withdrawal of an associate teacher from the placement · web viewrefer assessment sbls will incur a...

Dealing with Problems and Issues arising specifically within schools or similar settings

All Associate Teachers accepted on the Programme are required to uphold standards of professional conduct and practice within and outside the school setting. The Teachers’ Standards relating to professional conduct must be passed in order for the Associate Teacher to progress to the next stage of their education programme. Should an Associate Teacher be removed from or fail a period of School-based Learning because of professional misconduct the NCTL will be informed.

The University has in place its own Professional Suitability Procedures. Any decision to invoke the University’s Professional Suitability Procedures will be jointly taken by the relevant Programme Leader, the Dean and other colleagues, including the Designated Safeguarding Officer, as required.

In the event that an Associate Teacher experiences difficulties during periods of SBL, it is important that all parties follow the procedures outlined in the flowchart. There are occasions when a Professional Mentor will need to notify the Programme Leader, and QA Lead in the case of School Direct, of concerns regarding an Associate Teacher’s progress or lack of commitment and professionalism.

Early AlertAn Early Alert is issued if an Associate Teacher is showing a general lack of progress. An Early Alert form is completed by the Professional Mentor and sent to the QA Lead and the ITE Administrator for the attention of the Programme Leader.

Once the Early Alert has been set it will be reviewed after 5 School-based Learning days. If there is insufficient progress against the targets the Early Alert becomes a Cause for Concern.

However, an Associate Teacher is formally identified as Cause for Concern when the Cause for Concern Action Plan has been completed and faxed or emailed to the ITE Administration Office and the ULT is alerted. This procedure ensures there is an audit trail, that all parties are kept informed and that Associate Teachers are treated equitably. In the case of an appeal the audit trail will be an important source of evidence of support, intervention provided.

Cause for ConcernAn Associate Teacher may be identified as being a Cause for Concern for any combination of the following circumstances:

Progress of an Associate Teacher Lack of progress towards attaining the required level against the Teachers' Standards

and in particular during final SBL if there is any doubt that an AT will meet the required ‘Good’ standard.

Poor University Based Learning attendance A lack of professionalism and commitment on the part of the Associate Teacher; Not meeting the Targets which have been set; Insufficient preparation and planning leading to children/pupils under-achieving.

Associate Teacher Issues The Associate Teacher expresses concern about his/her own progress; The Associate Teacher expresses concern about the level of support being provided; Personal reasons; Medical reasons; Other valid reasons.

University Link Tutor Concerns The nature of the placement has changed; The Associate Teacher is unable to meet the learning outcomes for the placement

because of professional, personal or medical reasons.

Procedures for Associate Teachers who are Formally Identified as Cause for ConcernIf an Associate Teacher is a Cause for Concern it is important that they are made aware of their difficulties as soon as possible. Experience suggests that early intervention is more likely to enable the Associate Teacher to remediate any difficulties and avoid failing to meet the requirements of the placement.

If a problem has been identified: The Professional Mentor should contact the ITE Administration Office by telephone, fax

or email; The Administrator will alert the University Link Tutor; The University Link Tutor will arrange to discuss the problem with the Associate Teacher

and the school. This may involve making an additional visit; The Professional Mentor and the Associate Teacher will draw up an Action Plan with the

support of the University Link Tutor where appropriate. The Programme Leader, QA Lead and PAT will be kept informed.

The Professional Mentor and the University Link Tutor, as appropriate, will: Monitor the Associate Teacher’s performance against the Action Plan; Inform the Programme Leader and the QA Lead if targets are not being met; Facilitate arrangements for an additional monitoring visit as appropriate.

Additional Monitoring Visit (previously termed ‘Second Opinion visit’)

The purpose of the Additional visit is to provide an independent judgement by a neutral and experienced colleague. This opinion on the Associate Teacher’s progress will be sought once an Associate Teacher has been identified formally as a Cause for Concern. Action: preliminary

The Director of Partnerships and Programme Leader select a neutral and experienced University Tutor or Professional Mentor from another partner school to provide an additional opinion;

The Associate Teacher and Professional Mentor are informed of the additional opinion visit at least 24 hours beforehand;

The University Tutor or nominee undertaking the additional visit is informed of the context for the visit but will not be provided with full assessment details by the Programme Leader or University Tutor involved;

It is not normally expected that the Associate Teacher will receive focused support from School-based colleagues in order to prepare for the additional opinion visit beyond what has already been provided as intervention to support progress.

