Meets with the university tutor when they visit the apprentice teacher in school.
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Partnership Roles and Responsibilities – Professional relationships and partnerships (SECONDARY)The Professional Tutor: The Mentor: The Subject
Teachers:Negotiates with the partnership coordinator over provision of school-based training and allocates apprentices across alliances (where appropriate).
Participates, where possible, in the recruitment and selection of apprentices.
Liaises with the subject teachers to ensure the apprentice has opportunities to fulfil all requirements of school-based training.
The mentor should: Jointly observe the apprentice with the university tutor
to review progress; Hold regular mentor meetings with the apprentice; Undertake additional observations (at least 1) to review
apprentice progress; Work with the subject teachers to support the
apprentice’s development.
Liaise with the mentor to facilitate fulfilment of school-based training requirements.
Appoints mentors who are responsible for training and supervising apprentices using the National Standards for Mentors to guide the process.
Promotes the role of mentor as an opportunity for professional development.
Engages with the National Standards for Mentors
Standard 1 – Personal qualities:Establish trusting relationships, modelling high standards of practice, and understand how to support an apprentice through initial teacher training.
Standard 4 - Self-development and working in partnership: Continue to develop their own professional knowledge, skills and understanding and invest time in developing a good working relationship within relevant ITT partnerships.
Have an awareness of the National Standards for Mentors.
Ensure that the apprentices is aware of the needs of individuals and groups including, for example, disadvantaged learners and those with special educational needs.
Attends professional tutor training and development and seeks opportunities for ways in which their school can lead and participate within the ITE Partnership.
Co-ordinates university tutor visits and the professional studies programme of training. Co-ordinates apprentice progress reviews and assessments.
Consults with school staff to facilitate planning, development and evaluation of school-based ITE.
Inducts apprentice(s) on the first visit and ensure that they are fully aware of all key policies including the school’s safeguarding protocols and strategy for diminishing difference for disadvantaged learners.
Attends university training and development and seeks opportunities for ways in which their school can lead and participate within the ITE Partnership.
Ensures that appropriate documentation is circulated to the subject teachers and meets with them to discuss the apprentice’s progress.
Familiarise themselves with relevant documentation.
Partnership Roles and Responsibilities – Professional relationships and partnerships (SECONDARY)
The Professional Tutor: The Mentor: The Subject Teachers:
Liaises with the partnership coordinator when a Need for Enhanced Support is identified (or delegates to other).
Consults with mentors and subject teachers when a SD form is issued.
Ensures that the professional tutor and Partnership Office are contacted if an apprentice is identified as needing Enhanced Support or additional intervention.
Help to support and guide apprentices in addressing target areas.
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Partnership Roles and Responsibilities - Professional development towardsTeachers’ Standards (part 1 & 2) [SECONDARY]
The Professional Tutor: The Mentor: The Subject Teachers:
Ensures that mentors are able to attend training provided by the university and/or use the materials provided online: http://blogs.brighton.ac.uk/mentors/mentoring-resources/secondary/
Ensures that mentors are trained and refresh their training regularly.
Ensures that mentors have appropriate time and resource to meet with apprentices regularly.
Takes part in training and development provided by the UoB and/or use the materials provided online: http://blogs.brighton.ac.uk/
Engages with the National Standards for Mentors.
Standard 2 – Teaching: Support apprentices to develop their teaching practice in order to set high expectations of all pupils and to meet their needs (including enable the apprentice to access, utilise and interpret robust educational research to inform their teaching).
Standard 3 – Professionalism: Set high expectations and induct the apprentice to understand their role and responsibilities as a teacher.
Ensure opportunities are available in relation to school-based training requirements.
Guide and support the apprentice’s preparation and planning (with the mentor and subject coordinator(s) where appropriate).
Discuss daily teaching, planning and assessment with the apprentice including written plans and assessments.
Provide apprentices with data about pupils’ needs, progress and attainment (including SEND, Pupil Premium and EAL).
Induct the apprentice into administrative practices in the classroom/department and share the assessment/record keeping processes.
Support apprentices to interpret and utilise relevant data to support pupil progress and develop understanding of effective data management practice.
Timetables apprentices in appropriate classes, allowing them opportunities to meet the requirements for the school-based training and the Teachers’ Standards.
Provides opportunities for apprentices to teach the breadth of the age phase including form tutor responsibilities.
Arranges opportunities for apprentice teachers to observe high quality teaching with a focus on pupil progress.
Ensures that apprentices have access to appropriate resources including ICT and the school computer network to enable them to monitor, track and support pupil progress.
Ensures that apprentices are inducted into the use of school marking policies and takes part in joint marking and assessment meetings where possible.
Provides the apprentice with appropriate subject knowledge and professional development training and ensures the apprentice has access to relevant pupil data.
Meets with the apprentice on a weekly basis to guide and facilitate their professional development.
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Partnership Roles and Responsibilities – Monitoring, assessment and feedback (SECONDARY)The Professional Tutor: The Mentor: The Subject Teachers:
Ensures mentors and subject teachers are adequately prepared to develop an apprentice teacher and provide them with a balanced and appropriate timetable.
Is familiar with the apprentice’s school-based training handbook and e-Portfolio (PebblePad).
Are familiar with the tasks and expectations in the apprentice’s school-based training handbook.
Approves apprentice school reports and adds comments (if necessary).
Has overall responsibility for quality assurance.
Ensures the consistency of mentoring.
Ensures that all apprentices across the school are being assessed using the UoB grading descriptors and according to SBT expectations.
Undertakes at least three formal progress reviews of the apprentice recording them on form SA, one of which is joint with the university tutor.
