In line with our Partnership Agreement, each individual involved in a trainee's school experience has clearly defined responsibilities. This page details the key roles of those contributing to school-based training with St Mary's University. Please refer to the key documents page to find updated copies of our Partnership Agreements for full details of each role.
Professional Coordinating Mentors (PCMs)
PCMs (or Training Coordinators) work closely with mentors and Link Tutors (LTs). Specific responsibilities include
- ensuring that the trainee receives an appropriate induction programme
- attending the Initial Training Meeting, if possible, led by the LT
- using the online assessment system Abyasa to monitor trainee progress
- co-ordinating access for the trainee to professional activities outside the classroom
- planning and delivering a school based professional studies programme to promote trainee development
- collaborating with the LT in overseeing the monitoring and assessment of the trainee's target setting and training
- supporting the mentor in their evaluations of the trainee and making joint lesson observations with the LT/mentor when possible
- supporting the school-based aspects of implementing any necessary Additional Support Plans (ASPs)
- participate in writing comments in the Assessment/Progress Record
- closely monitoring trainees’ work life balance and well-being and mental health and challenge unnecessary workload demands and report concerns.
Mentors
Our primary trainees work with Class Based Mentors (CBMs) and our secondary trainees are supported by Subject Mentors during their school experience.
The key responsibilities of a mentor are to
- induct the trainee to the department
- arrange a suitable timetable
- ensure formal observation of the trainee on a twice-weekly basis (one observation for each Key Stage) and written feedback using the St Mary’s observation format
- co-ordinate observation by other staff
- conduct the weekly training session (Weekly Training Meeting) to support, guide, train, co-ordinate feedback, set targets, and monitor general progress taking into account the ITTCCF
- complete, with the trainee, the progress/assessment profile interim points – December, March and May
- 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
- monitor subject knowledge progress.
What are the roles of a Subject Mentor?
“…the quality of the next generation of teachers will, in large part, depend on the quality of mentoring support they are given.” (Furlong and Maynard, Mentoring Trainee Teachers, Routledge)
In brief, a mentor’s main functions are to support and guide all aspects of the development of a PGCE trainee whilst in school:
- Helping them work within the department’s and the school’s structures
- Advising, reviewing and feeding back on lesson plans and in-class performance
- Giving further training on areas of difficulty or under-achievement
- Working with the Link Tutor and PCM in making a judgement of the trainee’s progress against the demands of the ITTCCF in support of meeting the Teachers’ Standards (TS).
Specific responsibilities include
- Ensuring full knowledge of the Core Curriculum Framework for ITT students, and the University curriculum, and supporting the student to learn how to apply their learning in school
- Modelling effective teaching and learning strategies and the discussion of these with the trainee (eg beginnings of lessons, managing transitions, plenaries, setting up of resources, taking the register)
- Using the online assessment system Abyasa to record and monitor progress
- Supporting the trainee in the completion of the training plan and teaching requirements
- Attend the Initial Training Meeting led by the Link Tutor
- Using the online assessment system Abyasa to record and monitor progress (this information will be detailed by the Link Tutor at the Initial Training Meeting, including accessibility)
- Attending weekly meetings with the trainee to discuss progress and planning
- Participate in writing comments in the Assessment/Progress Record
- Joint lesson observations with the LT during the practice
- Joint lesson observations with other school staff where appropriate
- Observing the trainee weekly (writing qualifying statements and setting targets)
- Being available when the trainee is taking the class in order to fulfil health and safety requirements
- Discussing targets for future success and development
- Feedback to trainee re lesson observation
- Supporting the impact of trainee on pupil progress
- Completing an evaluation of the school experience for quality assurance purposes
- CBMs should be aware of the range of experience that adult learners bring to the classroom and acknowledge previous skills/expertise on the part of the trainee
- Providing opportunities for trainee to participate in whole school activities, e.g. attend meetings/parents evenings/INSETs/analysing data for pupil progress/assemblies
- 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.
Link Tutors
St Mary's University Link Tutors (LTs) quality assure school experience and support mentors in their work with trainees.
Link Tutors will:
- Act as an advisor, tutor and professional support for the Professional Coordinating Mentor (PCM), mentor and trainee
- Use the online assessment system Abyasa to record and monitor progress
- Run the Initial Training Meeting at the beginning of each placement
- Make 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
- Review the mentor’s observation of and feedback to the trainee, monitor trainee progress and support target setting
- Support the trainee in developing their practice
- Liaise with school partners to ensure successful progress and resolve issues where apparent
- Participate in writing comments in the Assessment/Progress Record
- Support St Mary’s quality assurance programme through regular evaluation of partnership schools
- LTs are required to attend regular training sessions at the University
- Establish effective lines of communication between all partners and maintain regular contact with the school and trainee
- Engage in regular discussion with the mentor/PCM regarding the trainee’s progress
- Support the University's quality assurance team by taking part in joint observations or paired M&QA visits when required.
Trainees
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 to all aspects of the school experience
- Familiarise 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 performance
- Attend Best Practice days and engage in University based activities (if applicable)
- Plan, prepare and teach identified groups of pupils as agreed
- Evaluate teaching, and with support make recommendations for future practice
- Evaluate pupil progress, and with support recognise impact for future planning and teaching
- 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 is kept up to date
- Read ahead in the training plan and plan/organise in advance
- Be formally observed once a week (one observation must be in phonics)
- Reflect and complete the Weekly Training Record with their mentor
- Ensure their files and paperwork are up to date
- Keep detailed records on profile children (primary only).
It is expected the Trainee will:
- Understand that their mentor has a primary responsibility for their class/form
- 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.