Initial Teacher Education Partnership Agreement

Click on the links below to skip to the relevant section of the partnership agreement.

  1. Background and Principles

  2. Roles and Responsibilities

  3. Management of the Partnership

  4. Quality Assurance

  5. Partnership Agreement Documents

1. Background and Principles

We believe that the best model for producing high quality teachers is based on working in partnership with schools and Early Years settings. This partnership relies on the involvement of school based professionals in the selection and training of students. A balance of academic study and practical placement experience is delivered on a variety of teacher training programmes at both Undergraduate and Postgraduate level. School and educational settings play a major part in our Initial Teacher Training programmes by providing a range of assessed and non-assessed placements which enhance the Provision offered to our students. This, in turn, enriches the life of the schools participating in the partnership.

The continuing improvement of pupil attainment and the well-being of children are at the heart of this Partnership, and inform all aspects of the training of students to become qualified teachers.

The Partnership has a commitment to ensuring students are provided with the preparation which ensures that they evolve into good and outstanding professionals. This outcome is achieved through the distinctive roles and responsibilities across the partnership in both schools and the university. The close working relationship between University of Cumbria Professional Partnership Tutors (PPT’s) and teachers provides an environment for the exchange of ideas that informs practice across the partnership.

Our mission is to provide and promote excellent and accessible higher education which enhances the lives of individuals and fosters the development of the communities to which we belong. We achieve this by embracing four guiding themes: sustainability, creativity, employability and enterprise.

2. Responsibilities of Participants in the Partnership


The student will fully engage in the training process and make full use of the opportunities provided. They must:

  • Work in partnership with colleagues in school and University in a professional manner.
  • Take responsibility for their professional behaviour and learning; negotiate opportunities for professional development, use initiative, offer skills and expertise.
  • Actively work towards demonstrating progress across the requirements of the placement, including planning, delivery and evaluation of lessons, completion of tasks, maintenance of files and engagement in review processes.
  • To share with the school any additional learning or medical needs of which the University is already aware.
  • Seek, receive and act upon advice and feedback.
  • Behave professionally by, for example, respecting confidentiality; being reliable, punctual and responsible; being sensitive to the procedures and routines that are already established in the school; by dressing appropriately.
  • To act in accordance with school and University procedures relating to Equal Opportunities and current legislation, particularly with respect to safeguarding and promoting children’s welfare.
  • Plan, carry out and evaluate activities that are related to the placements and required University of Cumbria programmes.
  • Ensure that all relevant policies and procedures are read and understood. Seek out and have discussions with all necessary personnel relating to these within the school.
  • Participate as fully as possible in the daily life of the school, including assemblies, playground duty and involvement in after-school clubs, as appropriate to the stage of their training.
  • Critically appraise their practice and, in consultation with school (Associate Tutor [AT]) and University-based tutors, set targets for their professional development. Monitor the set targets on a weekly basis.
  • Develop professional competence in the current teacher standards
  • Establish, maintain, and regularly review a placement folder; contents as outlined in placement documentation. Make available to the school final reports from previous school placements.

School Mentors

The University recognises that some schools have a trained mentor who also acts as the class teacher for placements. The following roles and responsibilities are in addition to those of class teacher.

  • Participate in mentor training sessions run by the University.
  • Disseminate training provided by the University to colleagues within the school.
  • Act as a moderator within the school.
  • Support the class teacher in the process of lesson observation and assessment of the student’s progress and target setting on a regular basis.
  • On a regular basis, support the class teacher in reaching decisions about whether a student is meeting (or failing to meet) current teacher standards at both the interim and final stages of the placement.
  • Liaise with subject co-ordinators, the SENCO, Assessment co-ordinator and involve them as appropriate in each placement.
  • Liaise with University tutor, Class teacher and Head Teacher.
  • In consultation with the University tutor, support the class teacher in completing an interim and a final report and share this with the student. Ensure the documentation is sent to the University.

