1. Training Tools

2. Framework for Dialogue about Teaching
Understanding Learning and Development
Subject Knowledge
Theories of learning
and development
Progression
Assessment
Academic Knowledge
Curricular Knowledge
Pedagogic Knowledge
Teachers’ Standards
Professional Knowledge and Enquiry
Framework for Dialogue about Teaching
Professional Values and behaviour
Teaching
Standards for Professional and Personal conduct
Research
Theory
Aspirational practice
Values and Beliefs
School Communities
The Framework for Dialogue about Teaching was developed by Exeter academics to be just that, a framework for discussions about teaching. You can place an aspect of teaching in the middle and then talk with the trainee about each of the hexagons. For example, if behaviour management was in the middle, then you could discuss how subject knowledge might affect pupils’ behaviour, or how a trainees beliefs might affect how they can deal with it.
Schools and national
policies
Attitudes, expectations and
ethos
Working with others
Trainees
Pupils
Teachers

3. Framework for Dialogue about Teaching
The Framework may be used in:
Planning
Evaluating
The Weekly Development meeting
The Supervisory Conference
UVT visits
For all trainees it provides a structure for some of the EPS school based tasks, such as EAL and Challenging the Gap.
For primary trainees it also provides a structure for the Subject Framework Tasks for Maths, Modern Languages and PE
For distance trainees it provides the structure for tasks focussing on behaviour, EAL, assessment, SEND and theories of learning
The Framework is there for you to use with trainees as and when you/ they feel it is appropriate.

4. Training Tools: Weekly Development Meeting
PST with trainee
One hour a week, timetabled
Use Framework for Dialogue about Teaching to review progress, plan progression and set targets
Monitor EPS tasks (primary and secondary), and Subject Framework Tasks (primary)
Complete Weekly Development Meeting Record together, the form provides guidance about what to discuss, there is a different version of the WDM record in the Developing independence Phase.
Check and sign the Quality Assurance Record
The weekly development meeting is time for the PST to meet, review the week and set targets for the next week. The more specific these targets are, the more useful they will be for the trainee. The form for the meetings can be found at
There is an example of the template for Primary and Secondary in the workbook so you can see what to expect.

5. Training Tools: Lesson observations
At least 1 formal observation per week, using the Lesson Observation pro forma and related to the Teachers’ Standards (in Beginning and Consolidating Practice it is expected that trainees will be formally observed 3 times a fortnight, in Developing Independence at least once per week)
Focus on the impact of teaching on pupil learning
Other observations by PST or other teachers, giving written or verbal feedback
In the Exeter Model trainees should be formally observed twice a week (this changes in the Developing Independence Phase, see information on Focused Reflections). The lesson observation form can be found on the Exeter Partnership website.
The free flow box allows the observer to write whatever they feel is helpful as the lesson progresses. Observations can be completed for whole lessons or episodes. There is a separate section for pupil learning, and one for subject specific knowledge. The observation form, unlike the agendas is an evaluative assessment of how well the trainee is progressing. The tick box at the end of the form is not phase specific. This is how well the trainee is demonstrating these skills against QTS standards. You only need to tick a box if you see that standard being demonstrated in that lesson.

6. Training Tools: Lesson Plan Templates- Primary
Lesson and episodes must be planned and evaluated using our Exeter 3-part format:
• cover sheet (set format)
• lesson content (choice of formats)
• evaluation (set format)
These proformas are available on the Exeterpartner webpages:
For weekly and medium-term planning, trainees can use your school’s own format.
At an agreed point in the summer term, trainees can move to weekly planning for English and maths (i.e., no need to plan each lesson in detail); however, each lesson they teach should be evaluated using the Exeter evaluation proforma. This can be done with bullet points, to save time.

7. Training Tools: Lesson Plan Templates- Secondary
Lessons and episodes must be planned and evaluated using our Exeter 3-part format:
• context sheet (set format)
• lesson plan (using the form given to you by your subject tutors)
• evaluation (set format)
The context sheet and evaluation form are available on the Exeterpartner webpages:
Trainees will maintain a ‘context sheet’ for each class with prior attainment data, information about individual students’ SEND/EAL/Pupil Premium status, notes on pupils who need additional support or stretch and challenge, information about prior learning and any other useful context. This does not need to be updated for every lesson but should be kept up to date and relevant.
Individual lesson plans should sit within the context of a medium term plan or scheme of work. As they move into the Developing Independence phase, the expectation is that planning will begin to focus on sequences of lessons and the links between them rather than individual lessons.
Each lesson/episode taught should be briefly evaluated using the Exeter evaluation form.

