Common use of Allocating resources Clause in Contracts

Allocating resources. All partner schools receive a fee for their contribution towards ITE (see the relevant appendix to this document for the current fees – the same details are also provided at ▇▇▇.▇▇▇.▇▇.▇▇/▇▇▇▇▇▇▇▇▇▇▇). The fees are set by the Head of School Partnership in consultation with the University’s Finance department. The fees are, in part, calculated according to the length of different extended school experience blocks, training expectations that the school is asked to fulfil in relation to the student teacher as well as notional costs of supply cover, travel to meetings and incidental stationery (including photocopying costs). These fees are reviewed annually, and are paid by the University directly to schools, normally in a single payment. Current fees for this academic year are outlined at the end of this document (see Section 7). It should be noted that individual teachers cannot be paid for their individual involvement in ITE by the University. Partnership schools should consider using the fees they receive to support ITE in the following ways (please note that this does not constitute a definitive list):  enabling the mentor to observe the student teacher teach regularly (including jointly observing with the subject tutor) and feedback to them on their progress;  enabling the mentor to meet regularly with the student teacher to discuss progress in relation to the Standards and complete relevant course documentation (including being present at relevant meetings with the student teacher and subject tutor);  delivering training sessions/inputs;  enabling the mentor and/or professional tutor/ member of staff in the school responsible for ITE to make the necessary arrangements (on behalf of the school) for receiving and supporting a student teacher on school experience (including making resources – such as ICT and photocopying access – available to student teachers to a reasonable extent. Any concerns about appropriate and / or excessive use of these resources by student teachers should be discussed with them and, if necessary, their link / subject tutor);  enabling class teachers to regularly feedback to the mentor and/or relevant member of staff in the school responsible for ITE on student teacher progress;  purchasing resources for the school to be used in relation to ITE Partnership schools also have the option of accessing the expertise of University staff with a range of specialisms in disciplines associated with ITE, CPD and school Ofsted inspections. University staff are available as consultants to deliver sessions in school in their areas of expertise and / or work alongside school colleagues and pupils on specific projects. Schools interested in this option should discuss and negotiate (including costings) any proposals with the Head of School Partnership, Head of Continuing Professional Development or Head of Education as appropriate. In part, from the money received for each student teacher, the University will provide the following resources in relation to ITE:  administrative services (admissions procedures, finance, validation and accreditation procedures, examination boards, appeal procedures, partnership office staffing and resources);  student services (support, counselling and advice);  staff and resources for taught provision (including staff development and research to underpin course delivery, agreed travel costs, library services, ICT facilities, specialist subject accommodation, facilities and equipment);  planning and carrying out teaching / training, learning and assessment in relation to student progress against the Standards (eg., handbooks and distance learning materials, teaching and assessment of taught elements, university-based profiling and support, initial and on-going training for school-based mentors);  course management, monitoring and evaluation (committees, quality assurance and enhancement procedures, production of documentation for and liaison with DfE, TDA, Ofsted);  University-based staff to visit and work with students / student teachers, mentors and / or professional tutors as per the schedule for the relevant course / block of school experience (including, where necessary, extra visits).