Action: visit The University tutor or nominee observes the Associate Teacher teach, scrutinises files

and makes an independent judgement based exclusively on the evidence provided; This is recorded on the Additional Visit form.

Action: at the end of the visit The University Tutor provides the Associate Teacher and Professional Mentor with an

ungraded Lesson Observation; The University Tutor completes an Additional Visit Form and returns it to the Programme

Leader. The grades are provisional and not revealed to the Associate Teacher or

Professional Mentor or Head teachers at this point.

Action: after the visit

An SBL Results Committee held at the end of each period of School-based Learning will consider the grades of all Associate Teachers using all available evidence. The Committee arrives at a recommendation which is then brought to the Subject Assessment Board;

The Associate Teacher, the University Tutor and the Professional Mentor are informed of the recommendation;

The Subject Assessment Board considers the evidence, confirms the grades and a recommendation is made to the Awards Assessment Board as to the progress of the Associate Teacher;

The recommendation is ratified by the Awards Assessment Board; The Associate Teacher, the University Tutor and the Professional Mentor are informed of

the decision.

Withdrawal of an Associate Teacher from the Placement 1. It should be noted that if the performance of the Associate Teacher is deemed to be

detrimental to the education or well-being of children/pupils or the school/setting expresses concern about the professional conduct of an Associate Teacher, the Associate Teacher must not continue with teaching responsibilities and the Programme Leader must be informed immediately usually via the ITE Administration Office.

Action Agreement must be reached by the Programme Leader and Professional

Mentor/Headteacher that the placement is to be suspended; The Associate Teacher will meet with the Professional Mentor/Headteacher to be

informed of this decision; The Associate Teacher, Programme Leader or Head of ITE will meet as soon as

possible to agree an appropriate course of action which will be discussed at the SBL Results Committee and ratified by the Subject Assessment Board;

2. In extreme circumstances the School-based Learning experience may be terminated and an Associate Teacher may be asked to leave the school and prevented from returning to school by the Programme Leader or nominee either by telephone or in person pending further enquiries.

3. If an Associate Teacher fails to uphold the professional conduct principles contained in Part 2 of the Teachers’ Standards, the Programme Leader should be contacted immediately via the ITE Administration Office.

4. If an Associate Teacher withdraws him or herself from a placement, (s)he will be deemed to have failed the assessment requirements for the placement.

5. If a school asks for an Associate Teacher to be removed this will constitute an automatic fail.

6. The University cannot guarantee an immediate alternative placement. Where a placement has previously been terminated or failed in regard to a professional matter the University reserves the right not to provide a further period of school-based learning dependent upon a decision by the Awards Board and/or Professional Suitability Panel as appropriate.

Action The Associate Teacher, Programme Leader or Head of ITE will meet as soon as

possible to agree an appropriate course of action which will be discussed at the SBL Results Committee and ratified by the Subject Assessment Board.

The School-based Learning Results Committee A School-based Learning Results Committee held at the end of each period of School-based Learning will consider the grades of

all Associate Teachers using all available evidence. The Committee arrives at a recommendation which is then brought to the Subject Assessment Board;

The Committee will consider the following:1. The progress and attainment of all Associate Teachers and any undertaking extended time

within the Assessment period.2. Associate Teachers who are deferring completion of whole or part of their period of School-

based Learning (Defers) beyond the current assessment period.3. Associate Teachers who have not yet met the required standard or assessment

requirements for a placement (Refers – will register as ‘fail’ in the University’s registry system due to fees etc).

Deferrals and Referrals1. Personal/Medical Circumstances In the event of personal/medical circumstances affecting the AT’s attendance in school or progress against the Teachers’ Standards, the AT must ensure that the Programme Leader is well informed in advance of the assessment date(s). Evidence to support this will include:

A medical certificate or Doctor’s letter where relevant; Any other evidence requested by the Programme Leader.

The circumstances and evidence will be considered by the Programme Leader and Head of ITE and if the timescale allows (i.e. there would be no impact on the University Assessment period deadlines) the Associate Teacher may be granted additional time in school to address the requirements. This is in effect an extension to the date of the assessment(s) but would still fall within the University’s assessment period.

2. Personal/Medical Circumstances leading to a ‘Defer’An Associate Teacher may seek a deferral of the placement for a number of reasons. This is a formal University process which must be undertaken with the Programme Leader and Head of ITE. This usually means that no final summative assessment is possible before the Subject Assessment and Awards Boards. Evidence (as outlined in (1) above) must be provided to support the deferral of assessment. Registry must be informed.

