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Weekly Training Meeting (Secondary)

Guidance for the weekly training meeting

The weekly training meeting between trainee and subject mentor is central to the school-based training programme. The purpose of the meeting is to:

  • Review recent progress in relation to the Teachers’ Standards
  • Consider evaluations and feedback
  • Provide guidance on subject knowledge
  • Identify future training needs

The structure of the weekly training meeting should be:


Trainee should prepare for meeting by considering evidence of progress in relation to previous targets. Trainee should also complete as much of the Weekly Training Meeting record on Abyasa as possible.

Mentor should prepare for the meeting by reviewing feedback from all colleagues on the trainee’s progress. Mentor should also plan for the training element of the meeting, in relation to wider training provision.

Review and Train

Mentor and trainee meet to discuss progress and feedback as outlined above.

The meeting should also include specific training for the trainee by the mentor on agreed area of the Teachers’ Standards.

Agree Targets

The meeting concludes with agreeing targets for the trainee. Usually, these will be SMART short-term targets for the trainee to work on by the next meeting. Medium- and longer-term targets may also be agreed and reviewed on a regular basis.

Suggested foci for the Weekly Training Meeting

Clear foci need to be set for the weekly meeting to lead the discussion. The weekly foci should be driven by the school's Professional Studies Programme and the specific needs of the trainee, arising from observation feedback or concerns.

Below are some suggestions for weekly foci, which you may use to frame the agreed foci.

Early in placement

  • Identify trainees’ strengths and areas for development.
  • Planning clear lesson objectives and outcomes.
  • Starting and ending lessons well.
  • Awareness of teachers’ responsibilities, including timekeeping.
  • Getting to know pupils.
  • Rules and routines – rewards and sanctions – opportunities to praise.
  • Subject knowledge targets:
    • Plan for use of a range of appropriate resources and methods.
    • Organise and manage the classroom and resources to produce an effective and safe learning environment.
  • Teaching presence and managing classroom for learning.
  • Questioning.

Middle of placement

  • Content and pace of lessons.
  • Assessment and progress of pupils.
  • Self-evaluation/reflection used to promote improvement.
  • Opportunities to use ICT to enhance learning and teaching.
  • School / departmental marking and record-keeping policies.
  • Deployment of support staff.
  • Involvement in wider school e.g. participation with tutor group.
  • Consider the inclusion agenda especially within the new SEND arrangements.

Towards end of placement

  • Review opportunities for assessment of pupils’ learning.
  • Identify areas of strength and development needs for assessment profile:
    • Consider trainee’s future needs in terms of developing their subject knowledge.
  • Finalise foundation Assessment Record of trainee’s progress. Ensure targets are agreed.