Arranges the interim evaluation and completes the interim report (SB).
Agrees the assessment of apprentices with the university tutor, using the grading descriptors.
Writes the final report (SC) informed by the subject teachers and in discussion with university tutor.
Checks and initials the apprentice’s record of attendance and contacts the Partnership Office if the apprentice does not attend school for three consecutive days.
Work as a colleague with the apprentice, providing regular and consistent informal feedback using the SK form as appropriate.
Liaise closely with the mentor on apprentice progress and provide evidence to inform written feedback.
Inform the interim assessment (SB) and the final assessment (SC).
Meet with the university tutor when they visit the apprentice teacher in school.
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Teaching Apprentice
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Key responsibilities:
Is fully engaged with the life of their school as a salaried employee
Gradually increases their contact time from 30% to 80% (recommended) over the course of the training year
Spends 80 percent of training time engaging in on-the-job school-based training. The remaining 20 percent will be spent studying via a blended learning approach.
Prioritises the well-being and progress of the pupils at all times
Adheres to the Partnerships Code of Conduct and Part Two of the Teachers’ Standards to ensure that their personal and professional conduct is judged to be consistently high by the final assessment for QTSEngages fully with the school’s procedures for safeguarding
Meets with the mentor to discuss school policies and approaches to the curriculum and then utilises this information in their practice
Meets with heads of department/curriculum area to gather information, discuss issues and/or present plans for the school-based training (as necessary)
Discusses pupil progress, planning and assessment requirements with the subject teachers/mentor
Utilises relevant data about pupils’ needs (including SEND/Pupil Premium/EAL) and attainment
Prepares teaching plans/lessons and presents them to the mentor on the required dates as specified. When requested, makes changes in response to advice and feedback
Prepares form PH/SH and meets with the mentor to develop an action plan. Allows the mentor to review the e-Portfolio (PebblePad) at the weekly meeting.
Adopts a constructive approach to developmental feedback and progress reports, uploading all paperwork to the e-Portfolio (PebblePad) as outlined in the relevant handbook
Takes an active part in their own professional development and action planning
Ensures that the training schedule record is updated on a weekly basis
Engages with the academic programme, school-based training tasks and learning opportunities as identified in programme specific handbooks
Seeks advice from the university tutor (in the first instance) should any difficulties arise
Roles and Responsibilities: University Tutor
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Personal qualities:Able to establish good working relationships with all partnersModels high standards of professional conduct and practiceIs committed to developing own practice Able to offer support and challenge with integrity, openness, honesty and respectSupportive and motivationalDiplomaticAdaptable
Knowledge:Has a good knowledge and understanding of the Teacher Apprenticeship Standard Keeps up to date with curriculum knowledge, assessment and pedagogyKnows and understands how to support and develop an ITE apprentice Knows and understands the Partnership’s vision, priorities, protocols and proceduresUnderstands how pupils learn and develop
Skills:Effectively communicates (written, verbal and interpersonal) Is able to support and challenge schools appropriatelyIs able to articulate and unpick effective teaching and learning and supports apprentices to do the sameOrganise their time efficiently and effectively
Key responsibilities:Participates in required professional development activities and carries out annual moderation through a joint apprentice progress visitSupports professional development and critical reflection of each apprentice throughout school-based trainingAccesses apprentice’s targets and action plan in the e-Portfolio (PebblePad) prior to each apprentice progress visitProvides developmental feedback on the e-Portfolio (PebblePad)Undertakes a quality assurance and moderation role, including scrutiny of the apprentice’s files (planning and evaluations, observation of teaching and oral and written feedback), identifying progress made and ways forward Quality assures the mentor’s assessment of each apprentice in relation to the school-based training requirements and the grading descriptorsLiaises closely with colleagues in school to monitor the Enhanced Support process; supporting the mentor, subject teachers and apprenticeReviews the school’s final assessment of the apprentice as part of the moderation and quality assurance processMeets senior staff to support development of school-based provision and identify areas of expertise and/or training needs
All Apprentices will be allocated a university tutor (primary) or subject tutor (secondary) from the School of Education. These university tutors will normally visit the apprentice five times per year. This is the minimum number of visits and depending on the apprentice’s progress this number may be increased. The pattern of visits will normally take place as follows:
Visit 1 During the second half of the summer term / term 6Visit 2 During the second half of the autumn term / term 2Visit 3 During the first half of the spring term / term 3
Visit 3 must be arranged in order for the university tutor to observe the apprentice whilst on their contrasting placement experience. Where the pattern of experiences has been altered, the university tutor must ensure that one of the five visits is undertaken at the contrasting placement school.
Visit 4 During the second half of the spring term / term 4Visit 5 Final Assessment visit, during the second half of the summer term / term 5
The university tutor will contact the apprentice to arrange a date and time for their visit that is mutually convenient for all parties concerned. It is important that the mentor is available in school to enable the university tutor to fulfil the requirements of the visit.
Prior to each visit the university tutor will scrutinise and comment upon the apprentice’s e-Portfolio (PebblePad).
