I am a School/Mentor

Please download a copy of the: Initial Teacher Training Core Content Framework

The Initial Teacher Training and Early Career Framework (ITTECF) covers the training and induction periods at the start of a teacher’s career.  It combines and replaces the previously separate Initial Teacher Training (ITT) Core Content Framework (CCF) and Early Career Framework (ECF) following a review. (Further detail on the review, and the important changes to the design and content of the frameworks and to delivery, has been published alongside the framework.) The ITTECF sets out the entitlement of every trainee and early career teacher (ECT) to the core body of knowledge, skills and behaviours that define great teaching, and to the mentoring and support from expert colleagues they should receive throughout the three or more years at the start of their career. ECTs will purposefully revisit the elements of teaching introduced in ITT to deepen their knowledge and understanding. The ITTECF remains designed to equip all trainees and ECTs with a shared body of knowledge and skills, irrespective of subject or phase. The ITTECF, as with its predecessors, is based on the best available evidence from this country and around the world, assured by the Education Endowment Foundation (EEF). The content of the framework has been updated based on a Call for Evidence in spring 2023, feedback from a broad range of experts across the education sector, and on what the department has learned from the first few years of CCF implementation and delivery of ECF-based induction. The changes include updates and enhancements regarding supporting pupils with special educational needs and disabilities (SEND), high quality oral language (sometimes known as oracy), early cognitive development, and social and emotional learning. The EEF have appraised all changes to ensure they reflect the evidence base.

The ITTECF sets out two types of content: ‘Learn that…’ and ‘Learn how to…’ statements. ‘Learn that…’ statements are informed by the best available educational research. This evidence includes practice guides, rigorous individual studies, high quality reviews and syntheses, including meta-analyses. ‘Learn how to…’ statements are drawn from the wider evidence base, including both academic research and guidance from expert practitioners.

The ITTECF is a minimum entitlement to training and not a full curriculum. It remains for accredited ITT providers and ECF lead providers to integrate additional analysis and critique of theory, research, and expert practice as they deem appropriate for their curriculum. The framework is designed to cover the content required by trainee teachers and ECTs irrespective of subject and phase. Therefore, it is for providers to ensure that they carefully craft coherently sequenced curricula that enable trainees and ECTs to apply evidence effectively in their phase, setting, and subject.

The university of Cumbria ITE programmes all derive from the CFF and exceed minimum content in all domains; not least our core golden thread of ‘Challenging disadvantage together’.

In using the ITTECF to develop their curricula, ITT providers determine the appropriate level of support required in the application of ‘Learn how to’ statements. As a minimum, it is expected that all trainees will be supported to develop their knowledge and practice through an appropriate selection of approaches as detailed in the previous CCF that must include:

• Observation of practice, discussing and analysing with expert colleagues*, to deconstruct what makes a particular approach successful or unsuccessful.
• Receiving clear, consistent and effective mentoring, through structured feedback from expert colleagues on a particular approach – using the best available evidence – to provide a structured process for improving practice.
• Opportunities to practise using approaches defined in the ‘Learn how to…’ column of the framework. Providers should ensure that trainees have multiple opportunities to rehearse and refine particular approaches throughout their training. This could include beginning outside the classroom before using approaches in classrooms.
• Receiving feedback on applying a particular approach or approaches. Working with expert colleagues to identify areas for and ways of improving practice, seeking challenge and critique from expert colleagues with trainees taking the lead in their own development.

*Expert colleagues are defined as: professional colleagues, including experienced and effective teachers, subject specialists, mentors, lecturers, and tutors.

Please see Effective Target Setting Section for additional resource 

Mentor training/development update for 2023-24

Dear University of Cumbria ITT school mentor, 

Mentor Guidance

All assessment guidance for 2023/24 for mentors can be found on our Partnership webpages I am a School/Mentor

In response to feedback and ongoing quality development, for the 2023/2024 cycle we have added further detail about the ITT curriculums that student teachers follow.

