The Exeter Model of ITE Induction for Initial Teacher Education Coordinators, Mentors, Principal School Tutors, University Visiting Tutors and External Examiners

Explain the roles involved Introduce the Standards Introduce the Framework for Dialogue about Teaching Understand the training documents Clarify the assessment process Introduce the materials available for reminders and further details Aims

Theory behind the Exeter Model Reflective Practice: Critical reflection Socio/Cultural Theory: Situated learning Scaffolded Learning

Our Partnership: Who’s Who Trainee Principal School Tutor – PST Mentor Initial Teacher Education Coordinator - ITEC University Visiting Tutor - UVT

Principal School Tutor Inducting trainee(s) into class routines Providing aspects of training through discussion, explanation and demonstration Observing and giving feedback on teaching – written and verbal Hold weekly one-hour meeting to review progress and set targets Contributing to assessment formative and summative

Mentor Facilitate trainees’ reflection through questioning in the supervisory conference Does not observe the trainee Contributes to assessment Mediation where necessary

ITE Coordinator Oversees and manages ITE in school Main link for communication between the university and school Oversees quality assurance and provision of good quality training Oversees Professional Studies programme in school

University Visiting Tutor Makes 1 visit in Spring term and 2 in Summer term Maintains contact with ITE Coordinator and other staff where appropriate to provide support and guidance throughout the placement

The Standards Progress through all levels of teaching QTS Core Post threshold Excellent teacher Advanced Skills teacher

Framework for Dialogue about Teaching Academic Knowledge Curricular Knowledge Pedagogic Knowledge Theories of learning and development Progression Assessment Understanding Learning and Development Subject Knowledge Professional Knowledge and Enquiry School Communities Values and Beliefs QTS Standards Research Theory Aspirational practice Schools and national policies Attitudes, expectations and ethos Working with others Trainees Pupils Teachers Professional Attributes Professional Knowledge and Understanding Professional Skills

Literacy example Teaching Poetry e.g. poetic form or poetic terminology How might you account for progression in the lesson? Poetry is the worst taught aspect of English (Ofsted, 2007) Info on school ethos: e.g. do they have writers’ visits? Some pupils think ‘poetry is for girls’ Q15: knowing statutory and non-statutory frameworks for teaching Understanding learning and development Subject knowledge Professional knowledge and enquiry School communities Values and beliefs QTS Standards

Learning to Teach Sept Nov Jan March May

PGCE Primary Programme The programme has three fully integrated components: 1.Core and Foundation Studies covering the National Curriculum areas. 2.Specialist subject 3.Professional Studies: key educational ideas and principles: classroom and whole-school issues; the role of education in wider society. University and school-based elements. NB The PGCE is a Masters level course

Training cycle New target(s) and learning focuses for Agendas Observed in demonstrations Trainee models Trainee observed/Agenda /evaluation Standards Weekly Development Meeting Supervisory Conference

PST with trainee One hour a week, timetabled Use the PST checklist and complete the Quality Assurance Record Use Framework for Dialogue about Teaching to review progress and plan progression Complete Weekly Development Meeting Record together Training Tools: Weekly Development Meeting

PST and trainee together decide on the Agenda focuses for the week. Then trainee watches other teachers demonstrate those focuses during lessons. Plan for 2 demonstrations a week Training Tools: Lesson demonstrations

1.All teachers working with the trainee should give regular feedback on their teaching. 2.Feedback may be written or verbal, but should always be sensitive. 3.Formal written observation is required once per week, using the Lesson Observation form and clearly related to the QTS Standards. Training Tools: Lesson observations

Two per week Trainees spotlight area of their own practice Non-evaluative annotations Additional to a lesson plan Focused Detailed Training Tools: Agendas

Prompts for helping trainees with evaluation and critical reflection Description WHAT? What was the lesson about and what methods did you use? What happened Explanation WHY? Why did this happen? Why did you make the decisions you did? Justification WHY? How does this relate to theories of teaching and learning/beliefs and values? Are those theories and beliefs valid? Reformulation NOW WHAT? What are the consequences of what you’ve learnt from this for future teaching?

Three hour-long meetings per term, one-to-one with Mentor. Documentation submitted in advance: 1.Two annotated and evaluated agendas + relevant lesson plans 2.Individual Development Portfolio 3.(Prior to Formative Reports) Reflection on Achievement and Progress (‘RAP’) completed by trainee justifying achievement and progress through reflection based on evidence. Process: 1.Develop critical evaluation based on agendas, using Framework 2.Complete Action Plan together 3.(Prior to Formative Report) interrogation of evidence presented in RAP and completion of FR. Training Tools: Supervisory Conference

Tracking Progress: School-Based Work Weekly Development Meeting Records Action Plans Reflection on Achievement and Progress Formative Reports 2 to 4 IDP and School-Based Work files

Tracking Progress: School-Based Work Grading for Ofsted Enrichment Cause for Concern (final deadline May )