Exeter Model of ITE Induction for ITECs, Mentors, PSTs, UVTs 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

Our Partnership: Who’s Who! Trainee PST – Principal Subject Tutor Mentor – from a different subject area ITEC – Initial Teacher Education Coordinator UVT – University Visiting Tutor

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

Tasks: Familiarisation with QTS Standards Behaviour Management: Select all the standards that you think contribute towards this. List these, with a rationale for their inclusion, to use in a conversation with the trainee about behaviour management at different times during their SBW experience. Select two standards that you consider to be challenging ones. Describe how a trainee at your school could address these. It will not necessarily be within a lesson.

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

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 Miracles of Jesus Context: illness seen as consequence of sin Barrier to learning: perceived expectation of belief Poetry is the worst taught religion in school Religious foundation or secular ethos? Pupils are ‘switched off’ by Christianity Promote higher levels of reasoning Q25b Understanding learning and development Subject knowledge Professional knowledge and enquiry School communities Values and beliefs QTS Standards

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

Task: Framework for Dialogue about Teaching If the topic to be discussed was ‘Behaviour Management’ what issues/questions might arise under each ‘hexagon’

Framework for Dialogue about Teaching

Learning to Teach Sept Nov Jan March May

Preliminary Experience University taught course Subject Knowledge and Pedagogy Professional Studies Anticipating Practice  Reflection on Achievement and Progress  Formative Report 1 University-Based Work

PGCE Secondary Programme The programme has three fully integrated components: Professional Studies School-Based Work Main Subject

PGCE Secondary Programme Professional Studies The professional studies component introduces key educational ideas and principles within a range of educational contexts. The component is followed throughout the year with both University and school-based elements and is concerned with classroom issues, whole school issues and the role of education in the wider society.

PGCE Secondary Programme A specialist main subject course at Masters level forms a major component of the training year. Main subjects available: Citizenship with HumanitiesDance Design and TechnologyEnglish with drama or media GeographyHistory ICTMathematics Modern Foreign Languages (French, German & Spanish) Physical Education Religious Education Science (Biology, Chemistry, Physics, Science with Psychology)

November induction Beginning of January 12 hours teaching Beginning Practice

During February and March Mostly whole lessons Teacher in the room 12 hours teaching Consolidating Practice

Developing Independence April until end of course or Enrichment Whole lessons Teacher allows trainee to be independent 12 – 15 hours teaching Enrichment for when the standards are reached; (often after May half term)

Training Tools

2 each week Trainees spotlight area of their own practice Non-evaluative annotations Different from a lesson plan (Lesson plan also needed) Focused Detailed Training Tools: Agendas

Task: Agendas Annotate an agenda using video clip Look at the example with comments and compare your annotation to this

Task: Agendas Agenda focuses – identify any that would be appropriate for a trainee to use (a) earlier, and (b) later on in their practice. Write an Agenda based on one of the learning focuses. Show it to a colleague and discuss if it really does ‘focus’.

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

All teachers working with the trainee should give regular formal and informal feedback on teaching Feedback may be written or oral (lesson observation proforma provided) Please give sensitive feedback! Training Tools: Lesson observations

Using the Lesson Observation proforma Formal written observation should happen on at least 1 occasion per week and must be related to the QTS Standards Training Tools: Lesson observations

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

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

One-to-one with Mentor Three times a term 1 timetabled hour for each Supervisory Conference Documentation presented 24hrs in advance Training Tools: Supervisory Conference

Paperwork 2 annotated agendas with associated lesson plans, evaluations and any other documentation IDP Prior to Formative Reports Reflection on Achievement and Progress completed by trainee

Process Develop critical evaluation based on 1 or 2 Agendas Use Framework for Dialogue about Teaching Complete Action Plan together Prior to Formative Report: Trainee completes RAP which justifies achievement and progress through reflection based on evidence; mentor interrogates the evidence. Training Tools: Supervisory Conference

Prompts for helping trainees with evaluation and critical reflection Description WHAT? What was the lesson about and what methods did you use? Explanation SO WHAT? So what happened? Why did this happen? Justification WHY? Why did you do it that way/respond like that? Reformulation WHAT NOW? What are the consequences of what you’ve learnt from this for future teaching?

Prior experience SAS TA Overseas (voluntary) work Individual needs BME Disability ( inc reasonable adjustment ) Personalised Learning

Individual Development Portfolio Purpose Index provided Other files (SoW, class lists, lesson plans etc) Tracking Progress

Tracking Progress - University Interview and pre-course tasks Action Plans at University Reflection on Achievement and Progress, Formative Report 1 Assignment grades Monitoring Formative Reports

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

Grading for Ofsted Outstanding!

Tracking Progress – School-Based Work (cont.) Cause for Concern (final deadline: 27 May 2011) Enrichment

Achieving the Standards Final Summative Report

I’ve forgotten what you said! Reflection on Achievement and Progress

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