In The Guide:

• Background & Context
• Standards & QA
• The Process
• Monitoring & Feedback
• Provider Checklist
• Mla Checklist
• Trainee Checklist

Trainee teachers who take part in mla placements gain confidence and skills in exploiting mlas to enhance learning in the classroom. Trainees who have already experienced a placement have said as NQTs they would use mlas again.

Several said that through the placement experience they now have the necessary skills to encourage future colleagues to exploit mlas. They'd feel confident about suggesting links between mlas and the National Curriculum across a number of subjects.

For trainees these mla placements seemed to offer something different, an alternative practice, and an enhancement to the provider's course. In some cases trainees felt that not only had they learnt new skills, skills they'd be willing to share with other teachers, but also that the experience would enhance their future employability.

If you're a trainee considering an mla placement, before you decide make sure it matches most of the checklist below:

Partnerships and Communication

• Trainees must be fully informed, they should recognise that these placements form part of their entitlement and carry the same weight as any other element of their ITT course.
• Lines of communication between all parties should be clearly identified before placements begin.
• There should be different models of placement available to take into account the different strengths and needs of trainee and the differences in operational requirements of participating schools.

The Placement

• Placements need to offer substantial experience for trainees, not just one day / one student / one school.
• Placements should be viewed as an alternative / instead of, not an add on / enhancement.
• Placements should offer consistency but demonstrate flexibility.
• Placements in settings other than schools should be subject to observation by tutors and mla mentors. Trainees should expect to produce evidence of their planning, learning and development.

Mentoring and the Mla

• It is essential that mlas are responsible for assessment of trainees on placement. There has to be a significant contribution from mlas. Therefore training for mla mentors is essential.
• Mla staff acting as mentors should observe the benefits of their placement not just in their mla but also in the class room in order to fully evaluate trainee placements.

The Partner School

• The work carried out in these placements should be integrated into the school's units of work.
• Wherever possible the pupils involved in any visits to an mla placement should follow a programme of preparation before the visit.