1. Updates for ITE Coordinators,
Exeter Model of ITE
Updates for ITE Coordinators,
Mentors, Principal School/Subject Tutors and University Visiting Tutors
2018/19
Please look at the following slides for information about updates to training tools and paperwork 2018/19

2. Major changes to Programme 2018/19

3. FRAP/ Profile descriptor changes
Anticipating Practice will now refer to the first two weeks in school. It will be assessed by FRAP 1 due September 28th (SD distance and Primary), October 5th (Secondary). This replaces prelim forms (University based trainees) and prelim FRAP (School Direct)
In order to reduce trainee workload, the Phases have been slightly changed. The old Anticipating Practice and Beginning Practice have been merged and all elements from the previous FRAP 1 and FRAP 2 will now be covered in FRAP 2. The Anticipating Practice Phase will now be the 2 weeks right at the start of the course, the preliminary experience weeks. A new FRAP 1 and Anticipating practice descriptor has been created using the requirements of prelim. This means that instead of university based trainees completing prelim forms and SD completing prelim FRAPs, they will assess their first two weeks using the new FRAP 1. FRAP 2 will be completed as usual in November for SD distance, and in December for University based trainees and See next slides.
Beginning Practice will end in November for SD distance, and December for University based trainees

4. Anticipating Practice Profile Descriptor
This is the new anticipating practice profile descriptor. The new FRAP 1 which will assess this is on the next slide. This is much simpler than the previous anticipating practice because it will be assessed much earlier, after the first two weeks in school (for University based trainees this is for the preliminary experience completed before starting on campus, one form must be completed for each school. This replaces the old prelim forms. For School Direct the FRAP should be completed after the first two weeks in school, this replaces the old Prelim FRAP. Trainees are responsible for returning their FRAP 1 to the partnership office by the deadline).

5. FRAP 1
This is the new FRAP 1 form, it just requires schools to tick for each area being assessed.

6. Beginning Practice Profile Descriptor
The new Beginning Practice profile descriptor. This is a combination of the old anticipating practice and beginning practice descriptors. This will be assessed in FRAP 2. FRAP 2 looks quite different to last year for University based trainees and School School Direct Distance have much less of a change. See the following slides for details.

7. FRAP 2: School Direct Distance
Updated profile descriptor
The FRAP 2 for School Direct Distance looks like it did before, but the profile descriptor has been updated. School Direct Distance salaried will now use the same profile descriptors as School Direct Distance fee paying, and so will also use the same FRAP forms. Workload has been reduced for SD distance as trainees will now complete FRAP 1 after the first two weeks of term (previously prelim FRAP but less complicated), and FRAP 2 in November. This has eliminated the problem of FRAPs 1 and 2 coming in quick succession.

8. FRAP 2:University based trainees and School Direct @Exeter
Note the change of hand in date, this is for both primary and secondary trainees
The profile descriptor has been updated to incorporate the old anticipating practice elements
The new Beginning Practice and FRAP 2 assesses the trainees’ work for the whole of the Autumn term. Previously, Anticipating Practice and FRAP 1 assessed the University based work undertaken prior to any time in placement schools, and the FRAP 2 and beginning practice assessed the school based work in the Autumn (plus one week in the spring for secondary). FRAP 2 will now be handed in by the trainee in time for their Christmas break and will show evidence from the University course, and from their time in placement school. We still need schools to contribute to the FRAP 2 even though you will no longer have to submit it. See next slides for more detail.

9. FRAP 2:University based trainees and School Direct @Exeter
The trainees collect evidence throughout the term
The FRAP is a live document. Trainees should start populating evidence from the start of the course, replacing evidence with better pieces as they progress. The evidence that they are expected to collect in school is clearly stated. Mentors in school will have a supervisory conference with trainees in the second week of school experience in the Autumn term to verify the evidence that has been collected in school, and to grade the trainee’s progress so far (this is the same as was previously expected with FRAP 2).

10. FRAP 2:University based trainees and School Direct @Exeter
Keeping Track! Outline of weekly training input plus Quality Assurance Record
FRAP 2:University based trainees and School
The mentor comment section
This is what the mentor section looks like. This is very similar to previously, but the supervisory conference with the mentor will be followed up with a meeting with the personal tutor at university at the end of term. The trainee has time to think about/ work on targets set by the mentor before meeting with their tutor. The tutor will then assign the final grade for the FRAP and the trainee will submit the FRAP to the partnership office. In the supervisory conference we ask that any actions from the mentor are added to part 4 of the FRAP (see next slide).