Mentor Training

To determine what mentor training you require for the 2023/2024 academic year, please see the following three options:

1.  If you are new to mentoring: you will need to complete our ‘Initial Mentor Training’ option prior to a student starting placement with you.

 What it involves: This is a blended training, involving some preparatory work followed by 2 x ‘face to face’ sessions via Microsoft Teams (see Appendix 1 for more details).

 How to book: Please follow the link below to complete an online booking form for your preferred date: https://universityofcumbria.formstack.com/forms/mentor_training selecting the ‘Initial Mentor Training (Online)’ option. See Appendix 1 for session dates.

2.  If you have mentored before but did not complete our ‘Initial Mentor Training’ or our ‘Curriculum Target Setting’ training during 2022-23: you will need to complete our ‘Subject Target Setting’ option prior to the student starting placement with you. 

 What it involves:

• Getting Up to speed: Video Briefing 2 video briefing to understand our staged expectation approach to placement assessment & how to find/use the student’s ITT curriculum:

• A single ‘face to face’ (Microsoft Teams) session in which we look at a new approach to linking targets to the students’ ITT curriculum.

How to book: Please email us at mentortraining@cumbria.ac.uk , clearly identifying the date you would like to attend, your school name, school postcode and email address for each attendee

Location	Date	Time
Online via Microsoft Teams	Thursday 12 October 2023	4pm – 5.30pm
Online via Microsoft Teams	Wednesday 22 November 2023	4pm – 5.30pm
Online via Microsoft Teams	Thursday 25 January 2024	4pm – 5.30pm
Online via Microsoft Teams	Thursday 21 March 2024	4pm – 5.30pm
Online via Microsoft Teams	Thursday 9 May 2024	4pm – 5.30pm

 

3. For mentors who have completed the above (2023/24): to allow you to keep engaging with updates and the latest good practice, there is an expectation that you will undertake our *Essential Online Update Mentor module* Challenging Disadvantage prior to the ITT student’s placement commencing with you; details of the format for this will be released in the near future. 

 To register interest: please complete the online form found here: https://universityofcumbria.formstack.com/forms/mentor_training selecting the ‘Online Update Mentor Training’ option.

 

Please direct any enquiries relating to mentor training to mentortraining@cumbria.ac.uk

 

Many thanks for your continued support of the ITT partnership.

 

Pat Freeman, Ian Todd (mentor training lead) & Leadership Team

Patrick Freeman SFHEA

Placement Liaison Manager | Institute of Education 

 

Placement Forms

Download End of Placement Report B and D Placements (Beginning and Developing Placements)

Download End of Placement Report E Placements (Extending Placements)

Download Intervention Plan Guidance and-Forms

Download Termination of Placement

Download Lesson Observation Pro Forma B&D Placements

Download Lesson Observation Pro Forma E Placements

Please see our new lesson observation recording sheet - We have redesigned this to allow sharp focus on student teachers focus area and impact on pupil progress 

Download Worked Example Lesson Observation Record

Placement Suporting Documentation 

Beginning and Developing Placement Documentation

Extending Placement Documentation

PGCE SPAR 

PGCE Beginning SPAR

PGCE Developing SPAR 

PGCE Extending SPAR

PGCE January Cohort SPAR

PGCE Jan Cohort Beginning SPAR

PGCE Jan Cohort Developing SPAR

PGCE Jan Cohort Extending SPAR

Three Year SPAR  

Q3 Beginning SPAR

Q3 Developing SPAR

Q3 Extending SPAR

Four Year SPAR 

Q4 Beginning SPAR

Q4 Developing Phase One SPAR

Q4 Developing Phase Two SPAR

Q4 Extending SPAR

Placement Handbook

This handbook serves as a reference document to support school placements for all QTS primary courses in the university. It contains generic guidance for placement activities and requirements. The handbook should be used in conjunction with the specific supplements for Beginning, Developing and Extending phases which provide placement-specific information.