8. Training Tools: Demonstrations of aspects of teaching
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 (or fewer in the Developing Independence Phase)
Demonstrations are when a trainee observes an experienced teacher demonstrating a specific aspect of teaching. The trainee will discuss with their PST which aspect they should work on, and then identify which teacher would be best to observe demonstrating that skill. It does not have to be the PST but it can be. The trainee does not necessarily need to observe a whole lesson, just the part that they are focusing on. Try to set up a range of demonstrations for trainees so that they get to see a variety of teaching styles, this will help them work out their own style.
There is an example Demonstration form in your workbook.

9. Training Tools: Agendas
2 agendas each week (this changes in the Developing Independence Phase)
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
Only 10 – 15 minutes long
Non-evaluative annotations on focus
Detailed: what trainee says/how pupils respond/timing etc.
After watching demonstrations by experienced teachers trainees try out different techniques by completing an Agenda. Please watch the audio guide ‘Working with Agendas- A Quick Guide’ (you could do this with the trainee for the school 1 placement) on agendas here:
In your workbook there is the list of Learning Focuses for Agendas, a blank agenda and evaluation form, and also the partially completed form and activity that can be completed alongside the audio guide.

10. Prompts for helping trainees with evaluation and critical reflection
Description
WHAT?
Brief description of what happened during the episode relative to Agenda focus
Explanation and Justification
WHY?
Why do you think things happened the way they did? What did you do/not do which caused it?
Reformulation
WHAT NOW?
What are the consequences of what you’ve learnt from this for future teaching? Future target(s)
After a trainee has had their agenda returned to them they will evaluate it. These questions are also useful for Mentors when talking through an agenda at a supervisory conference. The agenda form has these prompts on it to help the trainees with their evaluation.

11. Training Tools: PST Work Scrutiny
Every two weeks PSTs will complete a work scrutiny so that they may assess the impact of the trainee’s teaching on pupil progress.
Trainees can also use the guidance to complete their own work scrutiny – to help complete their Pupil Learning Stories and as one of the tools available for their Focused Reflections in the Developing Independence phase.
The detailed guidance and proforma can be found at
It is also in the workbook for your information.

12. Training Tools: Focused Reflections in the Developing Independence Phase
Trainees select one of the ‘Learning Focuses for Focused Reflections in the DI phase’ per fortnight. There will be one observation each week and alongside this the trainee and PST choose between two and four other training tools each week to develop the focus area of practice (Demonstration and Agenda, Work Scrutiny, additional observation, Framework for Dialogue).
In the Developing Independence Phase Trainees are expected to approach their teaching practice in a more holistic and challenging way and begin to make stronger connections between theory and practice.

13. Training Tools: Focused Reflections in the Developing Independence Phase
At the end of the two weeks the trainee will write one synoptic evaluation, drawing on all the training tools that they have used as well as their academic reading on the selected theme.
We would expect this evaluation to be approximately two pages of A4 in length.
There is a Focused Reflection proforma available on the Partnership webpage.
There is a copy of the Focuses for Focused Reflections in the DI Phase in the workbook, and also the proforma that trainees will use to evaluate.

14. Training Tools: Supervisory Conference
Three one-hour-long meetings per term, one-to-one with Mentor.
Documentation submitted in advance:
Two annotated and evaluated agendas + relevant lesson plans, pupils’ work etc.
Individual Development Portfolio
Part 1 completed FRAP (if FRAP due)
Process:
Develop critical evaluation based on agendas, using Framework and Critical Reflection prompts
Complete Action Plan together
The supervisory conference is for the trainee to meet with their mentor to analyse their evidence and to have a critical discussion about how their teaching is progressing. At FRAP times these meetings will mainly be about evidencing the standards. At non FRAP times, the discussion will be about the agendas and evidence that has been presented prior to the meeting. Trainees are asked to present evidence at least 24 hours in advance of your meeting, if you need more time than this that’s fine as long as the trainee knows this. For guidance on how to conduct a supervisory conference please see the ‘Guidance for Mentors: Getting the most out of a Supervisory Conference’ booklet on the Exeter Partnership website.
The Supervisory Conference Action Plan is included in your workbook for your information.

15. The training cycle recapped
New targets for development
Supervisory conference
Training input through demonstrations
Weekly development meeting
Standards
Trainee models
So the training cycle to develop the Exeter trainees is, that the trainee and PST identify targets to work on, the trainee observes experienced teachers demonstrating these aspects, the trainee then tries them out for themselves through agendas. The trainee evaluates the agenda in significant depth and uses this to improve their teaching. Alongside these specific focuses the trainee also teaches their lessons and is observed doing so. The trainee then reflects with the PST and decides what to work on next, and so on. The supervisory conferences with the mentor happen three times a placement, and allow the trainee a discussion with an objective mentor about their development, free from planning specifics and day to day teaching.
Trainee observed/agenda/evaluation