11. FRAP 2:University based trainees and School Direct @Exeter
Keeping Track! Outline of weekly training input plus Quality Assurance Record
FRAP 2:University based trainees and School
This is the section that will be completed with the trainee and their tutor in December
This slide shows what section 3 and 4 of the FRAP 2 look like.
The tutor and trainee will add targets to those already listed as a result of the supervisory conference in school

12. FRAP 2:University based trainees and School Direct @Exeter- summary of changes
FRAP 2 is now the assessment point for the Autumn term, including both university based work and school based work.
Trainees collect evidence throughout the term, replacing evidence with better pieces as they progress.
Mentors assess the school based work evidence in a Supervisory Conference in the second week in school in November. For primary this is as it was, for secondary this requires the supervisory conference that used to be in the first week of January to take place in November instead.
Trainees will complete the FRAP 2 section 1 and send it to their mentor before the conference. In the conference the mentor and trainee complete the mentor section together (section 2), and also add targets to section 4. The trainee will keep the electronic version and continue to add evidence when they are back at university ready for the meeting with their tutor. The tutor and trainee will complete section 3 together at the end of term and add any required targets to section 4. The trainee will submit the completed FRAP to the partnership office by the deadline (December 12th)

13. Developing Leadership
A target from our Ofsted inspection last year was to further support the best trainees to develop leadership potential. In 2018/19 we are introducing an optional Leadership strand to the PGCE course.
All trainees will be introduced to theories of leadership in education through EPS lectures in the autumn term (School Direct distance will have access to the lecture as a recording on ELE).
All trainees will also be introduced to structures of leadership in schools through the professional studies sessions in schools (see next slide for details).
Trainees can then opt to complete an EPS Leadership task in Extension and Enrichment if they are interested in Leadership, this gives them the chance to set up shadowing of a school leader, think about theories of leadership, and to consider what being a school leader means. The task encourages trainees to consider leadership skills within the classroom as well as conventional leadership roles. Trainees opting to take part in the leadership strand will also have additional input on seminar days throughout the year. More information about the EPS Leadership Task can be found on the Partnership Website.

14. Developing Leadership Professional studies programme- secondary
A leadership element has been added to two professional studies sessions as detailed above. Please include information to trainees in these sessions about how leadership works within your school. These sessions are to put topics into school perspective and ‘how you do it’. They will get information on theory from the university. The full professional studies list can be found in the handbook section 5.
The highlighted sections are new and have been added to these sessions as leadership fits in well with the existing topic.

15. Developing Leadership Professional studies programme- primary
A leadership element has been added to two professional studies sessions as detailed above. Please include information to trainees in these sessions about how leadership works within your school. These sessions are to put topics into school perspective and ‘how you do it’. They will get information on theory from the university. The full professional studies list can be found in the handbook section 5.
The highlighted sections are new and have been added to these sessions as leadership fits in well with the existing topic.

16. Changes to Paperwork/ Clarification of Previous Changes

17. Lesson Observation Form
For 18/19 the standards summary box shown here, has been removed from the lesson observation form. This is so that trainees focus on the formative comments given by PSTs or UVTs on their form, rather than focusing on a grade.
This is the tick box that was on the old form

18. Lesson observation form
On the new form the tick box has been removed
So the new observation form looks like this and can be found at:

19. PST Work Scrutiny Form from 2017/18
The PST work scrutiny was introduced last year. We have listened to feedback from schools and have reduced the frequency of the PST work scrutiny (from once a fortnight to once a month), and have simplified the form. The instructions have also been clarified in the handbook and on the form itself. Above is what the form did look like, and on the next slide is the new form.

20. PST Work Scrutiny Form for 2018/19
This is the new version. Use the prompts at the side to help structure comments. Trainees should use their QAR to plan when the work scrutiny should take place each month. The form can be found at:

21. Weekly Development Meeting Record
We have slightly changed the formatting to reduce the number of boxes and allow for more meaningful comment, as suggested by schools. The new layout is shown here, there are separate forms for primary and secondary.
Primary
Secondary

22. Pupil Learning Story Updated instructions in the handbook:
Section 5 PUPIL LEARNING STORIES
As well as ensuring your files are available for your UVT or Mentor to look at during UVT visits/supervisory conferences, you will also need to prepare a ‘Pupil Learning Story’ in which you pull out from your files key evidence to demonstrate the impact your teaching has had on pupil learning. The aim of this is to closely evaluate the impact that your actions are having on your pupils’ progress.
Please prepare these learning stories by selecting a group of pupils you have been working with and compiling evidence in line with the guidance on the partnership website ‘Handbooks, Reports and Documents’ page. You will need to complete a cover sheet but otherwise are only required to provide evidence which already exists – in the form of examples of pupil work, lesson observations, evaluations or reflections, or any other relevant material. You will need to select the evidence most appropriate and present this to your Mentor or UVT, explaining to them what the pupils have learned, how your actions facilitated this learning, and how the evidence you’ve collated supports these conclusions. The learning story is designed to be a discussion-based activity, not a collection of documents to be read. Your Mentor and UVT will assist by asking questions and offering their own reflections on the evidence, as appropriate.
You should prepare one Pupil Learning Story each term in school and have it ready for your UVT visit/ Supervisory Conference / external examiner visit (if appropriate).
Although trainees seemed to be much clearer since we renamed ‘evidence bundles’ as ‘Pupil Learning Stories’ last year, there was still some confusion around expectations. We have clarified the guidance in the handbook, in section 5 it now reads as above. We have also added some example Pupil Learning Stories to the website.