Link Tutor
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Roles and Responsibilities: Acts in a quality assurance role with particular reference to the working of the Partnership
Liaises with and supports the work of the professional tutor/mentor
Fosters excellent working relationships between the school/college and the university
Provides an established focus, especially in large schools/colleges, where several subject tutors will be making visits
Deals with challenges that arise in the Partnership and amongst groups/individual apprentices
Ensures that progress within the school is monitored and that the expectations and requirements with regard to support of apprentices are being met by both parties
Liaises with apprentices to review their overall experience and ensure that reasonable expectations are being met
Communicates with the apprentices, professional tutor and/or mentor in advance of their visit
Provides feedback on professional development via the e-Portfolio (PebblePad)
Provides additional support and visits to apprentices as appropriate
Completes the Link Tutor Visit Summary Report (PL/SL)
Senior School-based Training Supervisor (Quality Assurance)
Roles and Responsibilities: External Examiners
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Roles and Responsibilities: Quality assures school-based training which may include visits to schools, meetings with appropriate staff, monitoring apprentices’ school-based training evaluations
Investigates and judges if the Enhanced Support/Likely to Fail procedure has been followed and confirms (or otherwise) that suitable systems and judgements are being made. Makes a recommendation to the partnership coordinator as outlined in Enhanced Support procedures
Supports the evaluation and development of partnership and school-based training documentation through regular review meetings with the partnership coordinator
Contributes to management group meetings and PiESC as appropriate
All the university's programmes are subject to scrutiny by external examiners who report on areas such as:The general standard of the work assessed, assessment against Ofsted’s criteria and comparability with similar levels of work nationally
The overall performance of apprentices in relation to their peers in other institutions and the Teacher Apprenticeship Standard
The overall strengths and weaknesses of apprentices
The overall quality of knowledge and skills (both general and subject-specific) demonstrated by apprentices
The structure, organisation, design and marking of all assessments
The quality of the training programme as indicated by apprentice teacher performance
External Examiners will:Look at samples of apprentices’ written work and assessments. These include a range of apprentice attainments and are dependent on apprentice availability and the practicalities of arranging an itinerary
Review apprentice documentation, observe apprentices teach and discuss the lesson with the apprentice and mentor
3.4 Evaluation of School Experience
Following each school experience, all apprentices evaluate their training and feedback is provided to the school. These evaluations form part of the Apprenticeship improvement planning process and Self-Evaluation Document (SED). Feedback from school evaluations is shared with headteachers, university tutors, programme leaders and senior school-based training supervisors (quality). The outcomes of the evaluation process are also reviewed at PiESC.
3.5 DBS Checks and other Background Checks and Health and Physical Capacity to Teach
It is the responsibility of the employer, rather than the university, to:
Undertake all DBS checks for apprentices. In accordance with the statutory requirements, the university does not ask for access to employment-based apprentice’s DBS certificates but employers are required to confirm that all of the above checks have been completed and cleared prior to the start of the training.
Ensure that apprentices have the health and physical capacity to teach before the training year commences via Occupational Health. Employers are required to confirm that this check has been completed prior to the start of training.
Check that candidates:- Are not subject to a prohibition order issued by the Secretary of State;- Are not prohibited to teach in another country or the European Economic Area (EEA);- Have regard for the Disqualification under the Childcare Act 2006 statutory guidance and
related obligations under the Childcare Act 2006;- Ensure they comply with the legislation.
If an apprentice is, or becomes, disqualified from a childcare role the school must inform the UoB.
3.6 Teacher Reference Number (TRN)
The university will share TRNs with apprentices’ schools. Professional bodies (including schools, the DfE, Ofsted, Teacher Training Institutions) can use the TRN to get information about the individual’s eligibility to teach (whether they have QTS, have completed their induction, have been barred from the profession, etc). This information is made available by the Department for Education through a secure website and is not available to the general public.
3.7 Partnership in Education Strategic Committee
The Partnership in Education Strategic Committee (PiESC) is a school-led, strategic committee comprised of representatives from EYITT, primary, secondary, FET, special schools and governors from across the Partnership. These colleagues work alongside tutors from the university to implement innovative responses to policy changes and drive improvement. The committee was formed in 2012 and is chaired by Kay Taylor, Assistant Head of Davison High School. PiESC ensures high levels of consistency are maintained across the Partnership. PiESC also facilitates the sharing of effective practice and the identification of areas for improvement.
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4. Compliance Requirements for Apprentices
4.1 Employment-Based Criteria
Employment-based criteria (C4.1-C4.3) are set out in the document ‘ITT Criteria and Supporting Advice’ (April 2019) available here.
Please note:
For the period of training all apprentices must be employed as unqualified teachers at a
school, and (except apprentices employed in academies or independent schools) must be paid in accordance with at least point one on the unqualified teachers’ pay scale for the period of their training.
Evidence of the apprentice’s contract and salary must be provided to the university within the first three weeks of the course.
Applicants are only admitted to employment-based programmes by either the DfE or by an accredited provider.
No apprentice will be required to perform more than 90% of the teaching duties normally required of a full-time qualified teacher.
4.2 Age Phases
All apprentices should be prepared to teach within one of the following age phases: ages 3-7 (early years), 5-11 (primary), or ages 11-16 (secondary). Training must enable apprentices to acquire the knowledge and skills they need to teach across the phase for which they are training. In early years, apprentices will undertake assessed experience in Nursery or Reception, and in Key Stage 1. In primary, apprentices will gain assessed experience across Key Stage 1 and Key Stage 2. In secondary, apprentices may gain experience in KS5 but the majority of the training will be across Key Stage 3 and Key Stage 4.
All apprentices must be fully prepared by the end of the training year to teach across the specified age range.
Apprentices should be afforded the opportunity to develop a comprehensive understanding of progression across, and before and after, the age range for which they are training to teach. This might include enhanced experiences in other age ranges.
4.3 Each apprentice teacher will teach in at least two schools
Apprentice teachers need breadth and variety of experience in schools to enable them to meet all the Standards for QTS. They need to teach children and young people from different backgrounds, and in their chosen age ranges, as well as gaining experience of different approaches to teaching and to school organisation and management.
