University Mentors or Visiting Tutors will let you know when they are coming in to school to visit. If you suddenly find that your plans or school plans have to change just let them know if you can. It may be that they can rearrange and this may be more beneficial for the student or more convenient for all of you. We all recognise the need to be flexible. Pupil Progress We recognise that all our partners have a priority to ensure growth for their pupils in terms of secure breadth and depth of knowledge, understanding and skills. We also recognise that in order to achieve this teachers are experienced professionals who work alongside other adults; are advised by other professionals and bring to their classrooms a wealth of wider experience that they have developed including warmth, understanding, compassion and good humour. Student teachers do not always have a full set of those skills that you have developed over a number of years and they will look to you to model and share them. If you are concerned pupil progress discuss those concerns with your student teacher. Use a focused observation to illustrate your concern, or discuss their evaluations of their planning and teaching. If there still appears to be a lack of understanding speak to the mentor don’t let it drift. – Some student teachers become blinkered to the wider positive attributes of the classroom teacher because they are concerned with their own progress advise – them to take a step back and reflect on what makes things go well. Developing secure relationships, positive feedback, humour, creativity and flexibility will help to build a resilient future teacher. Student teacher progress The student teacher has a Professional Development Profile which they will bring with them to placement. It contains records of their achievements prior to starting the programme and details of previous placements and campus based academic study. It will give you a clear indication of the student teachers’ starting point as they join you. The requirements relating to progress during each school placement is clearly set out in each Notes of Guidance. The expected (or required) stage to be attained in each placement and the exceeded stage to be reached are clearly outlined in the placement report document. The student teachers will be aware of what they need to achieve and what targets they have set themselves and will be able to articulate this. Alongside this document you will be given an overview of the Teachers’ Standards that are broken down into stages which mark progress. Stage 3 are the Teachers’ Standards, with stages 5 and 4 moving towards them, and stages 2 and 1 moving
University Mentors or Visiting Tutors will let you know when they are coming in to school to visit. If you suddenly find that your plans or school plans have to change just let them know if you can. It may be that they can rearrange and this may be more beneficial for the student or more convenient for all of you. We all recognise the need to be flexible. Pupil Progress We recognise that all our partners have a priority to ensure growth for their pupils in terms of secure breadth and depth of knowledge, understanding and skills. We also recognise that in order to achieve this teachers are experienced professionals who work alongside other adults; are advised by other professionals and bring to their classrooms a wealth of wider experience that they have developed including warmth, understanding, compassion and good humour. Student teachers do not always have a full set of those skills that you have developed over a number of years and they will look to you to model and share them. If you are concerned pupil progress discuss those concerns with your student teacher. Use a focused observation to illustrate your concern, or discuss their evaluations of their planning and teaching. If there still appears to be a lack of understanding speak to the mentor – don’t let it drift. Some student teachers become blinkered to the wider positive attributes of the classroom teacher because they are concerned with their own progress – advise them to take a step back and reflect on what makes things go well. Developing secure relationships, positive feedback, humour, creativity and flexibility will help to build a resilient future teacher. Student teacher progress The student teacher has a Professional Development Profile which they will bring with them to placement. It contains records of their achievements prior to starting the programme and details of previous placements and campus based academic study. It will give you a clear indication of the student teachers’ starting point as they join you. The requirements relating to progress during each school placement is clearly set out in each Notes of Guidance. The expected (or required) stage to be attained in each placement and the exceeded stage to be reached are clearly outlined in the placement report document. The student teachers will be aware of what they need to achieve and what targets they have set themselves and will be able to articulate this. Alongside this document you will be given an overview of the Teachers’ Standards that are broken down into stages which mark progress. Stage 3 are the Teachers’ Standards, with stages 5 and 4 moving towards them, and stages 2 and 1 moving
10._School_Based_Tutor_Guidance_16-17.docx