1. Introduction to the model
Exeter Model of ITE
WELCOME
Explain that there was a revision to the model in 2007 so those who went through the system previously will not know it all!!
Introduction to the model

2. Aims Explain the roles involved Introduce the Framework for Dialogue
about Teaching
Provide a brief overview of the training
and assessment tools

3. Our Partnership: Who’s Who!
Trainee
PST – Principal Subject/School Tutor
Mentor – from a different
subject area/key stage
ITEC – Initial Teacher
Education Coordinator
UVT – University Visiting Tutor
Very brief one sentence definition of each one…
All roles interlink, hence the generic training
Even if filling in one form is the responsibility of one person, others all contribute to it
PARTNERSHIP

4. Theory behind the Exeter Model
Reflective Practice:
Critical reflection
Socio/Cultural Theory:
Situated learning
Scaffolded Learning
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 deliberate 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.
[Add notes from Nigel Skinner when available]

5. Framework for Dialogue about Teaching
Talk about how to use this version laminate
Stress that the questions aren’t intended to be threatening, nor do all need asking every time…..etc.etc.etc…….
Coffee after this…………

6. Learning to Teach Developing Independence Consolidating Practice
Enrichment
Anticipating Practice
Beginning Practice
Nb: first phase now called Anticipating Practice
Phased progression
Fuzzy boundaries
Individual progress rates
OPTIONAL enrichment for stronger trainees to maintain training challenge stress that most will reach this
Briefly introduce Profile Descriptors
Sept Nov Jan March May

7. Training Tools: Agendas
2 each week
Trainees spotlight area of
their own practice
Non-evaluative annotations
Different from a lesson plan
(Lesson plan also needed)
Focused
Detailed
Look at blank agenda proforma
Look at example of an annotated agenda annotation

8. Training Tools: Lesson Demonstrations
Lesson Observations – with formal
feedback against the Standards at
least once a week
Weekly Development Meeting
(with PST)
Supervisory Conference
(with mentor)

9. Personalised Learning
Prior experience
SAS TA
Overseas (voluntary) work
Individual needs
BME
Disability (inc reasonable adjustment)
Talk about the rate of progress that they might see from those who already have had some school experience
Talk about need to balance the trainee’s ‘know it all’ attitude with an acknowledgment that actually they might know something!!!!
Talk about the need for them to evidence their achievements in your context but an expectation that they may do this somewhat faster than other trainees
Talk about Sara Bennett, ‘levelling the playing field’, reporting racism
Talk about us informing schools about disability only if trainee agrees (inc dyslexia)
Talk about some medical conditions that require some specific adjustment (high stool for back injury, room with windows for SAD sufferer) and that the school needs to meet those requirements or it is against the disability discrimination act, but that I have a say in what is and isn’t reasonable…and we will talk with schools individually about this although might not be able to tell the reason for the adjustment

10. Tracking Progress Individual Development Portfolio Purpose of the IDP
Trainees given an index page
Not all evidence needs to be paperwork, but must be verifiable

11. Grading for Ofsted Outstanding!
Talk about the difference between being a ‘teacher’ and being a trainee
If you think very good…then tick outstanding!!!
Variety of people making the assessment and then a final grade is calculated by the university
Look at grades in handbook and on laminate
STRESS that they don’t have to meet all the criteria

12. Achieving the Standards
Final Summative Report
MUST be completed by the due date even if the trainee is very close to meeting the standards but hasn’t yet……..it is possible to send a new FSR with a ‘passed the standards’ comment right up until July 1st if the trainee improves ‘consistently’ but still ISSUE THE FSR BY THE DATE DUE (18 June 2010) no matter who tells you otherwise!