1. Training Tools
These are the tools that help plan the trainee’s placement, they are the day to day ‘nitty gritty’ of the placement. Trainees may refer to the tools as their ‘paperwork’. The tools give structure and allow the PST/Mentor and trainee to know what they should be doing each week. If you get confused or are not sure then check the Quality Assurance Record (QAR) which lists which tools you should be using each week.

2. Keeping Track! Outline of weekly training input plus Quality Assurance Record
Key Paperwork for each role- the various forms are explained in this section
All roles: Quality Assurance Record (QAR)
PST: Weekly development meeting record, lesson observation form, Agenda form, PST Work Scrutiny Record Sheet, PST Checklist for UVT visit
Mentor: Supervisory Conference Action Plans (completed in supervisory conferences), Pupil Learning Story, FRAPs (Formative Reflection on Achievement and Progress), Final Summative Report (FSR), CEDP
UVT: UVT visit record, lesson observation form, PST checklist for UVT visit
ITEC: Professional Studies topics (see handbook section 5 and QAR), quality assure other paperwork including FRAPs, give Checklist for UVT visit to PST
You can download the paperwork from:
Please note: The paperwork is the responsibility of the trainee. The trainee completes and keep all of the forms. If you are observing a trainee they should bring you the form to fill in, the trainee should complete the records of their meetings. The trainee should provide their QAR for you to sign.
The QAR lists week by week what needs to happen. It is really useful to find dates of when FRAPs are due, when supervisory conferences should happen, and when UVTs will visit.
Trainees complete weekly development meeting records with their PST, and Action Plans with their mentors as a record of the meetings. The trainee then files these in their IDP (Individual development portfolio).
The only paperwork that is sent to the university from the school are the FRAPs (3,4) (and FRAP 2 for School Direct distance trainees) and the FSR
UVTs must send a copy of their visit record and observation to the university, leaving the original with the trainee

3. QAR task: Download the QAR and find answers to these questions!
Keeping Track! Outline of weekly training input plus Quality Assurance Record
QAR task: Download the QAR and find answers to these questions!
Read through the Quality Assurance Record to find the answers to the following questions:
How long does the Weekly Development Meeting last?
When does the Spring placement start and end?
When is the first Supervisory Conference?
When does the UVT visit?
When do Mentors contribute to FRAP 2?
What is the deadline for FRAP 3?
Which Professional Studies sessions take place in the Spring term?
When is the FSR deadline?
You can download the QA Records from:

4. 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 trainee’s beliefs might affect how they deal with it. It can be used in Supervisory Conferences and Weekly Development Meetings.
Schools and national
policies
Attitudes, expectations and
ethos
Working with others
Trainees
Pupils
Teachers

5. 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
Trainees taking the optional leadership strand complete a Framework task about Leadership in Education
The Framework is there for you to use with trainees as and when you/ they feel it is appropriate.

6. Planning the trainee’s timetable- Primary
60% contact time in the Spring term- this is the time in the classroom and can include demonstrations, observations, team teaching (especially if a paired placement), and smaller group work as well as whole class teaching, either episodes or complete lessons. In the spring it is helpful if non-contact time is in substantial chunks so that trainees can complete their research informed study.
In the summer term increases to 65%-75%, and trainees should be taking whole lessons rather than episodes at this point as they develop independence. They can still be involved with team teaching though, especially if working with SATs groups.
Based with PST but should also have the opportunity to experience all year groups across the key stage. PST should assist with arranging demonstrations in other year groups.
Should have the opportunity to teach all subjects, including PE.
The PST is responsible for arranging the trainees’ timetable. Information on the requirements are above, if you have any concerns or questions please speak to your ITEC or the partnership office

7. Planning the trainee’s timetable- Secondary
In the spring term trainees have 12 hours contact time. Contact time is any time spent in the classroom, and initially will be a mix of teaching episodes, team teaching with the class teacher, smaller group work and the trainee observing the class teacher .
By the summer term teaching time goes up to 15 hours per week and should be mainly whole class teaching as the trainee develops independence in the classroom.
Trainees should be timetabled to teach their subject across key stage 3 and 4, with key stage 5 experience in schools with 6th Forms. Trainees do not need to be given independence with year 11 or 6th Form groups, but they do need to experience them.
Trainees should be based in lessons with their PST for at least 50% of the trainees teaching time.
The PST is responsible for arranging the trainees’ timetable. Information on the requirements are above, if you have any concerns or questions please speak to your ITEC or the partnership office

8. 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

9. Training Tools: Weekly Development Meeting
Review the week
Set new targets
This is what the form looks like. There is a separate form for primary and secondary. In the Developing Independence phase a different WDM form is used (this is shown in the Developing Independence Phase PowerPoint).
Plan next weeks demonstrations/ agendas and observations

10. Training Tools: Lesson observations
At least 1 formal observation per week, (use the Quality Assurance Record to plan when observations should take place).
Focus on the impact of teaching on pupil learning
Other observations by PST or other teachers, giving written or verbal feedback
Trainees should bring a lesson observation form with them to the lesson you are observing. It can be typed or hand written and should be returned to the trainee as soon as is practical. Please talk through your comments with the trainee so that they are clear about how to improve. There is useful advice about giving feedback on the partnership webpages in the section with the observation form in ‘Handbooks, reports and documents’.

11. Training Tools: Lesson observations
The first page of the lesson observation form provides a free flow box for you to comment on the lesson, with prompts at the side

12. Training Tools: Lesson observations
The second page allows you to summarise strengths and areas for improvement, and to comment on impact on pupil learning

13. 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.

14. Training Tools: Demonstrations of aspects of teaching
When trainees are watching a demonstration they should complete a Demonstration and Looking at Learning proforma shown here. They can discuss what they have seen in the Weekly Development Meeting.

15. 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.
Agendas are the chance for the trainee to try out teaching methods that they have watched through the demonstrations. The trainee writes down what they will do using the agenda proforma. This is separate from a lesson plan and lists just what will be done in relation to the chosen focus. The observer writes down exactly what happens on the right hand side. Don’t use any evaluative comments, just say whether the trainee did what they planned to. The trainee will then evaluate their agenda. There is a quick audio guide with a chance to try out an agenda at: or

16. Training Tools: Agendas
Trainee writes what they are going to do on the left hand side
This is what the Agenda form looks like.
Observer to comment on what the trainee actually does here

17. 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.

18. Training Tools: PST Work Scrutiny
Once a month in place of an observation PSTs complete a PST work scrutiny
They will examine a sample (max. 5) of pupils’ work (this could be written work or whatever has been produced by the pupils in the lesson) from a lesson that the trainee has taught.
PSTs decide how to select the sample e.g. random; PP pupils; pupils on SEND register; etc.
PSTs will jot down on the form any observations about the learning of the pupils shown in their work and also comment on how the trainees’ marking/ comments have allowed pupils to make progress (as appropriate)
PSTs will discuss their findings with the trainee at the next Weekly Development meeting
The proforma can be found at

19. Training Tools: PST Work Scrutiny
The PST uses the prompt questions to jot down notes in the two boxes on the form
The proforma can be found at

20. 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