Exeter Model of ITE Induction for ITE Coordinators, Mentors, Principal School/Subject Tutors and University Visiting Tutors

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 Considering some good mentoring and coaching skills Introducing the materials available for reminders and further details Aims of the day

Our trainees’ greatest resource - You! What experience do you already have of working with trainees in Initial Teacher Education? What role will you be taking with the trainee? What skills do you think you have/need to be good at coaching and mentoring in any of these roles? In pairs decide on your ‘top 5’ skills

PGCE Programmes The programme has three integrated components: Curriculum Studies All trainees study their specialist/main subject Primary trainees only: Curriculum Studies covering the ‘primary curriculum’ 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

The theory behind the Exeter Model of initial teacher education Socio/Cultural Theory:  Situated learning  Scaffolded Learning Reflective Practice:  Critical reflection

Our Partnership: Who’s Who! Trainee Principal School/Subject Tutor – PST Mentor – in secondary, from a different subject area; primary, from a different class Initial Teacher Education Coordinator – ITEC University Visiting Tutor – UVT

Principal School/Subject Tutor Inducts trainee(s) into class routines Provides aspects of training through discussion, explanation and demonstration Observes and gives feedback on teaching – written and verbal Holds weekly one-hour meeting to review progress and set targets Contributes to assessment: formative and summative

Mentor Facilitates trainees’ reflection through questioning in the supervisory conference Does not observe the trainee Contributes to assessment

ITE Coordinator Oversees and manages ITE in school Is the 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 1 in Summer term Maintains contact with ITE Coordinator and other staff where appropriate to provide support and guidance throughout the placement

Standards and Assessment

Teachers’ Standards Read through the Standards Choose one and consider how it could be interpreted differently in the training year and at your own level Discuss with others on your table

Profile Descriptors Sept Nov Jan March June

Prior experience  Aspirational Teachers Programme  Teaching Assistants  Overseas (voluntary) work Individual needs  Black and Minority Ethnic  Disability ( inc reasonable adjustment ) Personalised Learning

Tracking and assessing trainee progress All evidence will be found in Individual Development Profile (IDP) Interview & pre-course tasks and grades Lesson observations Weekly Development Meeting Records Action Plans Formative Reflection on Achievement and Progress Final Summative Report Assignment grades

Tracking Progress – trainees giving concern Cause for Concern letter: May be issued at any time Gives the trainee formal notice (and clarity) of areas of concern Is issued jointly by Mentor and UVT Contains clear action plan Final deadlines: Secondary 16 May, Primary 23 May

Training Tools

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 Teachers’ Standards Research Theory Aspirational practice Schools and national policies Attitudes, expectations and ethos Working with others Trainees Pupils Teachers Professional Values and behaviour Teaching Standards for Professional and Personal conduct

Framework for Dialogue about Teaching The Framework may be used in: Planning Evaluating The Weekly Development meeting The Supervisory Conference UVT visits For primary trainees it also provides a structure for the Framework Tasks for EAL, Modern Languages and PE

PST with trainee (or pair together) One hour a week, timetabled Use Framework for Dialogue about Teaching to review progress and plan progression and set targets Monitor Framework tasks (primary) Complete Weekly Development Meeting Record together Complete the Quality Assurance Record Training Tools: Weekly Development Meeting

PST and trainee together decide on the targets for the week at Weekly Development Meeting Training input: trainee watches PST or other teachers demonstrate those foci during lessons. Plan for 2/3 demonstrations a week Training Tools: Demonstrations of aspects of teaching

At least 2 formal observations per week, using the Lesson Observation pro forma and related to the Teachers’ Standards Focus on the impact of teaching on pupil learning Other observations by PST or other teachers, giving written or verbal feedback Training Tools: Lesson observations

2 agendas each week Weekly targets identify areas of trainee’s practice for observer to focus on Different from a lesson plan (lesson plan also needed) Trainee plans how the focus will be demonstrated 10 – 15 minutes long Non-evaluative annotations on focus Detailed: what trainee says/how pupils respond/timing etc. Training Tools: Agendas

Task: Packing Away Agenda Annotate the agenda using the video clip) Compare your annotations with a colleague Are the annotations non- evaluative and do they stick to the focus?

Prompts for helping trainees with evaluation and critical reflection Description WHAT? Brief description of what happened during the episode relative to Agenda focus Explanation WHY? Why do you think things happened the way they did? What did you do/not do which caused it? Justification WHY? Why did you do it that way/respond like that? (looking for underlying principles) Reformulation WHAT NOW? What are the consequences of what you’ve learnt from this for future teaching? Future target(s)

The training cycle Standards New targets for development Training input through demonstrations Trainee models Trainee observed/agenda /evaluation Weekly development meeting Supervisory conference

Three one-hour-long meetings per term, one-to-one with Mentor. Documentation submitted in advance: 1.Two annotated and evaluated agendas + relevant lesson plans, pupils’ work etc. 2.Individual Development Portfolio 3.(Prior to assessment points) read Formative Reflection on Achievement and Progress (‘FRAP’) Part 1 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 assessment points) interrogation of evidence presented in FRAP Part 1 and completion of Part 2. Training Tools: Supervisory Conference

I’ve forgotten what you said! DBS CHECKS

uk/education/partnership/ ublications/eOrderingDownload

Check understanding  Look through the PST/Mentor/ITEC checklists to ensure understanding of what is expected  Any questions?

Discussions in pairs PSTs 1.Choose 3 Agenda foci and plan a demonstration for each 2.Write a list of activities where the trainee can learn by working with you in the classroom 3.How will you help trainee to assess pupil learning? Mentors 1.List advantages and disadvantages of not observing lessons 2.What are the advantages of mentoring someone from a different discipline/class? 3.Practice holding a Supervisory Conference. A describes part of a recent lesson, B asks the what, why, what now questions. Use Framework for Dialogue. 4.How will you structure this hour? Suggest timings

Scenario 1 to debate PSTs  Your trainee is very comfortable working with small groups and individual children and taking the register. They keep making excuses for not taking more of the lesson. What strategies could you use to both encourage and move them forward constructively Mentors  The trainee complains that the PST is making “unreasonable demands”

Scenario 2 to debate PSTs  Your trainee has lots of experience in schools and has worked as a Teaching Assistant previously. They are keen to teach whole lessons immediately but you feel it is more appropriate for them to teach smaller episodes. Mentors  The trainee never produces the correct paperwork, despite frequent requests and many promises. The PST says the trainee is doing well.

Scenario 3 to debate PSTs  The trainee is making reasonable progress but leaps on constructive criticism and fails to take the positive comments on board. They are getting anxious and upset. Mentors  The PST is very committed to the Exeter Model of ITE but other departmental colleagues are very reluctant to support the trainee as the model requires

Any questions?