Apprentices must be released from their employing school to spend time teaching in another school. Schools need to be carefully selected to extend the knowledge, skills and understanding of the apprentices and provide opportunities to meet the Standards for QTS. The lead school, will work in collaboration with the UoB in choosing the second school and ensuring that the school represents a contrasting training experience to the host school.
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4.4 Training Commitment
i. Within the University of Brighton ITE Partnership we recommend that no apprentice performs more than 80 per cent of the teaching duties normally required of a full-time qualified teacher;
ii. It is recommended that apprentices engage in training that is distinct from the apprentice’s teaching commitment. This will take place both on site at the university and in schools, including the employing school and contrasting placement school;
iii. Apprentices must attend all training opportunities as required by the university and record these on their professional development record in the e-Portfolio (PebblePad).
Examples of training opportunities are:
i. School-based training, e.g. phase, staff, subject meetings, INSET; ii. Observations of experienced practice in employing, contrasting and other schools;iii. Apprentice self-study/directed school-based tasks;iv. Relevant external courses within the Postgraduate Teacher Apprenticeship year.
In order to be valid all training opportunities must be undertaken with a relevant learning intention and have an impact on the apprentice’s individual development. Where appropriate, apprentices are provided with opportunities to apply their learning to their practice. Apprentices’ development is reviewed in relation to the Teacher Apprenticeship Standard, with particular attention to their impact on pupil progress.
In particular, apprentices may need specific training in these areas:
a) The importance of marking and formative feedback and opportunities to learn about effective and efficient practice through collaborative marking (where appropriate to age range) (TS6b);
b) Importance of opportunities to work with parents/carers and communicate effectively about pupil learning (TS8e);
c) Opportunities to develop best practice in working with and deploying support teachers (TS8c);d) The use of data and how to use it to support effective differentiation and pupil progress
(TS6c).
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4.5 UoB ITE Partnership Lesson Planning: The Core Elements
Overview
Following a pilot across different programmes and phases and consultation with key stakeholders, a revised approach to lesson planning has been adopted across our Partnership from 2017/18 onwards. The revisions to our approach are a response to feedback from partners and apprentices and the recommendations of the Independent Teacher Workload Review Group (DfE, 2016) on lesson planning. The overriding principle in this revised approach is that apprentices develop effective and efficient lesson planning practices whilst still maintaining exacting standards when planning; aspects of practice that are essential during training and subsequently during professional careers.
Our new approach is designed to allow flexibility to use different planning pro formas (including those covering a sequence of lessons) as apprentices’ development of skills and experience in this area grows. To enable this a set of ‘core elements’ of planning have been developed. These core elements (see box below) set out the essential areas that all apprentices must address in their planning regardless of the specific template in use. These elements address the areas specified on the established lesson planning template and have been designed to ensure that apprentices’ professional development, as supported by weekly mentor meetings and the action planning process, remains an integral part of the planning process.
Use of the Core Elements
Within the use of the core elements, expectations for apprentices to engage in high quality planning have not been reduced; we believe careful planning is a pre-requisite for pupil learning and progress. Our aim is that apprentices will engage in this process as efficiently as possible whilst maintaining high standards. The core elements will continue to be refined annually based on feedback from partners and apprentices as well as careful review of the impact of apprentices’ planning on pupil learning and progress.
While the core elements are the same for all University of Brighton trainees, they are employed by our programmes and phases in differing ways based on careful consideration of the route to QTS, specialism and the individual apprentice’s progress and skill. Programme teams will communicate specific expectations to apprentices and school partners clearly within documentation and mentor training sessions.
Programmes will continue to structure and deliver support for lesson planning based on knowledge of the apprentices they work with and their specific needs. Programme teams will introduce the core elements in different forms based on the developmental needs of apprentices. Within the use of these elements, there will be a common expectation across different routes of the expectations around planning to develop so that apprentices take on increasing autonomy and independence.
The core elements are not a pro forma to be used on their own but are a means to allow apprentices to utilise different approaches, enabling structured discussions between mentors and apprentices focussed on lesson planning. The use of the core elements will also support apprentices to develop skills of weekly planning / planning across a sequence of lessons whilst ensuring the essentials that support pupils’ learning and their own progress are fully addressed and considered.
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UoB ITE Partnership: The Core Elements of Planning
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TEACHER DEVELOPMENT FOCUS for example: What specific aspects of your practice are you seeking to improve in this lesson? What actions will you take to ensure this happens? Use your action plan targets to guide you.
LESSON CONTEXT for example: What are the broader learning aims within the unit/topic/sequence to which this lesson contributes? How will you build on previous learning and enable progress towards these aims?
OBJECTIVES & OUTCOMES for example: What do you intend pupils to learn? What evidence of learning will enable you to evaluate pupils’ progress?
PRIOR KNOWLEDGE/SKILLS for example: What prior knowledge/skills are pupils bringing to this lesson? What steps do they need to take to get to the learning outcomes? Which aspects might they find challenging?
LEARNING PLAN for example: What will you and the pupils be doing at each stage in the lesson? How will these activities contribute directly to the learning outcomes? Think about how you will ensure effective classroom management at all stages of the lesson.
MEETING INDIVIDUAL NEEDS for example: How will you differentiate to ensure every pupil is making good progress? How will support staff contribute to this? Draw upon data and knowledge of pupils to guide you.
ASSESSMENT for example: How will you assess and provide feedback to inform the progress of all pupils within this lesson and over time? How will you use the outcomes of assessment to track pupil progress and inform ongoing teaching and learning?
EVALUATION & REFLECTION for example: Who learned what, how do you know, and what are the implications of this for your teaching in the future? How did your teacher development actions impact on pupil learning? What next steps emerge for your professional development?