Allocating resources. All partner schools receive a fee for their contribution towards ITE ITT (see the relevant appendix to this document for the current fees – the same details are also provided at ▇▇▇.▇▇▇.▇▇.▇▇/▇▇▇▇▇▇▇▇▇▇▇). The fees are set by the Head of School Partnership in consultation with the University’s Finance department. The fees are, in part, calculated according to the length of different extended school experience blocks, training expectations that the school is asked to fulfil in relation to the student teacher as well as notional costs of supply cover, travel to meetings and incidental stationery (including photocopying costs). These fees are reviewed annually, and are paid by the University directly to schools, normally in a single payment. Current fees for this academic year are outlined at the end of this document (see Section 7). It should be noted that individual teachers cannot be paid for their individual involvement in ITE ITT by the University. Partnership schools should consider using the fees they receive to support ITE ITT in the following ways (please note that this does not constitute a definitive list):  enabling the mentor to observe the student teacher teach regularly (including jointly observing with the subject tutor) and feedback to them on their progress;  enabling the mentor to meet regularly with the student teacher to discuss progress in relation to the Standards and complete relevant course documentation (including being present at relevant meetings with the student teacher and subject tutor);  delivering training sessions/inputs;  enabling the mentor and/or professional tutor/ member of staff in the school responsible for ITE ITT to make the necessary arrangements (on behalf of the school) for receiving and supporting a student teacher on school experience (including making resources – such as ICT and photocopying access – available to student teachers to a reasonable extent. Any concerns about appropriate and / or excessive use of these resources by student teachers should be discussed with them and, if necessary, their link / subject tutor);  enabling class teachers to regularly feedback to the mentor and/or relevant member of staff in the school responsible for ITE ITT on student teacher progress;  purchasing resources for the school to be used in relation to ITE ITT Partnership schools also have the option of accessing the expertise of University staff with a range of specialisms in disciplines associated with ITEITT, CPD and school Ofsted inspections. University staff are available as consultants to deliver sessions in school in their areas of expertise and / or work alongside school colleagues and pupils on specific projects. Schools interested in this option should discuss and negotiate (including costings) any proposals with the Head of School Partnership, Head of Continuing Professional Development Learning or Head Director of the Institute of Education as appropriate. In part, from the money received for each student teacher, the University will provide the following resources in relation to ITEITT:  administrative services (admissions procedures, finance, validation and accreditation procedures, examination boards, appeal procedures, partnership office staffing and resources);  student services (support, counselling and advice);  staff and resources for taught provision (including staff development and research to underpin course delivery, agreed travel costs, library services, ICT facilities, specialist subject accommodation, facilities and equipment);  planning and carrying out teaching / training, learning and assessment in relation to student progress against the Teachers’ Standards (eg.e.g., handbooks and distance learning materials, teaching and assessment of taught elements, university-based profiling and support, initial and on-going training for school-based mentors);  course management, monitoring and evaluation (committees, quality assurance and enhancement procedures, production of documentation for and liaison with DfE, TDANCTL, Ofsted);  University-based staff to visit and work with students / student teachers, mentors and / or professional tutors as per the schedule for the relevant course / block of school experience (including, where necessary, extra visits).

Allocating resources. All partner schools receive a fee for their contribution towards ITE ITT (see the relevant appendix to this document for the current fees – the same details are also provided at ▇▇▇.▇▇▇.▇▇.▇▇/▇▇▇▇▇▇▇▇▇▇▇). The fees are set by the Head of School Partnership in consultation with the University’s Finance department. The fees are, in part, calculated according to the length of different extended school experience blocks, training expectations that the school is asked to fulfil in relation to the student teacher as well as notional costs of supply cover, travel to meetings and incidental stationery (including photocopying costs). In rare instances where students do not complete the full placement, payment of fees is calculated on a sliding scale. These fees are reviewed annually, and are paid by the University directly to schools, normally in a single payment. Current fees for this academic year are outlined at the end of this document (see Section 7). It should be noted that individual teachers cannot be paid for their individual involvement in ITE ITT by the University. Partnership schools should consider using the fees they receive to support ITE ITT in the following ways (please note that this does not constitute a definitive list):  • enabling the mentor to observe the student teacher teach regularly (including jointly observing with the subject tutor) and feedback to them on their progress;  • enabling the mentor to meet regularly with the student teacher to discuss progress in relation to the Standards and complete relevant course documentation (including being present at relevant meetings with the student teacher and subject tutor);  • releasing mentor to attend Mentor training and Partnership Training events • delivering training sessions/inputs;  • enabling the mentor and/or professional tutor/ member of staff in the school responsible for ITE ITT to make the necessary arrangements (on behalf of the school) for receiving and supporting a student teacher on school experience (including making resources – such as ICT and photocopying access – available to student teachers to a reasonable extent. Any concerns about appropriate and / or excessive use of these resources by student teachers should be discussed with them and, if necessary, their link / subject tutor);  • enabling class teachers to regularly feedback to the mentor and/or relevant member of staff in the school responsible for ITE ITT on student teacher progress;  • purchasing resources for the school to be used in relation to ITE ITT Partnership schools also have the option of accessing the expertise of University staff with a range of specialisms in disciplines associated with ITEITT, CPD and school Ofsted inspections. University staff are available as consultants to deliver sessions in school in their areas of expertise and / or work alongside school colleagues and pupils on specific projects. Schools interested in this option should discuss and negotiate (including costings) any proposals with the Head of School Partnership, Head of Continuing Professional Development Learning or Head of the Institute of Education as appropriate. In part, from the money received for each student teacher, the University will provide the following resources in relation to ITEITT:  • administrative services (admissions procedures, finance, validation and accreditation procedures, examination boards, appeal procedures, partnership office staffing and resources);  • student services (support, counselling and advice);  • staff and resources for taught provision (including staff development and research to underpin course delivery, agreed travel costs, library services, ICT facilities, specialist subject accommodation, facilities and equipment);  • planning and carrying out teaching / training, learning and assessment in relation to student progress against the Teachers’ Standards (eg.e.g., handbooks and distance learning materials, teaching and assessment of taught elements, university-based profiling and support, initial and on-going training for school-based mentors);  • course management, monitoring and evaluation (committees, quality assurance and enhancement procedures, production of documentation for and liaison with DfE, TDA, Ofsted);  • University-based staff to visit and work with students / student teachers, mentors and / or professional tutors as per the schedule for the relevant course / block of school experience (including, where necessary, extra visits).

Allocating resources. All partner schools receive a fee for their contribution towards ITE ITT (see the relevant appendix to this document for the current fees – - the same details are also provided at ▇▇▇.▇▇▇.▇▇.▇▇/▇▇▇▇▇▇▇▇▇▇▇on our website). The fees are set by the Head of School Partnership in consultation with the University’s Finance department. The fees are, in part, calculated according to the length of different extended school experience blocks, training expectations that the school is asked to fulfil in relation to the student teacher student, as well as notional costs of supply cover, travel to meetings and incidental stationery (including photocopying costs). These fees are reviewed annually, and are paid by the University directly to schools, normally in a single payment. Current fees for this academic year are outlined at the end of this document (see Section section [7]). It should be noted that individual teachers cannot be paid for their individual involvement in ITE ITT by the University. Partnership schools should consider using the fees they receive to support ITE ITT in the following ways (please note that this does not constitute a definitive list):  • enabling the mentor to observe the student teacher teach regularly (including jointly observing with the subject link tutor) and feedback to them on their progress);  • enabling the mentor to meet regularly with the student teacher to discuss progress in relation to the Standards and complete relevant course documentation (including being present at relevant final review meetings with the student teacher and subject link tutor);  delivering training sessions/inputs• supporting students in completing school based tasks;  • enabling the mentor and/or professional tutor/ relevant member of staff in the school responsible for ITE ITT to make the necessary arrangements (on behalf of the school) for receiving and supporting a student teacher on school experience experience, (including making resources – such as ICT and photocopying access – available to student teachers students to a reasonable extent. Any concerns about appropriate and / or excessive use of these resources by student teachers students should be discussed with them and, if necessary, their link / subject tutor);  • enabling the class teacher to regularly feedback to student teachers on their progress; • enabling the class teacher to regularly feedback to the mentor and/or relevant member of staff in the school responsible for ITE ITT on student teacher progress;  • purchasing resources for the school to be used in relation to ITE ITT; Partnership schools also have the option of accessing the expertise of University staff with a range of specialisms in disciplines associated with ITEITT, CPD and school Ofsted inspections. University staff are available as consultants to deliver sessions in school in their areas of expertise and / or work alongside school colleagues and pupils on specific projects. Schools interested in this option should discuss and negotiate (including costings) any proposals with the Head of School Partnership, Head of Continuing Professional Development Learning, or