1. Integrating ITT into a school’s
Performance Management
Framework
• All subject areas in DHSB are expected to
host trainee teachers.
• All teachers are expected to work with
trainee teachers.
• Professional standards have to be at the
core of any coaching/mentoring activities.

2. At DHSB we have...
• Experienced and well trained Subject
Mentors/PSTs.
• Experienced and/or enthusiastic teachers
working with trainees.
• Inexperienced/’uncertain’ teachers
working with trainees.
• Teachers working with trainees but have
limited contact with them.

3. At DHSB I want to ensure…
• PSTs/Subject Mentors can place trainees
with confidence.
• Non mentor trained subject teachers can
confidently support trainees.
• Trainees have a consistent experience
across the school with the professional
standards at the core – impact on pupils.
• Teachers have their work with trainees
acknowledged

4. At a strategic level I want…
• Teachers to be familiar with the
professional standards.
• Teachers to engage in the coaching
process.
• Teachers to engage in the PM process.

5. Cluster schools
• Devonport High School for Boys,
Plymouth
• Coombeshead College, Newton Abbott.
• Brixham College, Torbay.
• Falmouth School, Falmouth.
• St Peters C of E School, Exeter

6. Aims of our PDS cluster…
• To provide CPD opportunities to ensure all
who work with trainees are consistent in
making judgements against the professional
standards.
• To develop coaching and mentoring skills for
all teachers working with trainees.
• To support & raise the status of all teachers
working with trainees and provide evidence
for PM.

7. Actions…
• Through questionnaires we identified a need
to support those teachers who were
unfamiliar/uncertain about their role in
working with trainee teachers.
• Reached agreement that a training event(s)
was the best option.
• Commissioned Andrea Parker (CPD
consultant UC St Mark & St John) to
develop and deliver a series of one day
training events.

8. Target audience…
• Target audience from link schools to
consist of PSTs/Mentors/those
experienced in mentoring trainees(PM).
• They return to their school & coach those
less experienced subject teachers to
mentor trainees (PM).
• Subject teachers mentor trainee (PM).

9. Aims of the training event…
• To consider current thinking related to
coaching & mentoring.
• To clarify the mentoring role within ITE.
• To review our understanding of the
professional standards.
• To develop the skills of a coach/mentor &
engaging in a ‘professional dialogue’
• Evidencing ITT for PM.

10. Outcomes…
• Training events took place in four cluster
schools to which link schools sent their
teachers.
• Evaluations of the training were
overwhelmingly positive – met their needs.
• CPD leaders in link schools encouraged to
allow attendees to apply their skills &
knowledge not just with trainees but
across the school.

11. Reflections…
• ITE has an important role to play in school
improvement plans.
• PM seen as a crucial vehicle for sustaining
this work (indeed all professional
development).
• Leadership - clarity and conviction of aims.
• Communication.
• Difficulty in releasing teachers – internal
CPD.