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All PLS Teachers have a number of layers of support

At PLS there are multiple layers to support the PLS teacher while training to become a teacher. This is outlined in the diagram below:

Layers of Support

Additional Support Available for PLS Teachers

Laptops provided for all PLS Teachers

PLS loans laptops for all PLS teachers for the duration of the training year. This is to support PLS teachers to complete all online portfolio expectations, engage effectively with central training and resources, and ensure that PLS teachers are able to access our online learning environment at their convenience. 

Intervention Requests

PLS teachers can request one to one or small group support easily and readily using a PLS Intervention Request Form. Upon completion of this form, appropriate support will be assigned which could include:

  • One to one support with a member of the PLS Core Team
  • One to one support from the Subject Lead or
  • An Invitation to attend the Intervention Workroom (see below)

The Intervention Workroom

The workroom will be open for anyone who requires the space and support, although PLS teachers must submit a PLS Intervention Request form as this will help PLS with how many PLS teachers will be present so PLS can support all those who attend.

The purpose of this intervention workroom includes, but is not limited to, the following:

  • A place to work quietly and dedicate time to the development of PLS Online Assessment Portfolio work and academic assignments away from the demands of the placement school. 
  • A space in which a dedicated member of the PLS team can discuss the portfolio, progress and provide advice on how to further develop evidence and portfolio.
  •  A space to receive dedicated support with academic assignments.
  • A space to receive one to one (or small group) support in response to certain targets in response to the curriculum strand areas that need addressing. 
  •  An opportunity to receive in-depth feedback on the quality of lesson plans with a member of the PLS team. 
  • An opportunity to discuss any issues or concerns the PLS teacher has.

University of Sussex

The PLS team works closely with the team at Sussex university. As stated in the PLS teacher agreement, PLS will liaise with the team at Sussex about both pastoral and academic concerns. 

The University of Sussex has their own support procedures too, please explore the university's VLE - Canvas and their website for more information.  

Support Action Plan

A Support Action Plan is a short term support mechanism to identify an aspect of the PLS teacher’s progress that requires additional intervention and through which the teacher’s school and/or the PLS team can provide specific, targeted support.

For more information, please refer to the Support Action Plan Policy and Procedures guidance.

Wellbeing Support

The World Health Organisation defines wellbeing as:

"A state of mind in which an individual is able to realise his or her own abilities, cope with the normal stresses of life, work productively and be able to make a contribution to his or her community."

The mental health of teachers and the learners they serve is high on the DfE agenda. In fact, from September 2020 there are new requirements for teaching mental wellbeing as part of health education.

"Wellbeing is not binary; it is a spectrum."
DfE (2020

Occupational well-being is like an eco-system. It consists of interrelated elements and is shaped by an individual as well as those around them. Levels of low or high well-being are rarely due to just one factor. (DfE, 2019) 

PLS is committed to supporting the wellbeing of our PLS teachers in order to retain teachers in the profession. We particularly advocate self-efficacy, pioneered by psychologist Albert Bandura, and train our PLS teachers and mentors to develop and use self-efficacy when they face adversity. 

Bandura defined self-efficacy as ‘people's judgments of their capabilities to organize and execute courses of action required to attain designated types of performances’ (Bandura, 1986). Bandura found that a strong sense of efficacy is conducive to human attainment and well-being (Bandura, 1996).

To support the wellbeing of our teachers, we have the following support mechanisms;

  • Three professional studies sessions on wellbeing and self-efficacy training 
  • A self-referral to a member of the PLS team 
  • A peer-referral to a member of the PLS team
  • A weekly message in the PLS teacher’s newsletter with external contact information for https://www.educationsupport.org.uk/ a UK charity dedicated to improving the health and wellbeing of the education workforce
  • One-to-one wellbeing sessions with an appropriate member of the PLS team  
  • Half termly professional studies evaluations allowing PLS teachers to optionally share information about their wellbeing with PLS, this data will be used by PLS to intervene and support as necessary  

References:

Bandura, A. (1986) Social foundations of thought and action: a social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.  

Bandura, A.  (1995) Self-efficacy in Changing Societies / Edited by Albert Bandura. Cambridge: Cambridge UP

DfE (2019) Teacher well-being at work in schools and further education providers

DfE (2020) Mental Wellbeing Teacher Training Module

DfE (2019) Summary and recommendations: teacher well-being research report