4.6 Pupil Progress Apprentices must always consider the impact that their teaching has upon pupil progress (TS2a be accountable for pupils’ attainment, progress and outcomes). There is a large body of research on how important teachers are to the academic outcomes of their pupils. The research finds that teachers are the most important factor within schools that policy makers can directly affect to improve student achievement.
Apprentices need to know those pupils who are particularly vulnerable to under-achievement; this may differ from school to school or within a local authority. They should also seek advice about ‘group-specific’ interventions that are known to be more successful with e.g. pupils entitled to pupil premium, BAME pupils or those with EAL.
Apprentices will review the barriers for those pupils who are at risk of under-achieving and will make use of school-specific strategies and intervention groups as well as what they learn from these recent publications:
https://www.gov.uk/government/publications/closing-the-gap-with-the-new-primary-national-curriculum
Ofsted: https://www.gov.uk/government/publications/the-pupil-premium-an-update
‘Underachievement in Education by White Working Class Children’:http://www.publications.parliament.uk/pa/cm201415/cmselect/cmeduc/142/142.pdf
4.7 Subject Knowledge Training
The apprentice should take much of the responsibility for their own professional development. The Postgraduate Teacher Apprenticeship route is aimed at mature and very capable individuals with a sound knowledge of their subject before starting to train. In particular the apprentice must be responsible for the development of their subject knowledge. This can take a number of forms, such as reading regularly to keep their knowledge up to date, accessing websites and related discussions, and engaging in conversation with subject experts. The apprentice is expected to complete any subject related tasks set by their subject tutor and mentor. Secondary apprentices should join a subject association if their department is not already a member. One of the best ways to develop subject knowledge for teaching is by observing a wide range of subject experts teach.
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4.8 Action Planning
Together with their school mentor, apprentices will formulate an Action Plan. The Action Plan lies at the centre of the programme and should provide the changing and developing targets that an apprentice needs in order to meet the Teacher Apprenticeship Standard. It will be updated regularly as the year progresses, but also through activities such as those listed below. These learning activities will be evidenced in the e-Portfolio (PebblePad), which is developed throughout the programme and forms part of the Final Assessment.
Short-term targets and actions are recorded in the Action Plan. This is a key part of the apprentice’s experience and professional development, which is continually amended and updated during school-based training. The Action Plan:
Is stored in the e-Portfolio (PebblePad); Allows progress to be reviewed; identifying strengths and priorities for development; Is discussed by the mentor and apprentice; Informs and guides the apprentices professional practice and training opportunities; Is used in conjunction with other written feedback, to confirm (and provide evidence of)
apprentice strengths and future development needs.
The following are examples of instances where the Action Plan will be reviewed and developed:
In response to targets set during the interview and selection process; As a result of self-audit and evaluation of practice by the apprentice; Through negotiation between the mentor and apprentice at weekly training meetings; After formal progress reviews by the mentor/university tutor; By the apprentice and the class teacher when planning lessons; An action resulting from feedback from the Programme Leader; When planning the contrasting school placement experience.
The Action Plan must be considered regularly during mentor/apprentice meetings to ensure targets are being met. It is also available for other stakeholders in the training process to review.
4.9 Reflections
In order to be successful on this very demanding year, apprentices will need to make the most of opportunities to think about training and practice. This involves keeping a reflective journal, making thoughtful evaluations on lesson plans and observations, as well as engaging in professional, critical dialogue with colleagues. This will ensure that they can identify areas for improvement in their own learning, understanding the necessary actions to put in place to address targets, and that they move forward in their training over the course of the year. However busy and demanding the practical nature of the job is, apprentices need to make time to engage in thoughtful reflection in order to become successful teachers.
4.10 Host School Experience
Apprentices will gain the majority of their school experience in their host school. This will:
Facilitate the development of apprentices’ professional attributes, skills, knowledge and understanding;
Provide specific experiences that enable apprentices to critically analyse professional practice and take responsibility for their own professional development;
Enable apprentices to work collaboratively with colleagues in order to develop an understanding of the ways in which the attainment, development and well-being of all children should be promoted;
Provide opportunities that enable apprentices to adopt a creative and constructively critical approach towards innovative practice, supported by appropriate reading and research.
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4.11 Contrasting School Placement Experience
The contrasting school placement experience is arranged in collaboration with the lead school and must be in a contrasting setting.
The allocation of the contrasting experiences is quality assured by the Partnership Coordinator in collaboration with the Programme Leader. Two contrasting schools enable apprentices to experience and understand the different challenges provided by different schools, in different contexts, serving different communities to enable them to meet all the Teacher Apprenticeship Standard for QTS. The following are examples of differences considered when quality-assuring contrasting schools for school-based training:
% disadvantaged pupils Number on roll Type of school, e.g. Academy, Grammar, Special Most recent Ofsted grade Faith schools Age phases catered, for e.g. Junior, Nursery Curriculum, e.g. specialist schools
All apprentices must demonstrate competence in two key stages appropriate to their training phase in order to meet the Teacher Apprenticeship Standard. Details of this must be recorded by the mentor and apprentice in the Action Plan. In the event that the apprentice is receiving training in predominantly one key stage, (for example in Key Stage 3), the school and apprentice must arrange for the adjacent key stage experience to take place at another school. This must be the focus of the Action Plan and the arrangements must be agreed by the Programme Leader.
4.12 Fulfilling Wider Professional Responsibilities (SECONDARY)
We are committed to ensuring apprentices successfully fulfil their wider professional responsibilities (TS8). This section sets out expectations for apprentices and the experiences we request our partners provide for them in order to develop understanding of their wider role in a school community.