Head Director of Education The Institute of Education, as appropriate. In part, from the money received for each student teacher, the University of Chichester will provide the following resources in relation to ITEITT:  • administrative services (admissions procedures, finance, validation and accreditation procedures, examination boards, appeal procedures, partnership office staffing and resources);  • student services (support, counselling and advice);  • staff and resources for taught provision (including staff development and research to underpin course delivery, agreed travel costs, library services, ICT facilities, specialist subject accommodation, facilities and equipment);  • planning and carrying out teaching / training, learning and assessment in relation to student progress against the Teachers’ Standards (eg., e.g: handbooks and distance learning materials, teaching and assessment of taught elements, university-based University -based profiling and support, initial and on-going training for school-based mentors);  • course management, monitoring and evaluation (committees, quality assurance and enhancement procedures, production of documentation for and liaison with DfE, TDANCTL, Ofsted);  University-• University based staff to visit and work with students / student teachersstudents, mentors and / or professional tutors ITT co-ordinators as per the schedule for the relevant course / block of school experience (including, where necessary, extra visits).

Allocating resources. All partner schools receive a fee for their contribution towards ITE ITT (see the relevant appendix to this document for the current fees – the same details are also provided at ▇▇▇.▇▇▇.▇▇.▇▇/▇▇▇▇▇▇▇▇▇▇▇). The fees are set by the Head of School Partnership in consultation with the University’s Finance department. The fees are, in part, calculated according to the length of different extended school experience blocks, training expectations that the school is asked to fulfil in relation to the student teacher as well as notional costs of supply cover, travel to meetings and incidental stationery (including photocopying costs). In rare instances where students do not complete the full placement, payment of fees is calculated on a sliding scale. These fees are reviewed annually, and are paid by the University directly to schools, normally in a single payment. Current fees for this academic year are outlined at the end of this document (see Section 7). It should be noted that individual teachers cannot be paid for their individual involvement in ITE ITT by the University. Partnership schools should consider using the fees they receive to support ITE ITT in the following ways (please note that this does not constitute a definitive list):  enabling the mentor to observe the student teacher teach regularly (including jointly observing with the subject tutor) and feedback to them on their progress;  enabling the mentor to meet regularly with the student teacher to discuss progress in relation to the Standards and complete relevant course documentation (including being present at relevant meetings with the student teacher and subject tutor);  releasing mentor to attend Mentor training and Partnership Training events  delivering training sessions/inputs;  enabling the mentor and/or professional tutor/ member of staff in the school responsible for ITE ITT to make the necessary arrangements (on behalf of the school) for receiving and supporting a student teacher on school experience (including making resources – such as ICT and photocopying access – available to student teachers to a reasonable extent. Any concerns about appropriate and / or excessive use of these resources by student teachers should be discussed with them and, if necessary, their link / subject tutor);  enabling class teachers to regularly feedback to the mentor and/or relevant member of staff in the school responsible for ITE ITT on student teacher progress;  purchasing resources for the school to be used in relation to ITE ITT Partnership schools also have the option of accessing the expertise of University staff with a range of specialisms in disciplines associated with ITEITT, CPD and school Ofsted inspections. University staff are available as consultants to deliver sessions in school in their areas of expertise and / or work alongside school colleagues and pupils on specific projects. Schools interested in this option should discuss and negotiate (including costings) any proposals with the Head of School Partnership, Head of Continuing Professional Development Learning or Head Director of the Institute of Education as appropriate. In part, from the money received for each student teacher, the University will provide the following resources in relation to ITEITT:  administrative services (admissions procedures, finance, validation and accreditation procedures, examination boards, appeal procedures, partnership office staffing and resources);  student services (support, counselling and advice);  staff and resources for taught provision (including staff development and research to underpin course delivery, agreed travel costs, library services, ICT facilities, specialist subject accommodation, facilities and equipment);  planning and carrying out teaching / training, learning and assessment in relation to student progress against the Teachers’ Standards (eg.e.g., handbooks and distance learning materials, teaching and assessment of taught elements, university-based profiling and support, initial and on-going training for school-based mentors);  course management, monitoring and evaluation (committees, quality assurance and enhancement procedures, production of documentation for and liaison with DfE, TDANCTL, Ofsted);  University-based staff to visit and work with students / student teachers, mentors and / or professional tutors as per the schedule for the relevant course / block of school experience (including, where necessary, extra visits).