23. Focused Reflections in the DI phase
In the Developing Independence Phase, trainees are given the chance to decide (along with their PST) which Exeter Model Tools they wish to use each week.
They must choose a focus from the list in section 3 of the handbook which will last 2 weeks and then select the most appropriate tools to develop the chosen focus.
They can choose tools from: Demonstrations and Agendas, additional Lesson Observation (trainees must still be observed once each week regardless of the tools they choose), Framework for Dialogue about Teaching, Work Scrutiny. Trainees pick between 2 and four tools each week.
Instead of evaluating individual tools the trainee will evaluate their progress towards their chosen focus in a written reflection.
See following slides for examples of how the paperwork is adapted for this phase.
We introduced Focused Reflections in the Developing Independence phase last year, but in response to comments from schools, trainees and External Examiners felt a bit more clarity would be useful. Trainees in this phase are not required to do the ‘2 demonstrations, 2 agendas and 2 observations’ as they do in the previous phases but can instead choose tools most appropriate to their own development. This allows trainees to take more ownership of their training in this phase and reduces paperwork they are required to complete.

24. List of Focuses for Focused Reflections
The list of focuses:
1. Relationships with children and young people, setting high expectations and motivating learners
2. Pupil progress
3. Subject and curriculum knowledge and pedagogy
4. Effective classroom practice
5. Diversity and Special Needs: meeting the needs of all pupils
6. Assessment for learning
7. Managing behaviour
8. The wider professional role of the teacher
The full list with additional detail is in section 3 of the handbook and looks like this:
As with agendas this list is not exhaustive and trainees do not have to ‘work their way through it’. It is there to provide guidance and trainees should select a focus, with the support of their PST, which will help them to develop their individual skills.

25. Focused Reflections on the Quality Assurance Record
Trainee and PST decide on the focus for the next two weeks and writes it on the QAR
Trainee writes down which lesson is to be observed, one observation per week is compulsory
Trainee decides with the PST which tools would be most helpful for this focus, select between 2 and 4
This is what the QAR looks like in the Developing Independence Phase. At the end of each two week block the trainee writes up the focused reflection.
In week 2 the focus remains the same, but the trainee can choose different tools (alongside the compulsory observation)

26. Weekly Development Meeting Record in the DI phase
The WDM record in the DI phase is a slightly different form, allowing for trainees to plan the tools they will be using that week

27. Writing up the Focused Reflection
Instead of evaluating each tool used trainees will write up their Focused Reflection at the end of the two weeks using this proforma.
Trainees should be using Focused Reflections to consider critical reading they have done with regards to the chosen focus and including academic references in their write up. There are examples of Focused Reflections on the Partnership website. Each Focus should last two weeks. After this another focus is chosen. Focused reflections should continue in the Extension and Enrichment phase.

28. Tools to help you!
This is the PST checklist for UVTs (primary and secondary forms differ slightly, full versions can be found on the Partnership website in the UVT section). UVTs send the form electronically when arranging their visit.
Last year we introduced the PST checklist for UVTs. This is for PSTs to fill in before the UVT visit. It gives the opportunity to identify any issues, both with the trainee and any training needs the PST feel they have. If there are any training issues the UVT can address them in their visit or pass the information back to the Partnership Office. PSTs can ask UVTs to observe them giving feedback to the trainee if they would like feedback on how they do this, or they can observe the UVT giving feedback, or joint feedback can be given. PSTs should use the UVT visit as an opportunity to increase their confidence when working with trainees, UVTs are happy to give advice- please feel free to ask!!

29. Tools to help you!
Ofsted place great emphasis on the quality of feedback from PSTs to trainees. We have made available these resources to support new PSTs who may not be as confident, and for experienced PSTs who might like a refresher. These resources can be found on the Partnership Webpages, in Handbooks, Reports and Documents, filed with the lesson observation feedback template forms.
There is also a two sided written document with helpful hints on giving feedback
This PowerPoint on giving feedback is available for PSTs. It covers tips on giving feedback and how to complete the Exeter Observation Feedback form.

30. Research Partnership Developments
EPRC: ExeterPartner Research Community
Our new community designed to support external partners (including schools) in engaging with research.
We need a named contact who can then be given access to our OneDrive which hosts:
Support materials for schools / teachers who want to conduct their own research.
Information about current projects at Exeter.
Information about Exeter staff expertise and availability for CPD / research support for schools.
Useful links and documents.
SWEET: Chartered College of Teaching Regional Hub
Aims to support teachers in our region to develop classroom practice through the sharing of professional learning, experience and research.
provide opportunities and support for face-to-face professional learning and research activities in the south west;
provide a point of reference for activities and events across the region, with a collaboratively kept calendar of relevant regional events;
host and organize, together with education institutions in the region, events with the Chartered College.
Recent and future SWEET events can be viewed on our web-site. You do not have to be a member of the Chartered College to attend SWEET events.
For further information about either of these initiatives, please contact