Initial Teacher Education Partnership Agreement Early Years Teacher Status

ANNEX A:

INITIAL TEACHER EDUCATION PARTNERSHIP AGREEMENT EARLY YEARS TEACHER STATUS

ROLES AND RESPONSIBILITIES

2016 – 2017

Roles and Responsibilities

Quality Assurance Lead (QA Lead)

The QA Lead is the person assigned by the ITE Partnership to oversee ITE provision across EYFS partner settings. The QA Lead works closely with the Link Tutors to monitor the entitlement and progress of Associate Teachers (ATs) and to quality assure the provision across all partner settings.

The QA Lead should:

Manage and Oversee ITE Co-ordination by:

·  Managing systems that ensure that all requirements of setting-based learning are met by settings and Associate Teachers;

·  Robustly evaluating the partner provision including Setting-based Learning (SBL) periods and the training sessions;

·  Providing a first point of contact for Setting-based Mentors and Link Tutors to offer advice and support on specific education issues or general issues, as appropriate;

·  Auditing the capacity of settings within the ITE Partnership within their area and work with settings to increase capacity for engagement in Partnership (i.e. securing offers of AT SBL placements);

·  Working with settings to identify their educational needs and possible CPD involvement with the University (notify the Director of Partnerships for the Professional Programmes).

Work collaboratively with other stakeholders to:

·  Foster Mentor recognition and accreditation routes;

·  Foster Partnership/CPD arrangements for a geographical cluster of settings;

·  Take a role in observation and steering of the university-delivered provision;

·  Liaise with the Associate Teacher, Early Years Leader/Professional Mentor/Class Teacher and Director of Partnerships and Programme Leaders to develop the Early Years Partnership;

·  Liaise with the Director of Partnerships and Programme Leader should any issues arise.

·  Audit, monitor and strive to improve the quality of provision within the ITE Partnership specifically, but not exclusively, within their area.

Quality Assure provision by:

·  Ensuring assessment procedures of Associate Teachers against the Early Years Teachers’ Standards are rigorous and robust, supporting consistent and accurate judgements;

·  Working across a cluster/ number of settings in an area to moderate judgements with Early Years Leader/Professional Mentors/Class Teacher mentors against the Early Years Teachers’ Standards and Ofsted Grading criteria;

·  Monitoring that each Associate Teacher is receiving specific education on Safeguarding and Child Protection, e-safety and Health and Safety;

·  Quality assuring formative and summative reports;

·  Organising cross-moderation across a cluster/group of settings;

·  Completing relevant QA forms and monitoring those completed by other Link Tutors vising the cluster/group of settings. Ensuring ITE Partnership administration receive copies of all completed documentation.

In the case of setting-based QA Leads, a member of the Programme Management Group will be allocated to work with a number of QA Leads to:

·  Oversee and monitor the work of the QA Lead;

·  Support the QA Lead;

·  Review QA documents with the QA Lead;

·  Coordinate the moderation model;

·  Jointly observe a mentor coaching in action with an AT;

·  Jointly observe a setting-led training session;

·  Review AT progress with the QA Lead;

·  Review evaluations with the QA Lead.

In addition, in the case of Partner settings who employ Graduate Employment-based (GEB) ATs, the Setting will:

·  Appoint and identify to the University a designated person with responsibility for the employer incentive funding;

·  Keep sound records of how employer incentive funding monies are distributed / utilised to support and employ the AT during the period of training, in accordance with National College of Training and Leadership (NCTL) expectations/guidance.

Professional Mentor (Setting-based Learning)

The Professional Mentor has overall responsibility for managing the education/training of the Associate Teachers within the setting.

The role of the Professional Mentor is to work within their setting to:

·  Manage the education/training of the Associate Teachers within the setting;

·  Create a positive and supportive climate for Associate Teachers in their setting;

·  Ensure practice in the setting complies with the latest Equality legislation;

·  Ensure the provision of appropriate classroom-based experiences as outlined in the programme-specific documentation and monitor the quality of the experiences provided including a breadth of experiences across the setting to facilitate Early Years Foundation Stage (EYFS) subject and pedagogical knowledge development and understanding across the 0 – 5 age range and how early education links beyond age 5 into key stages 1 and 2 in schools);

·  Ensure the development and use of effective procedures for observation of the Associate Teacher’s teaching on a weekly basis and to support Associate Teachers’ planning, teaching and assessing skills;

·  Undertake joint observations with the class teacher or Professional Mentor to ensure accurate judgements are being made;

·  Overview the assessment of the Associate Teacher against the Early Years Teachers’ Standards.