Allocating resources. All partner schools receive a fee for their contribution towards ITE ITT (see the relevant appendix to this document for the current fees – - the same details are also provided at ▇▇▇.▇▇▇.▇▇.▇▇/▇▇▇▇▇▇▇▇▇▇▇on our website). The fees are set by the Head of School Partnership in consultation with the University’s Finance department. The fees are, in part, calculated according to the length of different extended school experience blocks, training expectations that the school is asked to fulfil in relation to the student teacher student, as well as notional costs of supply cover, travel to meetings and incidental stationery (including photocopying costs). In rare instances where students do not complete the full placement, payment of fees is calculated on a sliding scale. These fees are reviewed annually, and are paid by the University directly to schools, normally in a single payment. Current fees for this academic year are outlined at the end of this document (see Section section [7]). It should be noted that individual teachers cannot be paid for their individual involvement in ITE ITT by the University. Partnership schools should consider using the fees they receive to support ITE ITT in the following ways (please note that this does not constitute a definitive list):  enabling the mentor to observe the student teacher teach regularly (including jointly observing with the subject link tutor) and feedback to them on their progress);  enabling the mentor to meet regularly with the student teacher to discuss progress in relation to the Standards and complete relevant course documentation (including being present at relevant final review meetings with the student teacher and subject link tutor);  delivering releasing mentor to attend Mentor training sessions/inputsand Partnership Training events  supporting students in completing school based tasks;  enabling the mentor and/or professional tutor/ relevant member of staff in the school responsible for ITE ITT to make the necessary arrangements (on behalf of the school) for receiving and supporting a student teacher on school experience experience, (including making resources – such as ICT and photocopying access – available to student teachers students to a reasonable extent. Any concerns about appropriate and / or excessive use of these resources by student teachers students should be discussed with them and, if necessary, their link / subject tutor);  enabling the class teacher to regularly feedback to student teachers on their progress;  enabling the class teacher to regularly feedback to the mentor and/or relevant member of staff in the school responsible for ITE ITT on student teacher progress;  purchasing resources for the school to be used in relation to ITE ITT; Partnership schools also have the option of accessing the expertise of University staff with a range of specialisms in disciplines associated with ITEITT, CPD and school Ofsted inspections. University staff are available as consultants to deliver sessions in school in their areas of expertise and / or work alongside school colleagues and pupils on specific projects. Schools interested in this option should discuss and negotiate (including costings) any proposals with the Head of School Partnership, Head of Continuing Professional Development Learning and Engagement, or Head Director of Education Education, as appropriate. In part, from the money received for each student teacher, the University of Chichester will provide the following resources in relation to ITEITT:  administrative services (admissions procedures, finance, validation and accreditation procedures, examination boards, appeal procedures, partnership office staffing and resources);  student services (support, counselling and advice);  staff and resources for taught provision (including staff development and research to underpin course delivery, agreed travel costs, library services, ICT facilities, specialist subject accommodation, facilities and equipment);  planning and carrying out teaching / training, learning and assessment in relation to student progress against the Teachers’ Standards (eg., e.g: handbooks and distance learning materials, teaching and assessment of taught elements, university-based University -based profiling and support, initial and on-going training for school-based mentors);  course management, monitoring and evaluation (committees, quality assurance and enhancement procedures, production of documentation for and liaison with DfE, TDANCTL, Ofsted);  University-University based staff to visit and work with students / student teachersstudents, mentors and / or professional tutors ITT co-ordinators as per the schedule for the relevant course / block of school experience (including, where necessary, extra visits).

