1. PERSONAL TUTORING Code of Practice
PERSONAL TUTORING
Code of Practice
Staff Briefing
Nicola Poppitt
September 2018

2. Personal Tutoring Session Aims
Code of Practice
Session Aims
Background and Context
Introduce Colleagues to the Code
Aim, Rationale and Objective
Principles of Personal Tutoring
Key Responsibilities
Implementing Personal Tutoring
Introduce Colleagues to the New Revised Approach to Personal Tutoring
Background and Context
Code of Practice: Aim, Rationale and Objective
Outline the Principles of Personal Tutoring
Key responsibilities
Implementing Personal Tutoring
Signpost Colleagues to Further Support
Opportunity for Questions and Sharing Good Practice

3. To enhance the learning experience, well-being and achievement of Teesside University Students, helping to ensure that each student is known, valued and their respective needs recognised and supported.
This Code of Practice covers all undergraduate and postgraduate taught degree courses at Teesside University except certain professional programmes which have their own code of practice for Personal Tutoring.
Personal Tutoring is a key component of the student journey and has the potential to significantly influence the student learning experience and improve retention and achievement.
The overall objective of Personal Tutoring at Teesside University is provide a consistent, equitable and structured approach for all students to pastoral, general academic and professional support.
The Personal Tutor is a member of academic staff assigned to an individual student as a source of pastoral, general academic and professional support. The Personal Tutor, a key point of contact, will assist students with their transition into, and progression through, their Higher Education studies drawing on learner analytics as appropriate.
What is CME
An effective Institutional wide Personal Tutoring system and approach can improve University Key Performance Indicators including: Student Completion Rates, Student Satisfaction Levels, Proportion of Students with Good Honours Degree (firsts and 2.1s), Leavers in Work/Study (within 6 months of graduation) and Leavers in Professional Level Jobs (within 6 months of graduation). It can also help to contribute to International Student Performance, International Student Satisfaction (International Student Barometer) and help to improve League Table Position in Times / Sunday Times / Good University Guide

4. SLEC and Academic Board
Personal Tutoring Project
Programmes set up to support the L & T strategic Plan
Enhancing Retention, Progression & Stretch Programme
Project Team (cross University membership); Project Brief developed including Action Plan
SLEC and Academic Board
Informed by sector practice and cross-University consultation; SLEC approved the Code of Practice
Academic Board established the Code – positive feedback
Implement Code
Disseminated across Schools (and relevant Departments)
Central Briefing Sessions with local support via PLs Learning & Teaching
ACADEMIC Colleagues are our Personal Tutors
NOTES from SLEC
NOTES From Academic Board
1.         That Personal Tutoring was a key component of the student journey and had the potential to significantly influence the student learning experience and improve retention and achievement. 
 2.         That the Personal Tutoring Code of Practice had been developed by one of the Learning & Teaching Project Groups with the aim of enhancing the learning experience, well-being and achievement of Teesside University Students, helping to ensure that each student was known, valued and their respective needs were recognized and supported. Higher Education Review had also noted inconsistencies in practice relating to personal tutoring across the University and this would be addressed through the Code of Practice.
3.         That the Personal Tutoring Code of Practice was intended to cover all undergraduate and taught postgraduate courses except certain professional courses where they had individual arrangements. The Personal Tutor would be a member of academic staff assigned to an individual student as a source of pastoral, general academic and professional support and would assist students in their transition and progression within the University.
That the Board welcomed the clarity, brevity and format of the proposals.

5. Principles of Personal Tutoring
The recommended staff resource allocation for Personal Tutoring is one hour per student per year.
The Personal Tutor is an Academic role.
Where possible students will be allocated a Personal Tutor from their general discipline area.
All Academics do not need to take on the role of a Personal Tutor.
The allocation of Personal Tutors will be determined by the School Executive Team on an annual basis but where possible adhering to the principle below.
Where possible students are allocated a Personal Tutor for the duration of their Course.
Students will be informed of alternative support contacts should their Personal Tutor be unavailable for a length of time due to unforeseen circumstances.
All Academics do not need to take on the role of a Personal Tutor (see principle 5).
The allocation of Personal Tutors will be determined by the School Executive Team on an annual basis but where possible adhering to principle 6 below. Consideration will be given to the preferences of academics in terms of whether or not they would like to be a Personal Tutor

6. Principles of Personal Tutoring
Under exceptional circumstances, students may request a change of Personal Tutor.
Where appropriate, for example where students are studying off-campus, Personal Tutoring can be arranged electronically.
Staff Development will be provided to support Personal Tutors in their role.
A recognised role with oversight of Personal Tutoring within each School would be beneficial e.g. PL Learning and Teaching.
All undergraduate and postgraduate students (full time and part time) will normally be informed of their Personal Tutor during the first week of their Course.
Some Personal Tutor meetings may be group-based, but all students should have the opportunity for individual meetings with their Personal Tutor.