Professional mentors work directly with Associate Teachers to:

·  Make early contact with the Associate Teacher and have regular meetings to monitor progress, and to offer continuing support and encouragement;

·  Induct each Associate Teacher into the setting’s structure and procedures, including those for Child Protection/Safeguarding, e-safety and Health and Safety;

·  Support the preparation of the Associate Teacher, enabling Professional Development needs to be met through appropriate experiences and training and developing their ability to reflect on professional experiences;

·  Support the target setting process of the AT from their initial needs assessment through to weekly targets and targets for the next stage of training, as appropriate, to enable him/her to meet the Early Years Teachers’ Standards to a high standard;

·  Monitor each Associate Teacher’s files to ensure appropriate planning, assessment and evaluation activity is taking place;

·  Ensure there are regular opportunities for each Associate Teacher to discuss/explain his/her pedagogy, approaches to managing the learning environment and his/her professional development and understanding; and reflect on their impact on children’s learning;

·  Monitor the progress of each Associate Teacher and jointly prepare formative and summative assessment reports on the quality of the Associate Teacher’s teaching as necessary.

Professional mentors liaise with other stakeholders (such as the University, QA Leads, Link Tutors) to:

·  Organise Setting-based Training and support activities for each Associate Teacher on a range of topics to enable them to develop professional values and to understand and uphold the University of Chester’s professional standards which are based on Part Two of the Teachers’ Standards related to professionalism.

·  Ensure accurate judgements are being made against the Early Years Teachers’ Standards.

Mentors

The Early Years Leader/Professional Mentor has responsibility for Associate Teachers on Setting-based Learning in their classrooms (Early Years) or department (Early Years Foundation Stage).

The role of the Mentor is to work directly with Associate Teachers to:

·  Offer continuing professional support and encouragement;

·  Induct the Associate Teacher into the class (Early Years) or departmental procedures (Early Years Foundation Stage);

·  Support the Associate Teacher in the creation of targets based on the requirements of the Early Years Teachers’ Standards, differentiating to meet specific needs;

·  Assist the Associate Teacher in developing his/her ability to reflect on professional experience, and their impact on children’s learning;

·  Support the development of the Associate Teacher’s Early Years Foundation Stage subject and curricular knowledge;

·  Develop and apply effective procedures for classroom observation, to observe the Associate Teacher’s teaching a minimum of once a week and to cross-moderate with the Professional Mentor as appropriate;

·  Review the evidence base for Associate Teachers attaining the Early Years Teachers’ Standards and support them in articulating their progress and attainment;

·  Assist the Associate Teacher by supporting, challenging and developing his/her ability to reflect on professional experiences;

·  Make Associate Teachers aware of the range of education opportunities available outside the remit of the programme but relevant to their individual needs and interests;

·  Jointly prepare formative reports for assessment purposes and provide written feedback once a week and as appropriate at other times;

·  Review the Associate Teacher’s Files during the weekly review meeting.

Mentors liaise with other stakeholders (such as the Professional Mentor, QA Lead, Link tutor) to:

·  Create a positive and supportive climate for training and professional development;

·  Ensure practice in the setting complies with the latest Equality legislation;

·  Promote contact and training opportunities between the Associate Teacher and other staff in the setting, in relation the Early Years Foundation Stage Framework;

·  Ensure accurate judgements are being made against the Early Years Teachers’ Standards;

·  Contribute to the formative and summative reports;

·  Develop the partnership and share the responsibility of ITE provision development.

Link Tutor

The Link Tutor is jointly responsible for assuring the quality of the learning opportunities and the assessment of Associate Teachers undertaken by the setting. In addition they must audit, monitor and strive to improve the quality of provision within the ITE Partnership specifically, but not exclusively, with their link settings.

Liaison and reporting between all stakeholders is essential.

The Link Tutor should be mindful to:

·  Liaise with the Associate Teacher, Early Years Leader/Professional Mentor/Class Teacher, QA Leads and Programme Leaders, as appropriate, to develop the ITE Partnership;

·  Liaise with the Professional Mentor, QA Lead/Programme Leader should any issues arise.

