FAQ – Schools

1. What sort of school can take part?

All maintained schools, non-maintained special schools, City Technology Colleges, City Colleges for the Technology of the Arts and City Academies are eligible. Independent schools are eligible, but are responsible for funding the Programme.

2. What is the role of the school in the GRTP?

The school is responsible for:

  • employing the trainee
  • training, supervising and supporting the trainee, through mentoring, monitoring and assessment
  • enabling the trainee to teach his or her chosen subjects and age-group effectively
  • providing a range of learning experiences, such as observation of role models, regular appraisal, review and discussion, and accessing local teacher networks

The quality of training supplied by the school is fundamental. The Head teacher and Governors must be committed to providing systematic, well-organised training for the duration of the Programme.

3. I understand each trainee has a mentor in school. What does the mentor have to do?

The Role and Responsibilities of the GTP Mentor

It is expected that they will be:

  • Willing to have a trainee teacher and show a clear sense of the positive aspects of being involved in Initial Teacher Education.
  • Flexible and willing to help a trainee teacher find their individual teaching styles by demonstrating and supporting a range of teaching techniques.
  • Familiar with the QtT Standards.
  • A reflective and competent classroom practitioner with the ability to observe, interpret and communicate in a sympathetic manner.
  • Sensitive to the needs of the trainee teacher and be willing to allocate time to give support and discuss those needs.
  • Committed to the ethos of the school, and the wider community.

It is expected that they will:

  • Attend B-NETT termly mentor meetings.
  • Ensure that resources and information are made available to support planning and preparation at a satisfactory level, including sharing any planning which will enable the trainee to consider continuity and progression.

Act as a critical partner by:

  1. Checking and guiding planning
  2. Identifying areas of need and strength
  3. Giving support and guidance as appropriate
  4. Formally observe the trainee in the classroom, setting targets for development
  5. Offer and record feedback
  6. Ensuring the trainee engages in the life of the school
  7. Review and regularly update the trainee’s Individual Training Plan
  8. Identify areas for development and give appropriate support
  9. Hold weekly mentor / training meetings with trainee (which are formally recorded)
  • Discuss and demonstrate behaviour management strategies
  • Provide opportunities to observe good practice
  • Provide opportunities to gain awareness of Key Stages before and after the ones they are trained to teach
  • Provide opportunities for trainees to have discussions with subject co-ordinators and the SENCO
  • Guide assessment, record keeping and reporting in terms of school policy and competency requirements
  • Communicate with the school’s GTP co-ordinator and B-NETT Link Tutor as soon as possible regarding trainees giving cause for concern: discuss this with the tutor, trainee and headteacher, and recommend areas in need of development
  • Provide advice on issues such as planning from NNS and NLS, National Strategy for KS3, differentiation, special needs (as referred to in the Standards)
  • Contribute to the termly progress review conducted by the Link Tutor which records progress against the Standards and sets targets for the next phases of teaching

It is the GTP Coordinator’s responsibility to ensure that all of the above are in operation and to support the mentor in their role. The nature of GTP requires much more of a mentor than the PGCE.

4. What qualifications do trainees need?

GRTP trainees need to meet the same entry standards as people on other courses of Initial Teacher Training.

  • For the GTP, they must have a first degree (or equivalent)
  • For the RTP, they must have successfully completed two years of full-time higher education or the part-time equivalent (for example a DipHE, HND or the first two years of a degree course). They will have to complete a degree before they qualify
  • All candidates must hold GCSE grade C or above (or equivalent) in mathematics and English
  • Primary phase trainees must have GCSE grade C or above (or equivalent) in science
  • OTTs must also have a teaching qualification plus Licence to Teach from their home country.

5. Who pays for the training?

GTP with salary grant:

For GTP salary grant places, the TDA provides a grant of up to £13,500 to the school towards the trainee’s salary costs.

The governing body decides the rate of pay for the trainee, but this must be a minimum of Point 1 on the Unqualified Teachers’ Scale. Schools can pay the rate for qualified teachers if they so choose.

Training grant:

For salary grant and training grant only places, the TDA provides a grant of up to £5,210 a year to the Accredited Provider. A portion of this grant is devolved to the training school by B-NETT.

Trainees applying for the Registered Teacher Programme will only be eligible for training grant funding. On the RTP the school pays the trainee’s salary.