Class Teacher

  • Provide students with an appropriate induction programme which includes information about the school and school policies appropriate to the placement.
  • Provide/share with the student, as appropriate to their stage in the training process, assessment data, e.g. the school RAISE online, the Ofsted summary, LA and school targets.
  • Induct students into school planning models and provide support for students’ planning to enable them to incorporate University requirements for the individual placement with those of the school. Discuss issues of current legislation and national strategies.
  • Provide the student with access to a range of resources, including ICT.
  • Discuss health and safety regulations, procedures for safeguarding and promoting the welfare of the child, dress code and expectations of professional conduct.
  • Ensure the student is fully supported with respect to Equal Opportunities and make sure any arrangements which need to be made as a consequence of identified needs are put into place, whether they relate to Special Educational Needs, medical, cultural or religious requirements.
  • Provide the student with opportunities to take part in activities which reflect the broader role of the teacher e.g. INSET, staff meetings, parents’ meetings, breakfast and after school clubs etc.
  • Discuss professional issues and co-ordinate activities which give students experience of the wider professional requirements of the Standards.
  • Provide students with practical support and guidance in their medium and short term planning to enable the students to incorporate University requirements for the individual placement with those of the school.
  • Discuss their own practice with the student and provide the opportunity for the student to observe different aspects of teaching and learning. In briefing and de-briefing make explicit the pedagogy which underpins the choice of teaching and learning styles, the organisation and delivery of particular lessons.
  • Monitor the student on a day-to-day basis, including scrutiny of the student’s file. Provide the student with feedback on lesson planning, lesson evaluation, assessment, monitoring and recording through verbal feedback, annotation and comments in the student’s file(s).
  • Observe the student in line with placement documentation. Provide regular, constructive and challenging feedback to the student and complete written Lesson Observation records. Set specific and focused targets for development.
  • Monitor the student’s progress, including targets set, through a weekly review.
  • Support the student in establishing themselves in their teaching role, discussing expectations, the curricular requirements for the pupils and the range of abilities and any specific needs in the class.
  • Assess students at ‘key assessment points’ (KAP’s) during placements. In consultation with the University tutor and school mentor, and in accordance with criteria published by the University, reach a judgement as to whether a student is meeting or failing to meet the Standards.
  • Discuss with the University tutor the student’s progress, including: classroom teaching, work towards meeting targets set, the standard of the student’s files and make weekly Records of Lesson Observation available to them during visits.
  • Alert the student, school mentor, Headteacher and the University tutor to any problems.
  • Complete reporting documentation, in consultation with the mentor and University tutor and share this with the student. Send this to the University by the date specified.

Head Teachers

  • To ensure a School-based teaching placement is provided as outlined in the Student Placement Assessment Record (SPAR) for primary students, and placement handbooks.
  • To identify a school mentor who will manage the student’s experience.
  • Ensure the school mentor has engaged with training sessions in order for them to discharge their responsibilities appropriately and effectively and attend cluster meetings when necessary.
  • Identify and brief a class teacher who will support a student working in his/her class.
  • Ensure students are not placed with class teachers who are Newly Qualified Teachers.
  • Accept and welcome students as temporary colleagues, providing an appropriate induction programme.
  • Provide a supportive environment for the students and give them, as far as possible, the opportunity to enter into the full life of the school during their placement.
  • Support the class teacher and mentor in ensuring that the school’s Equal Opportunities policies apply equally to students.
  • Ensure any arrangements which have to be made as a consequence of identified needs are put into place, whether they relate to SEN, medical, cultural or religious requirements.
  • Ensure that students are placed with classes where the class teacher is an appropriate role model.
  • Ensure that students are provided with opportunities to meet and engage in discussions with subject co-ordinators, the assessment co-ordinator, the SENCO and other colleagues as appropriate.
  • Ensure that students are provided with a class setting/placement which is appropriate to their stage of development.
  • Liaise with class teacher, mentor and University tutor.
  • Alert the named tutor at the University immediately if any concerns have been raised regarding the student, with respect to safeguarding and promoting children’s welfare.
  • Inform the University immediately of any changes to the school’s circumstances which might negatively impact on the quality of the training provided, ie categorised by OfSTED as Grade 4.
  • Ensure that involvement in Initial Teacher Training is included annually in the school development plan/school policies.

