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Initial training meetings

The Initial Training Meeting is a remote meeting led by the Link Tutor and requires access to our online assessment system (Abyasa).

Dependent on the stage of training, trainees are categorised as Level 1, 2, or 3.

  • Level 1: BA ITT Year 1, PGCE, PGTA and iQTS Foundation
  • Level 2: BA ITT Year 2, WBR 1, PGCE, PGTA and iQTS Development Placement
  • Level 3: BA ITT Year 3, WBR 2, PGCE, PGTA and iQTS Consolidation Placement and School Direct Salaried

Please refer to the General Placement Expectations page to review the core expectations of the placement, and which expectations also underpin the Initial Training Meeting, Weekly Training Meetings and the weekly Lesson Feedback. 

Ahead of the Initial Training Meeting, it may also be useful to review the below information on weekly expectations, and Assessment expectations. 

Weekly expectations

Attendance monitoring

  • Trainees are required to log their attendance on Abyasa to ensure compliance with DfE requirements.
  • Mentors and link tutors are required to monitor these records to ensure they are an accurate reflection of a trainees days in school. 

Lesson planning, observations, and feedback

  1. Trainee should be supported with the process of planning lessons. Finalist trainees are encouraged to plan more independently. Agreement of when lesson plans are to be completed by and checked (see training plan for detailed planning expectations).
  2. Trainee’s PPA time agreed in advance. Partnership recommends this is the same time allocation as an ECT plus one hour. For example, 20%, and should be arranged with the mentor, so joint planning (PPA) takes place. All PPA should take place at school and be distributed across the week.
  3. If the trainee is not teaching, they may be out of the classroom fulfilling aspects of their training plan, unless requested otherwise by the mentor.
  4. If lessons are taught by outside agencies (like PE, Music) consideration should be made regarding how the trainee can fulfil the requirements of the training plan (like arranging to teach PE to another class in the school).
  5. Primary trainees are formally observed once a week by the mentor/another observer (such as a subject specialist) and receive formal feedback. All primary trainees must be observed in phonics and Year 3 Undergraduate finalists must be observed in their elective subject. Secondary trainees are formally observed on a twice-weekly basis (one observation for each Key Stage).
  6. Mentors complete the Lesson Feedback Record (handwritten/electronic) and annotate a copy of the lesson plan (supplied by the trainee to the mentor prior to the observation). It is the trainee’s responsibility to complete the first half of the Lesson Feedback Record prior to the formal lesson observation and upload all paperwork to Abyasa following the lesson.
  7. Coaching question prompts are provided on the Lesson feedback record to guide coaching style dialogue as part of the formal feedback conversation.
  8. Lessons are not graded pass/fail. Instead areas of strength/development are noted on Lesson Feedback Record. If any part of the lesson was inadequate, this should be made explicit in feedback.
  9. In the absence of the usual teacher, the trainee should continue with the planned teaching load. However, the trainee must not be used as supply cover. In addition, for insurance reasons trainees should not teach PE alone (if applicable to their programme).
  10. The LT is responsible for monitoring the trainee’s paperwork, such as checking lesson plans and evaluations, are being completed. Trainees must take any opportunity to fulfil aspects of their student tracker and date when completed.

Weekly training meeting

  • Weekly training meetings should provide the trainee and mentor with a regular opportunity to reflect on progress, set new targets, and look ahead to the coming weeks on the training plan.
  • A template should be completed to record this meeting and trainees are required to complete a reflection in preparation for the meeting. 

Assessment expectations

At the end of the placement, trainees review their progress in collaboration with the mentor/LT/PCM. This is recorded on a progress or assessment record depending on the trainee's phase of training.

  • Level 1 trainees have areas of professional learning against which to ascertain progress. This is recorded as: On Track/Not on Track.
  • Level 2 trainees have areas of professional learning against which to ascertain progress. This is recorded as: On Track/Not on Track.
  • Level 3 (finalist) trainees use the Teachers’ Standards to assess progress. This is graded as: Met/Not Met.

Signatures and confirmation of meeting

At the end of the meeting all parties record their attendance at the Initial Training Meeting using the template on Abyasa.