Information for new partners

PGCE Schools Direct

The School Direct model we are adopting is one which aligns the training calendar for the student teacher with the PGCE offered at the university. The placements are planned to take place within the consortium of schools with the School Direct allocation. Within the overall requirement of 120 days in school, this time could be divided between two schools with some flexibility.

The consortium is part of the much larger family of nearly 100 School Direct at London Met schools. It represents a large body of schools that have joined together with London Metropolitan University to build a cross-capital alliance, providing diverse contexts in which to train the new generation of London teachers.

Most of our trainees follow a programme modelled on the traditional PGCE, with time spent under tutor supervision at London Metropolitan University, and the school experience divided between two partner schools. A small number of primary schools have requested School Direct salaried trainees; they will host the trainee for the majority of the course, and release them to the university, for tuition.


If you would like further information please contact:

Melaine Bignold Partnership Link Tutors mbignold@aylwardacademy.org 

Robert Fonseca Partnership Link Tutors robfonseca@cardinalpole.co.uk

Collaborative Training Agreement Outline

Schools in partnership with the university are required to sign a Collaborative Training Agreement with London Metropolitan University.

General Responsibilities

  • A mentor is appointed by the school who is an experienced classroom teacher and is given timetabled release to enable mentor duties to be carried out.
  • The mentor is expected to be a trained mentor under the London Providers Mentor Training Framework (at Stage 1 or 2); training is organised by London Metropolitan University.
  • Mentors provide weekly written feedback on student teachers’ teaching during each School Experience.
  • Mentors and the School PCM undertake the roles and responsibilities listed below.
  • Liaison with the University supervising tutors

Responsibilities of the School Professional Coordinating Mentor

Responsibilities related to student teachers:

 London Metropolitan University expects its partnership school’s PCMs to

  • Be the first point of contact for the student teacher on arrival at the school.
  • To organise and oversee the student teacher’s introduction to the school and an induction programme that they can access.  For the first placement (‘School Experience A’), this will have reference to the ‘Building a School Profile’ booklet that the student teacher is required to complete on their initial visits. 
  • Maintain contact with the student teacher, by meeting (not necessarily on an individual basis) at regular intervals throughout the placement.
  • Be the point of contact for the student teacher if and when queries or problems arise that are not necessarily best dealt with at classroom level.
  • Where required, be able to give advice on relevant whole-school issues that could possibly form the focus for the student teacher’s school-based Project.
  • Carry out occasional observations of student teachers for the purpose of moderation (particularly where there may be issues with the student teacher), to provide student teachers with an experienced, generic perspective and feedback on their practice.
  • Carry out at least twice a year a joint observation and feedback with school-based mentors (or University tutors), particularly where there may be issues with a student teacher.

Relationship with the University:

London Metropolitan University expects its partnership schools’ PCMs to

  • Inform the University in good time of any offers of placements for London Metropolitan University.
  • Act as the first point of contact on partnership issues with the University.
  • Liaise with the University over any issues or problems that may arise with their student teachers.
  • Support the quality assurance processes of the University by ensuring the completion of evaluation and feedback documentation, where applicable, on the progress of the partnership.

Responsibilities related to school staff involved in the training partnership:

London Metropolitan University expects its partnership schools’ PCMs to

  • Take account of the suitability of relevant staff in making decisions over the provision of places for offering to train London Metropolitan student teachers.
  • Support the quality assurance processes of the partnership by maintaining oversight of the suitability and effectiveness of mentors for student teachers assigned to the school.
  • Carry out appropriate monitoring and assessment of the overall training provision provided for the student teacher(s).
  • Have oversight of the training of mentors for their role, facilitating access to mentor training opportunities provided by the University (or other providers using the London Providers Mentor Training Framework).
  • Support the selection process by releasing a member of staff to attend interviews for prospective trainees.

Additional (optional) responsibilities:

London Metropolitan University welcomes its partnership schools’ PCMs to, where possible:

  • Support the review and planning of the partnership’s programme.
  • Deliver training sessions to groups of London Met student teachers, both at the University, and, where appropriate, at their school.
  • Provide input into the design and modification of the University course and of the Partnership’s procedures and practices through communications with University staff.
  • Be involved in new initiatives, such as the School Direct organisation.
  • Attend the Partnership Steering Group

 

 

Responsibilities of the Mentor (classroom teacher)

  • Provision of one hour per week per student teacher to support induction, training, advice and target setting during School Experience.
  • An hour per week supervision of school-based projects during the two week Project-based time
  • At least one written formal observation per week on the Formal Lesson Observation Summary sheet, with reference to the Teacher’s Standards (on the pro-forma provided)
  • Day to day practical and pastoral support for student teachers during school experience
  • Preparation of a timetable for student teachers following University guidelines on student teacher teaching loads
  • Enabling observation and enquiries within the department
  • Informing student teachers of departmental practices and policies
  • Supervision of student teachers’ teaching and regular written feedback
  • Profiling and assessment according to partnership scheme
  • Monitoring of student teacher attendance during school experience, keeping the University informed of problems
  • Ensuring equality of opportunity within school and University policies

 

 Responsibilities of the University

  • Overall course structure including the timing of school experience
  • Selection of schools for partnership
  • Distribution of funding to schools
  • Placement decisions
  • Admissions procedures
  • Co-ordination of course and University activities
  • Co-ordination of course management meetings and Partnership Days
  • Monitoring of placement activities and student teacher progress
  • Monitoring and evaluation of the course
  • Assessment of professional practice portfolio and other written coursework
  • Instigation of adjustments to the courses in the light of evaluation by teachers, student teachers and directives from the National College for Teaching and Leadership (NCTL) and Department for Education (DfE)
  • Quality assurance of the University based course and partnership schemes
  • Ensuring equality of opportunity within school and University policies

You can download a full copy of the Collaborative Training Agreement