3. ReferIn cases where, despite the support and intervention procedures being provided, an Associate Teacher still requires improvement i.e. does not yet meet the required attainment level against the Teachers’ Standards or assessment requirements for that period of SBL (e.g. by non-completion of a placement) the following procedures will apply: The Associate Teacher will be counselled by the Programme Leader as to their future and

programme of study. This procedure will require written evidence of the feedback and support given to the Associate Teacher. This will include:

– All lesson observation forms;– Interim and Final assessment reports (where available); – The observation schedule for the Associate Teacher.

Additional evidence might include (where relevant):– Cause for Concern report(s) and Action Plan(s);– Additional Visit (Opinion) report(s).

(See subsequent pages for the ‘Alert’ and the ‘Cause for Concern’ forms.)

NB See additional notes above in regard to final placements and the recommendation for the award of QTS.

Recommendation from the School-based Learning Results Committee will be made to the Subject Assessment Board in the usual manner regarding Pass, Defer and Refer. The Awards Board will also receive recommendations for additional placements and the length of these.

Deferral and Referral Assessment PlacementsIf the School-based Learning Results Committee considers that the Associate Teacher would benefit from a further placement/period of SBL, this will be organised by the Programme Leader pending a suitable placement being made available within the Partnership. Refer assessment SBLs will incur a financial cost.

Deferral and Referral SBL Procedures

Protocol guidelines re: deferrals and referrals of Final School-based Learning

Associate Teacher Name: ………………………………………………….

Programme ………………….. and Subject (Sec.) or Year (UG): ……..…..…………

Pre deferral/referral SBL

Associate Teacher/University Tutor / Year, Subject or Programme Leader – meeting to discuss the terms of the deferral or referral for School-based Learning.(in the case of an SD AT, the PM, ULT and QA Lead attend)

Pre deferral/referral SBL

Associate Teacher to make a provisional visit to school/settingAssociate Teacher/Professional or Subject Mentor (with University Tutor if appropriate) – meeting to discuss personalised professional targets, curriculum and timetable.

First week of placement

Induction to school and class (primary) or subject department (secondary) including specifically safeguarding and other key policies and procedures.

Subsequent weeks

Teaching timetable builds up to expected level as defined within the relevant SBL handbookWorking with Class or Form Tutor (if applicable)Observation and assessment by Subject Mentor/classteacherTeaching – according to the approved timetableContribution to the wider aspects of school life (extra-curricular)Joint observation and assessment by Subject/ProfessionalMentor/classteacherInterim AssessmentObservations by Subject/Professional MentorWeekly meetings with mentor /target setting and monitoringModeration visit as appropriateFinal Report

Post SBL Associate Teacher/PAT - Review meetingProgramme Leader fully informed of outcomes.

Early Alert and Cause for Concern Flow ChartFor issues arising during periods of SBL

Programme Leader and/or QA Lead (SD) has conversation with

Mentor

Professional Mentor prepares Early Alert form and informs Programme Leader (via the

ITE Administration Office) and the QA Lead (in the case of

SD) of the Early Alert concerning the Associate

Teacher’s progress.

Associate Teacher making good progress. Progress continues to be

monitored but no further action taken

Programme Leader or designate has conversation

with Associate Teacher

University Link Tutor is informed. If an extra visit is required then this is arranged.

Concerns resolved - AT has made good progress against the EA targets.

The situation is closely

monitored in school.

Concerns not resolved. Associate Teacher has not met the EA targets set and officially becomes a Cause for Concern.

New Action Plan agreed.

Additional Monitoring Visit is undertaken.Conference to discuss Associate Teacher’s progress is

held.

Associate Teacher not making sufficient progress. Associate Teacher is deemed not to have met the placement requirements. Case is discussed at the relevant Board.

Colleagues to be kept informed:Associate Teacher; ULT, PM and other mentors as appropriate;QA Lead;Year (UG)/Cohort (PG) and Programme Leader, Director of Partnerships and Head of ITE.

FACULTY OF EDUCATION AND CHILDREN’S SERVICES

EARLY ALERT INTERVENTION ACTION PLAN FOR SCHOOL-BASED LEARNING

Early Alert: Review after five days. If insufficient progress has been made against the above targets the Early Alert becomes a full Cause for Concern.