The University

The University will provide appropriate services to support the student’s professional and personal development and welfare. These are:

  • Provision of training for University and school-based tutors.
  • Provision of Initial Teacher Education and Training.
  • Provision of clear procedures for monitoring, supporting and evaluating the Partnership.
  • Respond to Quality Assurance issues raised by school-based tutors, students and University tutors.
  • Conduct an annual evaluation of school-based training.
  • Providing the school with relevant DBS information for each student on placement.
  • Provision of a clear set of procedures for students who are ‘cause for concern’ which will outline additional support available to individual Partnership schools where a student is at risk of failure or in cases which are difficult to resolve.
  • Providing Professional Partnership Tutors with responsibility for a designated cluster of schools. This involves monitoring of Quality Assurance processes and procedures surrounding student placements within the school; having oversight of training placements; having oversight of the school’s identified CPD in relation to ITT.
  • Provision of Programme regulations, assessment schemes, the system of recording achievement and statements of the Standards to be achieved with due regard to legislation, DfE and TA circulars.
  • Provision of appropriate documentation to support School-based Training.
  • Provision of funding to schools in line with published amounts.

Professional Partnership Tutors

  • Have regular quality assurance contact with each school; where necessary visit students in QA moderation or support role. Support the school-based training process
  • Monitor the Quality Assurance processes and procedures concerning student placements within the school, including the role of the class teacher and mentor in the documented training and assessment processes.
  • Ensure the student’s files are reviewed to ensure planning, evaluation and assessments are appropriate for the student’s stage of development.
  • In consultation with the class teacher, ensure the student is assessed at the relevant / published time, using criteria published by the University.
  • Ensure the student is provided with additional support where a student is a ‘cause for concern’ or in cases which are difficult to resolve.
  • Contribute to discussion of all reports in consultation with the class teacher and mentor.
  • Attend relevant staff development sessions, placement-specific meetings.
  • Monitor quality assurance of student placements across the schools in the cluster on a regular basis.
  • Provide School Engagement Managers with a report if Ofsted Grade 3 or lower schools are being used for placements.
  • Monitor school-based training across the cluster to ensure students are fully supported in respect of Equal Opportunities.
  • Attend  as necessary Examination Boards for assessment of the placement.
  • Contribute to an annual written evaluation of school-based training.
  • Provide a permanent point of contact for school-based tutors and students within a cluster of schools.
  • Liaise with schools to develop a strategic and responsive approach to a school’s CPD needs.
  • Support schools new to the Partnership to enable them to meet Partnership criteria

3. Management and Co-ordination of the Partnership

An appropriate partnership forum will be provided, drawn from Partnership schools and the University, will offer guidance on policy and organisational matters with respect to Initial Teacher Training.

The Institute of Education will nominate Professional Partnership Tutors for each school, with responsibility for promoting effective communication between Partners.

The assessment of students and the recording and reporting of progress will employ the criteria and procedures, as described in the programme and school–based training handbooks.

Child Protection Regulations

The University undertakes to apply the current arrangements involving monitoring and disclosure as specified in relevant ITT regulations as follows:

4. Quality Assurance

The Partnership is committed to the pursuit of excellence and has developed appropriate structures and roles to monitor and evaluate the quality of the student experience, paying attention particularly to:

Termination of a school placement

In the event that a student fails to follow the University code of conduct or their performance on placement gives cause for concern, the Head Teacher or Mentor will contact the Partnership Tutor allocated to the school. Full guidance on the process to follow can be found in the booklet Formative and Summative Assessment, Guidance and Support section 3.

University policies

The Institute of Education is governed by the policies and procedures of the University of Cumbria. The following is a list of the policies and procedures that inform the way the Institute conducts its work. The list also provides a link to the University’s website where the policies can be read in full. These policies are subject to change.

Data Protection

Health and Safety

Student Placement Policy

5. Partnership Agreement

Download Partnership Agreement (Cover Letter)

Download Partnership Agreement