Allocating resources. All partner schools receive a fee for their contribution towards ITE (see the relevant appendix to this document for the current fees – - the same details are also provided at ▇▇▇.▇▇▇.▇▇.▇▇/▇▇▇▇▇▇▇▇▇▇▇). The fees are set by the Head of School Partnership in consultation with the University’s Finance department. The fees are, in part, calculated according to the length of different extended school experience blocks, training expectations that the school is asked to fulfil in relation to the student teacher student, as well as notional costs of supply cover, travel to meetings and incidental stationery (including photocopying costs). These fees are reviewed annually, and are paid by the University directly to schools, normally in a single payment. Current fees for this academic year are outlined at the end of this document (see Section section [7]). It should be noted that individual teachers cannot be paid for their individual involvement in ITE by the University. Partnership schools should consider using the fees they receive to support ITE in the following ways (please note that this does not constitute a definitive list):  enabling the mentor to observe the student teacher teach regularly (including jointly observing with the subject link tutor) and feedback to them on their progress);  enabling the mentor to meet regularly with the student teacher to discuss progress in relation to the Standards and complete relevant course documentation (including being present at relevant final review meetings with the student teacher and subject link tutor);  delivering training sessions/inputssupporting students in completing school based tasks;  enabling the mentor and/or professional tutor/ relevant member of staff in the school responsible for ITE to make the necessary arrangements (on behalf of the school) for receiving and supporting a student teacher on school experience experience, (including making resources – such as ICT and photocopying access – available to student teachers students to a reasonable extent. Any concerns about appropriate and / or excessive use of these resources by student teachers students should be discussed with them and, if necessary, their link / subject tutor);  enabling the class teacher to regularly feedback to student teachers on their progress;  enabling the class teacher to regularly feedback to the mentor and/or relevant member of staff in the school responsible for ITE on student teacher progress;  purchasing resources for the school to be used in relation to ITE ITE; Partnership schools also have the option of accessing the expertise of University staff with a range of specialisms in disciplines associated with ITE, CPD and school Ofsted inspections. University staff are available as consultants to deliver sessions in school in their areas of expertise and / or work alongside school colleagues and pupils on specific projects. Schools interested in this option should discuss and negotiate (including costings) any proposals with the Head of School Partnership, Head of Continuing Professional Development Development, or Head of Education Education, as appropriate. In part, from the money received for each student teacher, the University of Chichester will provide the following resources in relation to ITE:  administrative services (admissions procedures, finance, validation and accreditation procedures, examination boards, appeal procedures, partnership office staffing and resources);  student services (support, counselling and advice);  staff and resources for taught provision (including staff development and research to underpin course delivery, agreed travel costs, library services, ICT facilities, specialist subject accommodation, facilities and equipment);  planning and carrying out teaching / training, learning and assessment in relation to student progress against the Teachers’ Standards (eg., : handbooks and distance learning materials, teaching and assessment of taught elements, university-based University -based profiling and support, initial and on-going training for school-based mentors);  course management, monitoring and evaluation (committees, quality assurance and enhancement procedures, production of documentation for and liaison with DfE, TDATA, Ofsted);  University-University based staff to visit and work with students / student teachersstudents, mentors and / or professional tutors ITE co-ordinators as per the schedule for the relevant course / block of school experience (including, where necessary, extra visits).