Support recruitment of Associate Teachers who have: Ensure that Associate Teachers recruited by the partnership satisfy criteria in the left hand column. Achieved a minimum grade C equivalent in English and mathematics, and for those teaching pupils 3-11, a Grade C (ITT Criteria: Entry Criteria C1.1, C1.2, C1.3 and C1.4) equivalent in a science subject. Ensure that Associate Teachers are eligible to study/work in England. A first degree from a UK University (or equivalent) Undertake additional checks as required for those with overseas Taken part in a rigorous selection process, designed to assess qualifications. their suitability to teach. Regulate the volume of Associate Teachers in accordance with the Passed the professional skills tests prior to entry. NCTL allocation of Associate Teacher numbers. (NCTL ITT Criteria: Withdrawal of Accreditation Criteria point 4) Adhere to DBS and Safeguarding legislation, processes and Adhere to relevant DBS and Safeguarding legislation, processes and procedures. procedures in line with national requirements. Provide schools with the DBS numbers of Associate Teachers undertaking periods of School-Based Learning within them. Ensure Associate Teachers are provided with a planned programme Make clear to partner schools and ATs that within their first days of induction, including Safeguarding/Child Protection, e-safety, Health within the school the ATs should be inducted into Safeguarding/Child and Safety. Protection, e-safety, Health and Safety matters. Allow and encourage access to early training specifically related to Provide (Safeguarding) related training for Associate Teachers early in Safeguarding and related policy and practice. the programme. Consider the initial professional and subject needs of the Associate Facilitate and monitor the initial needs assessment with the Teacher through an early meeting during the induction period and link Professional Mentor and the Associate Teacher. this to subsequent target setting, subject and curriculum audits and training plans. Liaise with the University Tutor and Programme Leader where Liaise with the Professional Mentor where appropriate in relation to necessary in relation to induction matters and the training programme. induction matters and the training programme.
Support recruitment of Associate Teachers who have: Achieved a minimum grade C equivalent in English and mathematics, and for those teaching pupils 3-11, a Grade C equivalent in a science subject. A first degree from a UK University (or equivalent) Taken part in a rigorous selection process, designed to assess their suitability to teach. Passed the professional skills tests prior to entry. Ensure that Associate Teachers recruited by the partnership satisfy criteria in the left hand column. (ITT Criteria: Entry Criteria C1.1, C1.2, C1.3 and C1.4) Ensure that Associate Teachers are eligible to study/work in England. Undertake additional checks as required for those with overseas qualifications. Regulate the volume of Associate Teachers in accordance with the NCTL allocation of Associate Teacher numbers. (NCTL ITT Criteria: Withdrawal of Accreditation Criteria point 4) Adhere to DBS and Safeguarding legislation, processes and procedures. Adhere to relevant DBS and Safeguarding legislation, processes and procedures in line with national requirements. Provide schools with the DBS numbers of Associate Teachers undertaking periods of School-Based Learning within them. Ensure Associate Teachers are provided with a planned programme of induction, including Safeguarding/Child Protection, e-safety, Health and Safety. Make clear to partner schools and ATs that within their first days within the school the ATs should be inducted into Safeguarding/Child Protection, e-safety, Health and Safety matters. Allow and encourage access to early training specifically related to Safeguarding and related policy and practice. Provide (Safeguarding) related training for Associate Teachers early in the programme. Consider the initial professional and subject needs of the Associate Teacher through an early meeting during the induction period and link this to subsequent target setting, subject and curriculum audits and training plans. Facilitate and monitor the initial needs assessment with the Professional Mentor and the Associate Teacher. Liaise with the University Tutor and Programme Leader where necessary in relation to induction matters and the training programme. Liaise with the Professional Mentor where appropriate in relation to induction matters and the training programme.