Teacher Training | Key Roles and Course Requirements

Subject/phase mentors have the greatest number of interactions with new teachers. They’re highly effective teachers within the same subject or phase as the new teacher, and enable them to develop across all areas of their teaching practice, especially Teaching and Learning. This includes coaching trainees to improve their teaching and translating key areas of the programme into their classrooms. They also collaborate closely with the supervising coaches and external partners to track and accelerate trainee progress.

Key Responsibilities Include:

• The progress, development and wellbeing of the new teacher

• Weekly/fortnightly coaching drop-ins

• Weekly/fortnightly coaching and reflection meetings

• Termly wellbeing checks

• Termly formal observations, write-ups and assessments

• Attendance and engagement with termly mentor training

• Regular progress review meetings with supervising coach

The supervising coach shares responsibility for the progress and development of each new teacher, mostly through acting as the mentor's first point of support. They will not necessarily share a subject/phase specialism but, as an expert teacher and coach, they will be in a position to assist the mentor on key coaching decisions around Teaching and Learning.

Key Responsibilities Include:

• The progress, development and wellbeing of the new teacher

• Regular drop-ins on the new teacher

• Regular progress review meetings with mentors

• Termly wellbeing checks

• Attendance and engagement with termly mentor training

Subject Leads and Directors have a responsibility for the development and progress of any new teachers in their subjects and faculties. They must ensure new teachers are supported with planning and resourcing their lessons and the management of their classrooms to ensure all pupils in that subject are learning effectively.

Key Responsibilities Include:

• The progress, development and wellbeing of the new teacher

• Ensuring new teachers in their subjects/faculties are supported in their planning and resourcing of effective lessons

• Ensuring new teachers are supported in their classroom management

• Overseeing the progress and development of the new teacher using StepLab

• Regular drop-ins on the new teacher

The Teacher Training Coordinator provides another avenue of support for new teachers. They are in charge of planning and delivering a Professional Learning Programme which supports the early development of all new teachers at the Academy. Their role includes overseeing the progress of new teachers on StepLab, and liaising

with the SLT lead to ensure alignment and consistency across the training programme.

Key responsibilities include:

• The progress, development and wellbeing of all new teachers

• Planning and delivering an effective professional learning programme for new teachers

• Overseeing the progress and development of all new teachers using StepLab

• Regular drop-ins on new teachers

• Regular meetings and learning walks with SLT lead

The SLT lead is a senior leader responsible for the Teacher Training provision for learning in school. They work directly with the Partners across all programmes to manage and maintain the quality of in-school training and mentor support. The in-school Mentor provision will be managed and quality assured by the SLT lead.

Key Responsibilities Include:

• The progress, development and wellbeing of all new teachers

• Regular drop-ins on new teachers

• Planning and Delivering termly mentor training

• Regular meetings and learning walks with Teacher Training Coordinator

• Ensuring the school complies with all partnership requirements

• Quality assuring the Professional Learning Programme

• Overseeing the quality of the subject/phase mentor provision, including appointing suitable mentors

• Acting as a point of escalation and resolution for issues regarding a new teacher's progress and support

PGCE

PGCE

PGCE