The Link Tutor working with the QA Lead and settings will:

·  Ensure Associate Teacher assessment procedures are rigorous and robust, supporting consistent and accurate judgements.

·  Work with a number of settings in a cluster or alliance, to moderate judgements with Early Years Leader/Professional Mentors/Class Teachers against the Early Years Teachers’ Standards;

·  Train, support, advise and work with Mentors in settings;

·  Foster Mentor recognition and accreditation;

·  Ensure that the Associate Teacher is receiving specific training on Safeguarding and Child Protection, e-safety and Health and Safety;

·  Ensure that the Associate Teacher is receiving appropriate feedback and guidance on planning, teaching and assessment and documentary evidence within the AT’s files.

·  Ensure that clear targets are being set and related actions supported to enable the AT to progress;

·  Observe where appropriate, jointly with the Mentor, the Associate Teacher’s teaching, support or monitor the feedback and target setting process and offer support and guidance as required;

·  Meet with the AT and Mentor to moderate formative and summative reports and judgements;

·  Ensure that all requirements of placement are met by settings and Associate Teachers;

·  Monitor the quality of Setting-based Learning and complete relevant QA forms.

·  Provide a first point of contact for Setting-based Mentors to offer advice and support, as appropriate;

·  Work with colleagues to encourage settings to involve themselves fully in the ITE Partnership;

The Link Tutor working with Associate Teachers will:

·  Support Associate Teachers in developing skills; in particular through guiding, where appropriate, mentors in their support of the Associate Teacher;

·  Where appropriate, assist Associate Teachers by supporting, challenging and developing their ability to reflect on professional experiences, and to reflect on their impact on children’s learning.

The Link Tutor working with the University will:

·  Ensure ITE Partnership administration, and when applicable QA Leads, receive copies of all relevant documentation;

·  Work with settings to increase capacity for engagement in the ITE Partnership;

Associate Teacher

To support their development as teachers, Associate Teachers will be required to maintain both Professional Expectations, and Professional Development responsibilities throughout their programme:

Professional Expectations:

·  Confirm that (s)he has not previously been deemed to have failed a programme of ITT, is eligible to be employed in the UK (evidence is required) and has the required qualifications (certificates will need to be presented);

·  Act in a professional manner at all times and be guided by the expectations set out in the University of Chester’s guidance (based on Part 2 of the Teachers’ Standards) in relation to Personal and Professional Conduct, and the Faculty policy on Personal and Professional Conduct and Attendance.

·  Notify the Programme Leader, and where appropriate, the Professional Mentor of any changes to circumstances (e.g. in relation to DBS clearance, health matters);

·  Consult with the Programme Leader and the Professional Mentor (as appropriate) if considering termination of the Programme;

·  Follow the University’s Research Governance Handbook and the British Educational Research Association Ethics Guidance;

·  Plan, prepare, teach and evaluate lessons/sessions, meeting the requirements of the SBL. Keep appropriate files, making them available to Mentors and Tutors to scrutinise;

·  Make an appropriate contribution to the work of the setting/early years department and to the University groups in which they are placed;

·  Complete assignments, Setting-based Learning tasks and EYFS knowledge audits as required by the specific Programme;

·  Adopt an appropriate professional appearance at all times, suitable for teaching children both in and out of the classroom.

Professional Development Responsibilities:

·  Take an active part in his/her professional development and training. This must include engaging in appropriate training on Safeguarding from the setting and the University.

·  Keep up to date records of weekly review meetings;

·  Be proactive in the setting of personalised learning/training targets and ensure engagement in Setting-based learning tasks and activities, including participation in regular reviews of their progress;

·  Reflect on professional experiences and prepare the weekly review form prior to meeting with their mentor, with a particular focus on their impact on children’s learning;

·  Contribute to the discussion which leads to the completion of reviews of their progress and summative reports and signpost and articulate how evidence informs judgements made about the Early Years Teachers’ Standards;

·  Attend PAT and progress review meetings, as appropriate per programme;

·  Evaluate the education received in University and setting at specified points in the year;

·  Engage in the transition interview (when applicable);

·  Join the Faculty Alumni, and complete the New Early Years Teacher (NEYT) Survey (spring term following recommendation for EYTS).