Associate Teacher:_________________________________ Year ____ School based Learning Placement ___________________________

Identify Teachers’ Standards of concern

(tick)

S1 S2 S3 S4 S5 S6 S7 S8 Section 2Professionalconduct

Summarise areas of concern

Standard TARGET Actions Success Criteria Date to be reviewed

Reviewed By

Associate Teacher to read the statement and sign belowI agree to address the targets identified in this Early Alert Intervention and understand that unless I successfully complete these targets within five SBL days, I will move to the Cause for Concern stage for this placement. Where there are any professional issues this may result unsuccessful completion of the programme.

Associate Teacher signature: ………………………......………… Professional Mentor signature………………………………………….

Date:…….....………………. ULT signature……………………………………………Copies must be provided for the AT, PM, ULT, QA Lead and ITE administration


ACTION PLAN FOR SCHOOL-BASED LEARNING (CAUSE FOR CONCERN)

Associate Teacher:_________________________________ Year/ programme ___________School ________________________________

Identify Teachers’ Standards of concern (tick)

S1 S2 S3 S4 S5 S6 S7 S8 Section 2Personal and Professionalconduct



Reviewed By

Associate Teacher to read the statement and sign below

I agree to address the targets identified in this Action Plan and understand that unless I do this successfully I am in danger of failing this placement. Where there are any professional issues this may result in me failing the programme.

Associate Teacher signature: ………………………......…………………..Professional Mentor signature………………………………………….

Date:…….....…………………………………………………………………..University Tutor signature………………………………………………...

Copies must be provided for the AT, PM, ULT, QA Lead and ITE administration


RECORD OF ADDITIONAL VISIT(To be completed by ULT or PM undertaking the additional visit where an AT has been ‘Cause for Concern’).

Name of School: Date:

Name of AT:

Programme:BA QTS Primary/ BA QTS Primary-Early Years

B.Ed. Primary / B.Ed Early Years Year (where applicable – undergraduate)

PGCE Primary/ PGCE Primary-Early Years

PGCE Secondary For PGCE state Core or School Direct

Placement A or B (Where applicable)

Lesson/Activity Observed Class:

Comments in relation to AT’s personal and professional conduct(Teachers’ Standards Part Two)

Teachers’ Standards Comment1. Set high expectations which inspire, motivate

and challenge pupils

2. Promote good progress and outcomes by pupils

3. Demonstrate good subject and curriculum knowledge

4. Plan and teach well structured lessons

5. Adapt teaching to respond to the strengths and needs of all pupils

6. Make accurate and productive use of assessment

7. Manage behaviour effectively to ensure a good and safe learning environment

8. Fulfil wider professional responsibilities

Recommendation based on this single visit:

Signed:

Complete this section if a referral assessment has been recommended by the SBL Results CommitteeB

A re-assessment period of SBL is required:

No of days for referral SBL:

Age phase required:

Personal considerations to be taken into account Other information

Signatures

Plan agreed: ...................................................(Date)

Associate Teacher: ………………………………….........

Designated tutor for Action Plan: ……………………….....………........

Recommendation agreed by the Programme Leader

Programme Leader ....................................... Date ……….………..

cc. PAT (for information………………………Date………………….Associate Teacher to read and sign belowI agree to take the Action Plan into the school where I will complete my referral assessment to clarify the areas for development, and share with my Mentor and University tutor. I understand that unless I successfully address the points within the action plan, meet the requirements of the placement and if this is a final assessed placement attain the Teachers’ Standards to at least a good level, I am in danger of failing the programme.

Associate Teacher signature: ………………………......………… Date:…….....……………….


ACTION PLAN FOR A PERIOD OF REFERRAL SCHOOL-BASED LEARNING

Associate Teacher:_________________________________ Year/ programme ___________School ________________________________

Identify Teachers’ Standards of concern (tick)

S1 S2 S3 S4 S5 S6 S7 S8 Section 2Personal and Professionalconduct



Reviewed By

Associate Teacher to read and sign below.I agree to address the targets identified in this Action Plan and understand that that unless I successfully address the points within this action plan, meet the requirements of the placement, and if this is a final assessed placement attain the Teachers’ Standards to at least a good level, I am in danger of failing the programme. Where there are any professional issues this may result in me failing the programme.

Associate Teacher signature: ………………………......…………………..Professional Mentor signature………………………………………….

Date:…….....…………………………………………………………………..University Tutor signature………………………………………………...Copies must be provided for the AT, PM, ULT, QA Lead and ITE administration

withdrawal of an associate teacher from the placement · web viewrefer assessment sbls will incur a...

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