Pastoral Role: We are committed to apprentice teachers developing a strong understanding of their wider professional role concerned with the pastoral care of pupils. In their induction to each period of school-based training apprentices are expected to thoroughly acquaint themselves with the policies and practices of the setting. We expect all apprentices to begin their training attached to a form group. This will initially involve shadowing the form tutor and finding out about the role. As the apprentice progresses, we expect that they will work alongside the tutor and take on some of the roles and responsibilities where possible. During the final term we expect that they will take on greater responsibility where possible. To complement this, we ask that the professional studies sessions in each school include sessions on pastoral care and the role of the form tutor.
PSHE and Citizenship: During university-based training apprentices receive inputs on PSHE and Citizenship and their place in the wider curriculum. In school-based training apprentices are expected to acquaint themselves with the curriculum and approach that the setting employs. We also ask that all apprentices observe at least two PSHE and Citizenship lessons during each period of school-based training in order to prepare themselves for engagement in this aspect of their role.
Communicate effectively with parents and carers: During school-based training we ask that partners support apprentices to engage in key opportunities such as parents’ evenings and phone calls home to develop confidence to work in partnership with parents and carers to support the progress of all pupils.
Deploy support staff effectively: During school-based training we expect apprentices to learn about the wider team working in each setting and their roles and responsibilities as part of their induction. We also encourage all apprentices to take opportunities to work as a teaching assistant to learn more about the role and how to effectively collaborate with TAs.
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Transition: Arrange to visit a partner primary school and spend at least half a day observing practice (particularly in relation to the specialist subject). Write a critical reflection on this in the e-Portfolio (PebblePad).
Communicating with Parents / Carers: Engage in structured and supportive opportunities to communicate with parents / carers with regards to pupils’ achievements and well-being.
4.13 The School-Based Weekly Schedule
The school-based weekly schedule is a timetable of school-based activities and progress reviews that provides a basis on which to build the individual apprentice’s bespoke school-based training plan. It also indicates required observations and teaching time as a percentage. This is a guide and should be viewed as negotiable between the apprentice and the school depending on the apprentice’s prior experiences and progress during the course.
The apprentice's teaching load should be introduced gradually as suggested in the weekly schedule. This allows apprentices to undertake other activities that will help them to extend their understanding of the teacher's role and to meet the Teacher Apprentice Standard. Examples of other activities in which apprentices must engage are continued observation of good and outstanding practice, visiting other partner schools with a key focus, set subject and professional tasks and developing original resources.
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Postgraduate Teaching Apprenticeship Route 2019/2020Recommended Weekly SBT Schedule
Mentor meetings should be held regularly – usually weekly with apprentice - to review previous targets, prioritise new targets, update Action Plans accordingly & review apprentice’s e-Portfolio (PebblePad) evidence in relation to grading descriptors and expectations for the stage of the programme. The suggested themes are identified as a key focus areas for mentor meeting discussions. Use this weekly plan as a guide; there may be regional differences in holidays, or events happening in school that restrict your ability to do certain things. Over the course of the year, though, please ensure that all the professional activities and themes have been done and uploaded to your e-Portfolio. Please also upload your forms and your evidence towards the Teachers’ Standards on a regular basis.
Any rearrangement of the second school experience timing must be confirmed by the school with UoB. Dates for forms etc will then be adjusted accordingly.
Apprentices will be required to begin their employment at the beginning of Summer 2 term (June 3rd, 2019) As employees they are required to attend INSET days. Term dates may differ slightly across schools over the course of the year. Apprentices should contact their school in advance for specific dates.
Summer Term (2) School-Based Training (SBT1)
Dates (W/b)
Week Percent Teaching
Observations & Reports
Forms Other requirements (e-Portfolio)
03/06/19 1 School Induction
Mentor PH/SH Theme: Data & Tracking Gather relevant data and information about the classes and specific pupils that will
be taught i.e. prior attainment data, levels of literacy, inclusion data. Discuss with mentor how data is used to track pupil progress and inform planning
Actions: Ensure school induction on safeguarding is complete. Discuss school policies with mentor Mentor Training Event UoB 04/06/19 3.30pm - 5.30pm
Dates Week Percent Observations & Forms Other requirements (e-Portfolio)
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(W/b) Teaching Reports
10/06/19 2 School Induction
Mentor PH/SH Theme: Personal and Professional Conduct.What are the key requirements for teachers’ personal and professional conduct in a school setting? What adjustments have you had to make? How do you currently assess yourself against Part Two of the Standards? What will you need to focus upon going forward?Devise:
Timetable until Summer break Upload a copy to your e-Portfolio (forms area) Targets and actions for Action Plan (in relation to Standards) in discussion with
mentor
17/06/19 3 30% Mentor PH/SH Theme: Classroom Management Discuss school approaches to behaviour management Read school policy
Actions: Review of Action Plan with mentor Upload evidence to Standards
24/06/19 4 30% Mentor PH/SH Theme: Marking and Feedback Primary - Carry out joint marking and assessment of whole class work with the
mentor to support understanding of the school marking policy and approaches to assessment
Secondary - Carry out joint marking and assessment of KS3 and KS4 work with the mentor to support understanding of the school marking policy and exam requirements.