7. Key Responsibilities of Personal Tutors
Develop & maintain safe, open and honest relationship
Be proactive, plan and schedule structured programme of meetings
Draw on Learner Analytics available as appropriate to inform and shape conversations
Attend Staff Development sessions, as appropriate, to fulfil role effectively
Personal Tutors are not required to provide specialist academic guidance nor feedback on specific work not set by personal tutor
Personal Tutors should not act as a trained counsellor, disability or careers advisor
Personal Tutors should develop and maintain a safe, open and honest relationship with the Personal Tutee promoting effective communication.
Personal Tutors should draw on the Learner Analytics available and as appropriate, to inform and shape conversations with their Personal Tutees.
Personal Tutors should be proactive in their role; they should plan and schedule a structured programme of meetings some of which will take the form of group meetings with opportunities for individual meetings.
Personal Tutors will attend staff development sessions, as appropriate, to fulfil their role effectively including related continuing profession development (CPD) sessions around the General Data Protection Regulation (GDPR) and safeguarding and terrorism/radicalism (PREVENT).
Personal Tutors are not required to provide specialist academic guidance nor feedback on specific work not set by the Personal Tutor. They should not act as a trained counsellor, disability or careers advisor.

8. Key Responsibilities of Personal Tutors
Support in transition into HE
Discuss Personal Management Skills
Encourage students to engage with PDP
Provide pastoral support and guidance
Provide guidance & signposting to support around academic & administrative issues
Facilitate students to reach their full academic potential
Encourage academic reflection
Discuss work related experiences
Assist with career/professional planning
Support students with the transition into Higher Education; build course identity as appropriate recognising the diversity of the student body.
Where appropriate discuss personal management skills (for example: time management, assertiveness and confidence) and the University’s key graduate attributes (3Cs and 3As: confident, critical, creative, adaptable, articulate and aspiring).
Encourage students to engage in Personal Development Planning (PDP) and where relevant discuss those PDP processes particularly pertinent to Schools/Courses.
Provide pastoral support and guidance to students around settling into University life and encourage engagement in the wider University experience for example extracurricular activities and volunteering. Signpost and direct as appropriate to University Support Services e.g. Students Union, Funding Advice, Accommodation, Disability Services, Counselling, Chaplaincy and Student Health.
Provide guidance on, and signposting to, the support available, within the School, around both academic and administrative issues outlining key academic and administrative positions as appropriate. Signpost to relevant School and University handbooks.
Encourage and facilitate each student to reach their full academic potential discussing, as appropriate, progression reports and attainment levels. Signpost and direct students to additional sources of specialist support/guidance within the Student and Library Services particularly the Learning Hub and Workshops.
Encourage academic reflection particularly through stressing the value of feedback and the different forms this may take. Where appropriate discuss feedback received, provide general feedback and appropriate guidance discussing future action required.
Where appropriate discuss work related learning and experiences including placement opportunities.
Assist students in career/professional planning with preparation for employment and/or further study signposting to the University’s Careers Service including work related and volunteering opportunities.

9. Personal Tutor Meetings with Students
Proactive approach to Personal Tutoring providing structured opportunities to meet with Personal Tutees (both group and individual opportunities)
Opportunity for Individual Meetings but may be group-based
Meet all new students during first few weeks
Meet all returning students during the first few weeks
Meet with students prior to the key assessment weeks
Maintain a record of student attendance
Personal Tutor
Personal Tutor Meetings with Students
All students should have the opportunity for individual meetings with their Personal Tutor but as identified within the principles, some Personal Tutor meetings may be group-based. For some courses, which are delivered off-site, alternative methods of contact may be acceptable, providing the objectives and principles of the policy are not compromised.
The Personal Tutor should meet all new students, during the first few weeks of their course of study, for ‘introductions’ and to explain how Personal Tutoring works at Teesside University. This is a crucial time where the Personal Tutor can respond to any queries and discuss any initial concerns and/or anxieties students may have.
Personal Tutors should meet all returning students during the first few weeks of the stage with part of the meeting focussing on records of progress and achieving their potential.
Personal Tutors should meet with their students prior to the key assessment weeks within their Course to reflect on formative and summative feedback.
Personal Tutors will adopt a proactive approach to Personal Tutoring and provide structured opportunities to meet with Personal Tutees (both group and individual opportunities).
Personal Tutors should maintain a record of student attendance at personal tutor sessions with a brief outline of discussions. Records should be accessible and Schools will determine the most appropriate process ensuring compliance with requirements of the General Data Protection Regulation (GDPR).

10. Further Support and Sources of Information
Personal Tutoring Code of Practice
(Quality Handbook)
Students Union
Student and Library Services Key Information Guide
Careers Service: Help for Staff

12. Student and Library Services Key Information Guide
Careers Service: Help for Staff
Students Union