Training coordinators play a key role in overseeing the progress and development of iQTS trainees in their schools.
Supporting a trainee on their iQTS journey is an exciting opportunity for a school to shape the development of an emerging practitioner in their context. This course provides trainees with the opportunity to apply their programme based learning to practice in their individual settings.
Supporting iQTS trainees
An iQTS trainee can work as an unqualified teacher in their school, but will need to be supported in fulfilling the requirements of their training plan. This will include fulfilling a predetermined teaching load, observing expert colleagues, and engaging in other professional development.
Alongside their role in the school, trainees will also need to engage with their programme of study throughout the academic year. Modules will run throughout the year and will be delivered in two blocks of 10 half-day sessions. There is a requirement to attend synchronous sessions alongside engagement with asynchronous content. It is recommended that trainees are given protected time out of the classroom to attend lectures and complete other programme related tasks.
Supporting school mentors
iQTS trainees will be assigned a school-based mentor for the duration of their programme. This member of staff should have the appropriate experience and expert knowledge to support trainees. A mentor will need to support trainees by:
- providing 90 minutes of mentoring across the week (including a weekly training meeting)
- formally observing the trainee each week
- understanding the phase of training and supporting their trainee appropriately.
The member of staff acting as a mentor will require the time to engage in relevant training and meet with their trainee. They will also need to meet with the training coordinator if trainees require additional support to make expected progress.
Working with St Mary's tutors
Each iQTS trainee will be supported by members of the teaching team at St Mary's. This will include a personal tutor and link tutor, as well as additional guidance from the iQTS course lead and partnership team. Regular meetings will be offered to review trainee progress and identify any training needs for those supporting trainees.
Mentor training
Mentors are required to engage in 20 hours of training in order to support any trainee working towards iQTS. This will include a combination of:
- mentor skills training
- St Mary's curriculum coverage
- intensive training and practice (ITAP) training.
Details of how to access this training will be provided ahead of the new academic year.
Progress review meetings
Throughout the duration of the iQTS programme, trainees will use the Initial Teacher Training Core Content Framework's areas of professional learning to monitor progress. These are recorded on a progress record, which will be reviewed at the end of each phase of training. Training coordinators are asked to attend this meeting and provide a reflection on the trainee's progress at this point.
Assessment against the iQTS Teachers' Standards
In the final phase of training, evidence is collected against the Department for Education's iQTS Teachers' Standards. Training coordinators will need to be familiar with these as trainees will require the relevant experiences in order to evidence that they have met these professional standards by the end of their programme.
Safeguarding
Safeguarding in England is centred around Keeping Children Safe in Education. While each trainee will be required to follow the protocols in their contexts, we require all trainees and staff supporting them to be aware of this important policy. This will be included in course content and also used to inform discussion around local statutory frameworks for safeguarding children.
Monitoring trainee wellbeing and workload
Part of a training coordinator's role involves monitoring the wellbeing and workload of their trainee. As they engage with various aspects of the programme, their wellbeing will need to be monitored to ensure that they are able to meet the requirements of the course without causing undue stress. Training coordinators should seek support from their link tutor if they become concerned about a trainee's wellbeing or ability to meet the workload demands of the programme.
Further considerations for training coordinators
What will a mentor need to be able to offer their trainee?
Trainees are entitled to 90 minutes of mentoring a week to review progress, set developmental targets, and receive lesson feedback. This can be taken across the week and is likely to be made up of one regular weekly training meeting with other professional dialogue taking place at appropriate times.
Mentors will also need to engage in 20 hours of training across the academic year. Content will include mentor skills, curriculum content (including coverage of the CCF), and bespoke training from link tutors.
How will this impact their work in school?
Trainees are able to engage with school life as a member of the teaching team. While they will require support as a teacher in training, they are able to fulfil a valuable role in your school and contribute to wider school life. Our programme is designed to minimise the impact on their role in school. Aside from regular engagement with their programme, schools will be able to schedule their trainee's work in school in the way that best suits their setting.
What role does the school play in assessing trainees?
The school fulfils a fundamental role in the monitoring of progress and ultimately assessment of the trainee. The mentor will work closely with their trainee throughout their school-based training and be responsible for monitoring progress and supporting the collection of evidence against areas of progress. The professional coordinating mentor (PCM) will oversee the training and perform a key role in quality assuring the judgements of their mentors. More details can be found on our roles and responsibilities page.