Roles and responsibilities

PCMs (or Training Coordinators) work closely with mentors and Link Tutors (LTs). Specific responsibilities include:

• Ensuring that the Partnership Agreement has been read, signed and returned to the Partnerships office of the University or Lead Partner
• Ensuring that the trainee has a copy of, and has read the following policies: The Staff Behaviour Policy (sometimes called the Code of Conduct or Staff Handbook); the Child Protection and the Safeguarding Policy
• Ensuring that the trainee knows who the Designated Safeguarding Lead/s are, and are aware of local safeguarding priorities
• At class or subject level, ensure the St Mary’s curriculum is integrated across placement-based training in line with the school experience documentation and the DfE’s ITTECF minimum requirements
• Assigning expert teachers who will mentor the trainee while on placement
• Ensuring mentors and other expert colleagues are inducted into ITE responsibilities and have attended mentor training in accordance with the ITT compliance requirements and St Mary’s placement requirements
• Ensuring mentors have sufficient time to work with trainees to facilitate progress
• Ensuring trainees receive 1.5hrs of formal mentoring per week
• Ensuring cover is provided, where necessary, to enable school mentors to attend any QA visits
• Ensuring trainees’ timetabled classes are always covered by a qualified teacher who is responsible for the class
• Ensuring the consistency and quality of mentoring of trainees, and that trainees have access to expert colleague support and advice
• Management of target setting for trainees who are identified as needing an Additional Support Plan (ASP)
• Alerting the Link Tutor and where appropriate the Lead Link Tutor/Partnerships Team to any concerns around the workload and wellbeing of trainees and mentors
• Participating in the process of reaching fair and transparent decisions regarding trainee progress
• Design and ensure the delivery of a School Based Professional Development Programme
• Attending relevant University partnership meetings and additional training as required
• Attending the required St Mary’s training
• Completing placement survey in collaboration with the PCM at the end of the placement block
• Select expert colleagues to work with trainees during periods of Intensive Training and Practice
• Work collaboratively with mentors and Link Tutors to support inclusive practice, implement reasonable adjustments and remove barriers to trainee participation
• Closely monitor and respond to trainee’s work life balance and well-being and mental health, challenging unnecessary workload demands and advising the Link Tutor/Partnership Team where concerns may arise.

Our primary trainees work with, and are supported by, Mentors during their school experience. They monitor the trainee’s progress (keeping the PCM updated), support their practice, and provide opportunities to apply and then implement their knowledge. Responsibilities include: 

• At class or subject level, ensure the St Mary’s curriculum is integrated across placement-based training in line with the school experience documentation and the DfE’s ITTECF minimum requirements
• Working closely with the PCM and Link Tutor to ensure the quality, coherence, consistency and appropriateness of the school-based training provided
• Providing induction into classroom procedures, data (e.g. target grades for school pupils), resources and specifications as appropriate;
• Planning a timetable that meets the training needs of the trainee as appropriate and as advised in the training plan
• Ensuring that the timetable includes a designated timeslot for the weekly training meeting where progress is discussed
• Receiving and approving the trainee teacher’s lesson plans in good time and provide appropriate feedback in time for the trainee to make agreed amendments
• Ensuring that the trainee is formally observed once a week during placement and is provided with written feedback in relation to the Teachers’ Standards, using the lesson feedback record form provided
• Ensuring trainee progress and areas for development are documented on a weekly basis on Abyasa
• Advising the PCM and Link Tutor when an Additional Support Plan (ASP) is required to enable the trainee to make progress
• Alerting the PCM and Link Tutor to any concerns around trainee teacher workload and any mentor workload concerns
• Completing the Abyasa requirements
• Jointly observing with the University Link Tutor and/or PCM as appropriate as part of their training (agreed in advance)
• Completing the trainee Progress or Assessment Profile by the due date at the end of each block, with the trainee and possibly the University Link Tutor and/or PCM
• Identifying in the trainee Progress/Assessment Profile areas for development for the next phase of training in relation to the Teachers’ Standards and work with the trainee to set SMART targets and agree a plan of action
• Completion of required mentor training and any required mentor training audits, as requested by the designated Lead Link Tutor
• Completing placement feedback evaluation in collaboration with the PCM at the end of the placement
• Work collaboratively with PCMs and Link Tutors to support inclusive practice, implement reasonable adjustments and to remove barriers to trainee participation
• Closely monitor and respond to trainee’s work life balance and well-being and mental health and challenge unnecessary workload demands and advise the PCM and Link Tutor where concerns may arise. 

St Mary's University Link Tutors (LTs) quality assure school experience and support mentors in their work with trainees.

Link Tutors are responsible for:

• Acting as an advisor, tutor and professional support for the Professional Coordinating Mentor (PCM), mentor and trainee
• Using the online assessment system (Abyasa) to record and monitor trainee progress
• Running the Initial Training Meeting at the beginning of each placement
• Promoting inclusive practice and supporting schools to identify and remove barriers to trainees’ progress
• Making a required number of Monitoring and Quality Assurance (M&QA) visits to ensure that the trainee has the necessary support to meet requirements for QTS by the end of their training
• Reviewing the mentor’s observation of and feedback to the trainee
• Monitoring trainee progress and supporting with target setting
• Supporting the trainee in developing their practice and implementing Additional Support Plans (ASPs) when appropriate
• Support the training and development of the Class-Based/ Subject Mentor and PCM
• Liaising with school partners to ensure successful progress and resolving issues where apparent
• Participating in writing comments in the Assessment/Progress Record
• Supporting St Mary’s quality assurance programme through regular evaluation of partnership schools
• Attending regular training sessions at the University
• Establishing effective lines of communication between all partners and maintaining regular contact with the school and trainee
• Engaging in regular discussion with the mentor/PCM regarding the trainee’s progress
• Supporting the University's quality assurance team by taking part in joint observations or paired M&QA visits when required
• Closely monitoring and responding to trainees’ work life balance, well-being and mental health
• Challenging any unnecessary workload demands and advising the PCM and Link Tutor where concerns may arise.

All trainees sign a student agreement before commencing their school experience. A high level of professionalism is expected throughout their placement. 

St Mary’s University and its partnership schools can expect trainees to:

• Accept the placement provided by the university
• Make initial contact with the school and the LT
• Adopt a professional attitude toward all aspects of the school experience
• Familiarise with and adhere to procedures
• Ensure regular and punctual attendance
• Conform to appropriate dress code
• Seek to play an active role in the wider aspects of school life
• Engage constructively in discussions with mentors regarding progress and feedback on their practice
• Plan, prepare and teach identified groups of pupils as outlined in the Training Plan
• Evaluate teaching and pupil progress, and with support make recommendations for future practice
• Observe other teachers and reflect on their methodology
• Be proactive in seeking resources, using Moodle, school resources and other relevant materials and documentation
• With the aid of recommended reading, relate practice in the classroom to theories of teaching and learning
• Ensure Abyasa and any relevant school experience paperwork is kept up to date
• Read ahead in the training plan and plan/organise in advance
• Reflect and complete the Weekly Training Record with their mentor

It is expected the Trainee will:

• Understand that their mentor has a primary responsibility for their class
• Take initiative and be proactive in developing their professionalism
• Seek support or help when/if required
• Communicate effectively and professionally at all times
• Behave in a professional manner at all times and ensure all parties are aware if an absence from school is required.