If you are successful in being offered a place with us, you will be based in two complementary schools across the year. The Partnership works across 6 counties, in the SW and London and includes a number of Co-operative Trusts, free schools, Academies, Federations and Alliances.
For school-based training, we place you in schools decided by an audit of need and experience, to best meet your training needs from the range of partner schools wishing to train in your subject. The aim is to expose you to different policies, practices and values of schools which will prepare to you gain employment in a range of different types of school. In addition to your specialist subject trainees have the opportunity to gain an enhancement in a second subject or other area e.g. SEND or PSHE.
Throughout placements you will be supported by a trained mentor to develop to your knowledge, skills, understanding and competence. Your progress will be assessed using an electronic document that allows mentor and trainees to track their progress and training and to set realistic and achievable targets throughout their training year. It is used at key review points during mentor meetings and allows trainees to focus on their progress linked clearly to the Teachers’ Standards. It is a formative document that allows both the trainee and mentor to track training and progress towards the award of QTS.
The mentoring model used by Marjon recognises as need for flexibility in approach. Mentors are aware that each trainee progresses at different speeds, so critical element to our model is the mentor’s ability to provide the appropriate support to address the trainee’s competence and confidence levels at a point in time. You become more autonomous as you progress and are empowered to take responsibility for your own learning. Trainees are more likely to reach their full potential on courses that encourage them to develop as independent learners and the best teaching supports this process.
‘The relentless focus on evaluating the effectiveness of trainees’ teaching through the impact on students’ progress over time’. Ofsted 2014