1. 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.

2. 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.

3. 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-
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% (primary) 12 hours (secondary) per week contact time. This rises to 15 hours (secondary) and 65%- 75% (primary) after Easter. This is classroom contact time, and initially will be a mixture of teaching and observation, building to teaching the whole time. 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.

4. 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
University based PGCE and School trainees 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, when on placement they return to the University each term on seminar days to further integrate theory with practice.
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.
School Direct Distance trainees follow an online learning programme whilst they are in school, this like for the University based trainees consists of Curriculum Studies and EPS. This equates to a day a week learning time. School Direct partnerships also run face to face training sessions for their trainees throughout the year.
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.

5. 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

6. 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 have a critical discussion, 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

7. School Direct Introduction
If you have no School Direct trainees you may move straight to PowerPoint 2.
School Direct training has a few differences to university based trainees. The next slides explain what the School Direct training route is, and how it fits in with the Exeter Model of ITE.

8. How is School Direct the same as PGCE?
The same entry requirements: e.g. 2:2 and above in first degree; must pass skills tests before entry
School Direct Fee-paying trainees pay the same fees as PGCE trainees at the provider; the fee is split between the school and the provider
Trainees are registered with the university
Trainees must meet the Teachers’ Standards at QTS level
Trainees need experience in at least two schools which should provide a contrasting experience
For schools working with the University of Exeter, schools and trainees use the Exeter model of Initial Teacher Education to support trainees’ learning
Completing a PGCE via School Direct gives exactly the same qualification as the core PGCE programme. Exeter prefers a 2:1 from graduates, this includes School Direct.

9. How is School Direct different from core PGCE?
Schools work in partnership with an ITE provider, but School Direct is school-led
Lead schools bid for their own quota via the DfE, recruit and select the trainees
Trainees ‘belong’ to the Lead School / alliance of schools and spend more time in school
Schools are responsible for more of the training, in some models
The Lead School arranges the school placements
Initially the intention was that trainees would be employed within the alliance, this is no longer a requirement
With School Direct the Lead School is responsible for the training of the trainee. The Lead School will have a training plan for trainees that complements the online modules set by the University. The Lead School plans the placements for the trainee, decides the dates of when the second school experience will occur in the year, and is responsible for letting the University know which staff are involved with trainees.

10. Communication structure for SD
Lead School
Provider (Exeter)
Alliance school: Home placement
Alliance school: Contrasting placement
The Lead School is the school that has advertised the training vacancies and recruited the trainees. The University contacts the Lead School to chase documentation and to quality assure the trainee’s experience.
Each School Direct trainee will have two placements, their Home School and their Contrasting placement. The Home School is where the trainee will spend most of their training year. They have to spend a minimum of 6 weeks in a contrasting placement, this is often in the Spring Term, but is entirely up to the Lead School to negotiate dates.
It is important that even if you are not the main school that all staff working with the trainee are familiar with the Exeter Model and that all paperwork/ activities are completed each week.
If you are either the Home School or Contrasting Placement School and you are aware that staffing has changed for the trainee then you must let the Lead School know.

11. School Direct routes for schools working with University of Exeter
FEE PAYING
@ Exeter
Distance Learning
SALARIED
The University of Exeter has different routes for those on School Direct. Most trainees are fee paying. Those doing School spend a term at the University and get most of the academic input from face to face lectures and seminars. Those doing Distance Learning complete academic work through online modules. They spend their entire year in placement schools.
With School Direct there is the option of having salaried trainees. They are employed by the school and are paid as an unqualified teacher. This means they are not eligible for bursaries. Salaried trainees follow the School Direct Distance Learning model.

12. @ Exeter Start in school 1 at beginning of Autumn term
Taught course along with PGCE mainstream trainees, including Masters level assignments
Two week November placement in school 1 in line with PGCE mainstream trainees
Contrasting 2nd placement, minimum of 6 weeks, arranged by lead school
Attend seminar days at University in the Spring and Summer terms
Contact time: 12 – 15 hours classroom for Secondary; 60% - 75% for Primary.
Supervised by classroom teacher
Eligible for training bursaries and student loans
@Exeter trainees have their academic input in the same way as those PGCE trainees on the university led taught course. School trainees should follow the QAR and handbook for the mainstream primary/ secondary programmes.
They will have been in to their home school in September prior to attending the university course. They attend lectures at the university for the majority of the Autumn term. These trainees will go to their main school for 2 weeks in November in line with the mainstream PGCE taught programme completing their two weeks induction for school 1. The School trainees also return to the university for seminar days in the Spring and Summer terms.
The timing of the second school placement is up to the lead school. School trainees have the same contact time as mainstream PGCE trainees.

13. Distance Learning Based entirely in school for academic year
Contact time: 12 – 15 hours classroom for Secondary; 60% - 75% for Primary.
Equivalent of one day per week for distance learning
Supervised by classroom teacher
2nd placement of minimum of 6 weeks arranged by lead school
Undertake studies by distance learning – 2 modules of 30 Masters credits each
Eligible for training bursaries and student loans
School Direct distance learning trainees receive their academic input through online modules. They have one day at the University in September to learn about the Exeter Model. Distance learning trainees should have the same contact time as the mainstream PGCE trainees. They may progress more quickly as they are in school much sooner, but they must still be allowed non contact time. It is suggested that distance trainees have the equivalent of 1 day per week to work on their distance learning modules from the university, distinct from planning time.

14. Salaried Employed by the school as an unqualified teacher
Based entirely in school for academic year
Can work unsupervised
Up to 80% teaching timetable (90% of teaching duties normally required of a full-time qualified teacher)
Adopt the general principles of the Exeter Model
Undertake studies by distance learning – 2 Masters modules at 30 credits each
Salaried trainees differ to the other PGCE trainees as they can work unsupervised, and are likely to have their own class rather than be based with another teacher. Salaried trainees do need non contact time however, to support them with planning, and for them to complete their online work (they complete the same modules as the non-salaried distance learning trainees).
Salaried trainees should be allowed opportunities to complete the activities of the Exeter Model such as observations, agendas and demonstrations. Schools offering salaried programmes should agree specific arrangements with the university Partnership Office.