Actions: Review of Action Plan with mentor Upload evidence to Standards
Dates (W/b)
Week Percent Teaching
Observations & Reports
Forms Other requirements (e-Portfolio)
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01/07/19 5 30% Mentor PH/SH Theme: Lesson Observation Discuss PA/SA form Identify targets and actions
Actions: Upload PA/SA form to e-Portfolio (PebblePad) Add targets and actions to action plan
08/07/19 6 30% Mentor PH/SHPA/SA
Theme: Lesson Planning Agree approach to planning with mentor using the UoB core elements Look at your planning workload and consider more efficient approaches to
planning for the term ahead. Discuss with the mentor how to implement planning ideas introduced during the
UoB study day
15/07/19 7 30% Mentor PH/SH Theme: Classroom Organisation Discuss classroom layouts with your mentor Undertake a learning walk with you mentor and observe the different classroom
layouts in your host school. How does a classroom layout affect the behaviour of the pupils?
22/07/19 8 30% Mentor PH/SH Theme: Curriculum Discuss topics and curriculum coverage for term ahead Identify key subject knowledge areas for development Add these development areas for TS3 to your action plan and identify key
resources to support your knowledge developmentActions:
Review of Action Plan with mentor Upload evidence to Standards
Summer Break
Mentors and apprentices to devise a 40% teaching timetable for September 2019 prior to the summer break.
4.14 The University Study Schedule
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Dates & Rooms
Delivery Forms & assignment submission
Primary Study Secondary Study
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03/06/19 SBT Induction Week
School familiarisation Locate staff handbook Information about school: e.g. the number of pupils on roll, the age range of the pupils, the way the pupils
are organised, groupings, etc.
04/06/19
A402
UoB Study Day
Induction Day
Course Briefings09.00 - 09.30 - Welcome (Paired Introduction) (BP/LB)09.30 - 10.30 - Orientation - Course Handbook10.30 - 11.00 - Break11.00 - 12.00 - Technology - StudentCentral / Webinars12.00 - 13.00 - Lunch13.00 - 13.30 - Enrolment13.30 - 14.00 - Library / OLC Task14.00 - 14.30 - OLC Induction (OLC)14.30 - 15.30 - Library Induction (L109)15.30 - 17.30 - Undertake library task / Mentor Training
05/06/19
E442
UoB Study Day
Induction Day
09.00 - 11.00 PIED: Introduction (BP/LB)11.00 - 11.30 Break11.30 - 12.00 SSGT Information Session (SA)12.00 - 13.00 Lunch13.30 - 14.30 Code of Conduct / Professionalism (SFJS) 14.30 - 16.30 PebblePad / Action Planning (The Teacher Apprenticeship Standard) (BP/LB/MH)16.30 - 17.00 Plenary / AOB (BP/LB)
Dates & Rooms
Delivery Forms & assignment submission
Primary Study Secondary Study
14/06/19 Webinar (am)
09.00 - 10.00 Professional Studies Webinarhttps://attendee.gotowebinar.com/register/2602691755675951627
Library Task feedback Focussed Observations
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Directed Study (pm)
School orientation School policies and systems:
o Behaviouro Assessmento Safeguardingo Absenceo Parent Eveningso Anti-bullyingo Curriculum (teaching and learning)o Wider school policies / out of class activities
21/06/19 Directed Study (am)
Professional Studies Carry out 2 focussed observations (in the lower key stage) Focus on:
o Classroom management (transitions, organisation, pace, engagement, relationships)o Behaviour management strategies (explicit praise and sanctions, organisation, planning)
Critical reflection of observations and identify ways forward for your own practice
Directed Study (pm)
PKE: Primary (English, Maths & Sci)
Look at National Curriculum, programme of study for core subjects
Complete subject audits for core subjects
PKE: Secondary Subject Look at National Curriculum, programme of study for your
subject specialism Complete subject audit for specialist subject Look at exam specification for your subject within your
department
Dates & Rooms
Delivery Forms & assignment submission
Primary Study Secondary Study
28.06.19
A403
UoB Study Day
09.00 - 10.00 - Course Briefing: Safeguarding (SFJS) Policy and procedures A teacher’s responsibility
10.00 - 10.30 - Break10.30 - 12.00 - PIED: Lesson Planning (BP/LB)12.00 - 13.00 - Lunch
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13.00 - 14.00 - Professional Studies: Critical Reflections (BP/LB)14.00 - 14.30 - Break14.30 - 17.00 - PIED: Academic Writing (BP/LB)
‘Cite them rite’ referencing05/07/19 Directed
Study (am)
Professional Studies: SafeguardingComplete the following activities:
Prevent Online Training FGM Online Training Read Part 1 of ‘Keeping Children Safe in Education’ Email certificates to Partnership Office - [email protected] Add certificates to Part 2 of The Teacher Apprenticeship Standard
Directed Study (pm)
PKE: Primary (English) Primary Directed Study Task 1 Screencast Follow up tasks
PKE: Secondary Subject Secondary Directed Study Task 1 Screencast Follow up tasks
Dates & Rooms
Delivery Forms & assignment submission
Primary Study Secondary Study
12/07/19The visit will take place any time during this week.
University Tutor Visit (am)
University Tutor Visit Observation Feedback Tutorial
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Directed Study (pm)
PKE: Primary (Maths) Primary Directed Study Task 2 Screencast Follow up tasks
PKE: Secondary Subject Secondary Directed Study Task 2 Screencast Follow up tasks
19/07/19 Directed Study (am)
Professional Studies: Focussed Observations Carry out 2 focussed observations (in the higher key stage) Focus on:
o Lesson structureo Links to the Teacher Apprenticeship Standard
Critical reflection of observations and identify ways forward for your own practice
Directed Study (pm)
Professional Studies: Supporting the diverse classroom Join the Chartered College of Teaching Read article: ‘Supporting the diverse needs of learners’ The Profession pp 63-64 Having read the article, identify gaps in your understanding of how to support specific learners in your
classroom Choose one of these learners and use the UoB resources of trainee teachers as a starting point for
researching how best to support this child Next week speak with the school Inclusion Manager / SENCO and other members of staff to gain an
understanding of the school’s approach to support and inclusion for this child Add your notes as evidence towards TS5
Dates & Rooms
Delivery Forms & assignment submission
Primary Study Secondary Study
26/07/19 Directed Study
Professional Studies: Academic Reading Watch the academic reading screencast Watch making note from reading Critically read and take notes on the following articles:
o Campbell, R & Bokhove, C (2019) Building learning culture through effective uses of group work, In Journal of the Chartered College of Teaching, Issue 5, Spring 2019. pp12-15.
o Quigley, A. & Stringer, E. (2018) Making sense of metacognition. In Journal of the Chartered College of Teaching, Issue 3, Spring 2018. Pp26-30.
