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Key Personnel

Professional Tutor

  • is your personal tutor within the Homeschool, liaising on a regular basis with the University
  • meets with you formally each week in the Homeschool as part of the EPS programme
  • manages the PGCE programme within your Homeschool, involving the support, coordination, monitoring and assessment of your work through liaison with mentors and other members of staff
  • is the formal contact point between the Homeschool and the University.

Subject Mentor

  • manages and facilitates your work on the SD programme
  • meets with you formally each week to discuss your professional development and set new targets
  • supports, coordinates, monitors and assesses your work across the subject through liaison with other members  of staff, the PT and with SD tutors
  • liaises with the University SD tutor over the planning and monitoring of the SD programme
  • typically acts as a referee when you are applying for jobs.

Other staff in the school will contribute to, support, and monitor your work in the department and the whole school. For example, you will be attached to a tutor group/class. The teacher responsible for that tutor group will support your work and will probably make a contribution to the assessment of your practice of teaching.                                             

Expectations and Responsibilities

In your Homeschool you can have an expectation of:

  • a formal meeting with your Subject Mentor for 1 hour each week; a tutorial (in your school EPS group) with your Professional Tutor for 1 hour each week; and other informal contact which is reasonably required in order to realise the aims of the course;
  • experiencing all aspects of SD and EPS programmes set out in the course documentation;
  • working with the full range of age groups and intellectual ability in the school appropriate to the key stages for which you are being prepared;
  • working alongside a group tutor or class teacher on a daily basis, taking part in registration, administration, tutoring, and personal and social education (PSHE) work;
  • contact with staff and teaching in subjects other than your specialism(s); contact with teachers with particular responsibilities - e.g. learning support, careers, work experience, community links;
  • attachment to a departmental or subject team and a year team, involving attendance at meetings/briefings;
  • attending whole-school and year group assemblies;
  • attending calendared meetings, e.g. parents, induction, consultations, and Teacher Development days;
  • opportunity to contribute to extra-curricular activities - e.g. community, cultural, sporting;
  • access at appropriate times to managers, administrators, governors, support staff, teachers and tutors in order to cover the content, and realise the wider aims, of SD and EPS programmes;
  • appropriate experience of the work of other departments or subject teams in the school and, where useful, experience of contributing to teaching in those departments or subject teams;
  • guidance in the preparation of teaching inputs and lesson sequences in both subject and social and personal education contexts;
  • feedback on work with children; during block placements once a week observation of, and brief written feedback on, each class taught;
  • regular monitoring of progress in terms of the Teachers' Standards;
  • having your own claims to professional development challenged by your Mentor and Professional Tutor as part of the on-going support offered by the school through the development of your personal professional profile;
  • regular constructive critical feedback from school and University tutors on continuing SD and EPS tasks;
  • support from your Subject Mentor and Professional Tutor in the carrying out of SD assignments, the Educational Study and formative feedback on progress in SD and EPS work;
  • help with the setting of a learning agenda through completion of Training Planner sheets;
  • guidance in the compilation and organisation of your Teaching File, PDP, SD and EPS files;
  • advice with regard to job applications and interviews;
  • appropriate working space within the school; and,
  • sufficient time for reflection, with your Subject Mentor and/or Professional Tutor and/or with other trainees, on  the work you have done.

Submitting a Timetable

It is essential that you include on your timetable:

  • whether the school operates a 5 day or 10 day timetable and, in the latter case, which is Week 1 and which Week 2 and their corresponding dates
  • the time lessons start and finish
  • the rooms in which lessons take place
  • the name of the teacher who is usually in charge of the class
  • the names of your Subject Mentor, Professional Tutor and University SD tutor
  • the school phone, fax and e-mail
  • which classes you will have full delegated responsibility for from the beginning of the placement
  • maps of how to get to the school and, also, of the school buildings
  • any other relevant information e.g. occasional days holidays, Professional Development days and details of split sites etc.

Trainees should complete one of the blank timetables (available on Moodle) and return it to your SD tutor electronically, at the latest, by the end of the week before the Block begins.

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