Download the Handbook

 

Central to our trainees’ progress and success is their achievement of developmental targets. It is important that targets specifically address improving the quality of the trainees’ teaching and pupils’ learning over time.

Effective Target Setting for ITE Document

Effective Target Setting Video

 

Core Content Framework for mentors setting targets

This document (Initial Teacher Training Core Content Framework - Reading Only) includes amongst other elements a range of current literature mapped directly to each of the national teacher standards.

Mentors (Expert colleagues) should utilise this resource to support the setting of ongoing targets; As part of the weekly meeting with their assigned student to review and set new targets. It would be excellent to see the students being signalled not only to the practical elements they need to demonstrate but how they can locate or access further thinking / reading on each target set.

Students have a direct library link to this reading list via their learning support platform ‘Onelist’

 

Additional CCF resources for trainee teachers and their mentors

Please also see the linked resources below This selection of CCF Exemplification Resources has been produced ‘by the sector’ and ‘for the sector.’ It provides links to resources which support each of the ‘learn how to’ emboldened statements in the ITT Core Content Framework (CCF).

https://v3.pebblepad.co.uk/spa/#/public/94jgbwqyzpr8kZdfm6xbqpHGzy?historyId=1ZEtAsPa1K&pageId=94jgbwqyzpr8mdH3kfrHp5w5RM

 

Ofsted Subject Research Reviews

Please find below a linked document to use with trainees when target setting. Each subject area explicitly outlines a range of evidence and research used within the curriculum depth documents (knowledge organisers). Along with these ALL trainees will have been made aware of Ofsted research reviews. Here is a useful reminder of these- as they have been published.

Ofsted Subject Reviews

Please find here a link to video resources published by Ofsted with focus to a range of subject review areas

 

Download QA visit of Student Form

Download Mentor QA Form

Download Quality Assurance Framework - Primary ITT

Understanding how to access the breadth and depth of our ITT curriculum along with their Knowledge Organisers:

Q3 Curriculum Depth

Q3 Curriculum Depth (Pre 21 Validation)

Q4 Curriculum Depth

Q4 Curriculum Depth (Pre 21 Validation)

PGCE Curriculum Depth

PGCE Jan Cohort Curriculum Depth

 

 

 

Guidance relating to Teacher Strike action and implications for student teachers can be found below

Strike Guidance

Placements are an integral part of the learning experience that enables students to apply theory to practice and develop core competencies and transferable skills. Through the support of qualified Mentors in a variety of placement settings across the North West of England and beyond. For more information about our Partnership, and Placement offers please visit our Working in Partnership page.

The latest Partnership news can be found in our Newsletters here

 

There are two versions of our Mentor Training Provision:

1. Initial Mentor Training - Remotely over 2 twilight seesions via Microsoft Teams.
2. Update Mentor Training - A Self Study online module.

Mentor Training Booklet: Mentor Training Booklet

Mentor Training Dates: Mentor Training Dates

If you would like to apply for Initial mentor Training, please see our Application Form

If you would like to discuss local training, please contact your University Partnership Tutor (UPT) or Elaine Burch (Primary Mentor Training Administrator) on Mentortraining@cumbria.ac.uk.

University of Cumbria
Placement Unit
Bowerham Road
Lancaster
LA1 3JD

 

Based on the DfE’s National Standards for school-based Initial Teacher Training Mentors the University of Cumbria are offering two levels of Qualification - Qualified Mentor Status (QMS) and Qualified Lead Mentor Status (QLMS). Further details can be obtained contacting Mentor Training

National Award for SEN Coordination | University of Cumbria This masters-level programme (60 credits) enables new and experienced SENCOs to enhance provision and outcomes for all children, especially those with special educational needs and/or disability, and develop themselves as a leader of change within their setting. Since 2009, all newly appointed SENCOs must attain this qualification within three years of appointment. Schools can obtain more information by visiting our