Write a ‘What, so what, now what’ reflection that draws on key ideas from these articles. How will you practice develop in light of what you have read.
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Planning your academic reading Identify and select key reading from the ‘PIED’ module reading list that you will critically read over the
summer break. Ensure that select at least one article from each of these areas and make notes
o Behaviouro SENDo Inclusiono Assessmento Equality & Diversity
Create a timetable of when you will carry out this critical reading during the break
02/08/19 - 01/09/19
Summer Break
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5. Assessment of Apprentices
Apprentices can only be recommended for the award of QTS if they meet all the Teacher Apprenticeship Standard.
The accredited provider remains accountable for all assessment judgements and recommendations, and should ensure that this is understood across the Partnership through The Partnership Agreement.
5.1 Grading Apprentices
Please refer to the Partnership in Education Agreement and Handbook for information on assessment and grading.
5.2 Postgraduate Teacher Apprenticeship Final Assessment
The Postgraduate Teacher Apprenticeship Final Assessment takes place at the end of the training year. The Final Assessment is a confirmation of an apprentice’s successful journey over the course of the year.
When is the Final Assessment?The final PC/SC form will be submitted on Friday June 12th 2020, so that it can be used to inform the final assessment discussion which will take place week beginning 15th June 2020.
How is this arranged?The apprentice must discuss with their mentor possible times/dates for the Final Assessment before contacting the university tutor to confirm one.
What happens?The Final Assessment will be a meeting between the apprentice, the mentor and the university tutor. If required, the university tutor may ask to observe a lesson in advance. If the result of the final assessment is confidently expected to be grade 1 or 2, this may not be required. During the meeting the apprentice is required to answer questions relating to their self-assessment against the Teacher Apprentice Standard, to justify the grading and demonstrate the impact of the evidence.
Before the visitEvidence against each Standard needs to be complete and uploaded onto the apprentice’s e-Portfolio (PebblePad). This should be done at least a week before the Final Assessment. The apprentice should let the Final Assessment tutor know when the e-Portfolio (PebblePad) is ready to be assessed.
The Final Assessment form (PC/SC) is completed in advance of the Final Assessment date, and should be used to structure the dialogue at Final Assessment. The form should be discussed with the apprentice by the school mentor, completed by the school mentor and given to the apprentice to email to the university tutor.
The course evaluation should be completed by the apprentice; The mentor evaluation should be completed by the school mentor; The apprentice should complete the Career Entry Plan; Information regarding first posts should be completed by the apprentice.
All of the above should be emailed to Sarah McGillivary [email protected] at least one week before the date of the Final Assessment.
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During the visit
The tutor will:
i. Ask the apprentice questions related to the Standards and their evidence;ii. Speak to the mentor about the apprentice’s progress, the final report and the School Direct
year;iii. Discuss the Final Assessment document;iv. If necessary, together with the mentor, observe the apprentice teach.
Completed documentation e-Portfolio (PebblePad) Career Entry Action Plan Final Assessment document (PC/SC) Apprentice programme evaluation Mentor programme evaluation Employment details
Final Overall Grade (awarded at the end of the programme)
On completion of the programme a final overall grade is awarded. The Partnership Coordinator oversees the calculation and moderation process.
Overall grades support monitoring and evaluation of apprentice outcomes and are used to inform ITE improvement planning. All apprentices are expected to ‘exceed the minimum’ (grade 3) level of practice from the point of being awarded QTS. Therefore, those awarded an overall grade 3 should also evidence features of good (grade 2) practice.
After the Final QTS Assessment
The apprentice is expected to:
i. Continue working as normal at their employing school until the end of the school term unless other arrangements have been made;
ii. Prepare for and undertake the End Point Assessment;iii. Contact us with any changes of address or changes in employment details.
5.3 The Career Entry Plan
The University of Brighton ITT Partnership is committed to supporting its alumni with their transition to their first post and their ongoing professional development. We want to continue our relationship with all apprentices and their employing schools into the NQT year and beyond. We will continue to be here for assistance, a listening ear and training queries. All apprentices will be notified of NQT events hosted by the UoB as well as further opportunities for professional development.
The Career Entry Plan is designed as the first stage of our NQT support. This is a process designed to:
Help apprentices and Newly Qualified Teachers (NQTs) make constructive connections between the initial teacher training, induction and later stages of their development as a teacher;
Support reflection on achievements and goals in the earliest stages of an NQTs teaching career;
Guide the process of reflection and collaborative discussion about professional development needs;
Please refer to the Partnership in Education Agreement and Handbook for information and support for NQTs (appendix 9).
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Appendix 1: Link to School Direct QA Framework 2018-19
A copy of the School Direct QA Framework 2018-19 can be located via the following link, under the ‘Further information’ section of the webpage:
http://about.brighton.ac.uk/education/work-with-us/partner-schools/school-direct.php?PageId=3
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