Exeter Model of ITE Induction for ITE Coordinators, Mentors, Principal School/Subject Tutors and University Visiting Tutors Welcome to the Exeter Model of ITE. The Exeter Model has been designed with the expertise of academics and through experience with schools.

Aims of the induction We aim to give you an overview of the main points of your role by: Explaining the training roles involved Introducing the Teachers’ Standards and explaining how trainees are assessed against them Introducing the training tools and documentation Introducing the materials available for reminders and further details By working through these presentations you will have an overview of the model as a whole, and be aware of how your role fits into the model.

Our trainees’ greatest resource - you! We could not train the next generation of teachers without schools. Thank you for agreeing to support trainees in your school. What level of commitment is needed? Timetable/ contact time Time allocation for the different roles (the roles are explained further in the next presentation) Who to contact with any concerns- exeterpartner@exeter.ac.uk Having one or more trainees in a school is a big commitment. They will ask lots of questions, need somewhere they can plan and work and will generally take up space in the school! Having said that, they bring with them new ideas, enthusiasm and a desire to be successful. They also provide a chance for pupils and staff to interact with someone new. Trainees start at 60% (12 hours) contact time in school 1. In school 2 this rises to 65% after Easter, and 75% (15 hours) at May half term. This is classroom contact time, and initially will be a mixture of teaching and observation, building to teaching the whole 75%. Non contact time is for trainees to plan lessons, do research, observe other teachers and generally find out about school life. Further details of what is involved in each role (PST, Mentor etc) can be found in ‘Exeter Model of ITE Induction ppt 2, but in brief….As a teacher supporting a trainee, if you are a PST you will need to devote the most time. The trainee will be with you most of the week, and you will need to support them with planning, observe them and offer advice on how to improve. The model requires a dedicated hour each week from the PST to meet with the trainee in a weekly development meeting. Mentors are required to meet the trainees three times per placement for an hour long supervisory conference. Mentors do not observe the trainee so the time commitment is not as great. The ITEC inducts the trainees into the school and plans the professional studies sessions, but does not need to meet with trainees individually during the placement.

PGCE Programmes The programme has three integrated components: Curriculum Studies Secondary trainees study their specialist/main subject Primary trainees need training in all the national curriculum subjects, and a specialist subject if you have specified this Education and Professional Studies: key educational ideas and principles; classroom and whole-school issues; the role of education in wider society. University and school-based elements are fully integrated Professional Learning NB The PGCE is a Masters level course For the PGCE and School Direct @Exeter trainees, they spend the Autumn term at the university. This is to learn the theory of teaching which they then go into school to put into practice. They complete two placements in contrasting schools. Primary trainees will have a ‘pathway’ (which may include a specialist subject), but they are all required to teach across the whole curriculum. Secondary trainees will be learning to teach their curriculum subject. Trainees have assignments to complete alongside their school placement, and these assignments allow them to achieve a PGCE alongside the standards for QTS. The PGCE counts for 60 credits towards a masters qualification.

The theory behind the Exeter Model of initial teacher education Socio/Cultural Theory: Situated learning Scaffolded Learning Reflective Practice: Critical reflection The process of learning to teach at Exeter is supported by a model of learning which recognises that effective professionals think critically about their teaching, and evaluate their own performance in order to move forward. It also recognises that learning to teach is a situated process, influenced by the school context and by your own values and beliefs. The University of Exeter’s deliberative approach to learning to teach reflects the view that teaching is complex and intellectually challenging. All staff, both in schools and at the university, who are involved in Initial Teacher Education use the Exeter Model of Teacher Education as a shared framework for their work with trainees. Further details about this can be found on the website

The training cycle Standards New targets for development Supervisory conference Training input through demonstrations Weekly development meeting Standards Trainee models To develop trainees that are critically reflective the Exeter Model consists of a training cycle. The specific elements will be discussed later, but the main idea is that trainees meet with their PST each week, they plan an area of teaching that they would like to develop, they watch experienced teachers demonstrate the skill, then the trainee tries it for themselves. They evaluate the strengths and areas for development of this particular aspect, as well as teaching subject specific lessons and getting critical feedback from the observer. They take what they have learned to the next week’s meeting and use this to plan the next area of focus. At three points during the placement they meet with their mentor to offer a critical discussion with a teacher who has not observed them, and will help them interrogate their evidence and assist them to critically reflect on their progress. This cyclical process will allow the trainee to develop the skills necessary to be a teacher, and meet QTS. Trainee observed/agenda/evaluation