Exeter Model of ITEInduction for ITE Coordinators, Mentors, Principal School/Subject Tutors and University Visiting Tutors

We aim to give you an overview of the main points of your role by:

Explaining the training roles involvedIntroducing the Teachers’ Standards and explaining how trainees are assessed against themIntroducing the training tools and documentation Considering some good mentoring and

coaching skills Introducing the materials available for

reminders and further details

Aims of the day

Our trainees’ greatest resource - You!

What experience do you already have of working with trainees in Initial Teacher Education?What role will you be taking with the trainee? What skills do you think you have/need to be good at coaching and mentoring in any of these roles?In pairs decide on your ‘top 5’ skills

PGCE ProgrammesThe programme has three integrated components:

Curriculum Studies• All trainees study their specialist/main subject• Primary trainees only: Curriculum Studies

covering the ‘primary curriculum’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 integratedProfessional Learning

NB The PGCE is a Masters level course

The theory behind the Exeter Model of initial teacher education

Socio/Cultural Theory: Situated learning Scaffolded Learning

Reflective Practice: Critical reflection

Our Partnership:Who’s Who!

Trainee Principal School/Subject Tutor – PST Mentor – in secondary, from a different subject area; primary, from a different class Initial Teacher Education Coordinator – ITEC University Visiting Tutor – UVT

Principal School/Subject Tutor

Inducts trainee(s) into class routinesProvides aspects of training through discussion, explanation and demonstrationObserves and gives feedback on teaching – written and verbalHolds weekly one-hour meeting to review progress and set targetsContributes to assessment: formative and summative

Mentor

Facilitates trainees’ reflection through questioning in the supervisory conference

Does not observe the trainee

Contributes to assessment

ITE Coordinator

Oversees and manages ITE in school

Is the main link for communication between the university and school

Oversees quality assurance and provision of good quality training

Oversees Professional Studies programme in school

University Visiting Tutor

Makes 1 visit in Spring term and 1 in Summer term

Maintains email contact with ITE Coordinator and other staff where appropriate to provide support and guidance throughout the placement

Standards and Assessment

Teachers’ Standards

Read through the Standards

Choose one and consider how it could be interpreted differently in the training year and at your own level

Discuss with others on your table

Profile Descriptors

Sept Nov Jan March June

Prior experience Aspirational Teachers

Programme Teaching Assistants Overseas (voluntary) work

Individual needs Black and Minority Ethnic Disability (inc reasonable adjustment)

Personalised Learning

Tracking and assessing trainee progressAll evidence will be found in Individual Development Profile (IDP)

Interview & pre-course tasks and gradesLesson observationsWeekly Development Meeting RecordsAction Plans Formative Reflection on Achievement and ProgressFinal Summative ReportAssignment grades

Tracking Progress – trainees giving concern

Cause for Concern letter: • May be issued at any time• Gives the trainee formal notice (and

clarity) of areas of concern• Is issued jointly by Mentor and UVT• Contains clear action plan• Final deadlines: Secondary 16 May, Primary 23 May

Training Tools

Framework for Dialogue about Teaching

Framework for Dialogue about

Teaching

• Academic Knowledge• Curricular Knowledge• Pedagogic Knowledge

• Theories of learning

and development• Progression• Assessment

Understanding Learning and Development

Subject Knowledge

Professional Knowledge and Enquiry

School Communities

Values and Beliefs

Teachers’ Standards

• Research• Theory• Aspirational practice

• Schools and national policies• Attitudes, expectations

and ethos• Working with others

• Trainees• Pupils• Teachers

• Professional Values and behaviour

• Teaching• Standards for

Professional and Personal conduct

Framework for Dialogue about Teaching

The Framework may be used in:PlanningEvaluatingThe Weekly Development meetingThe Supervisory ConferenceUVT visits

For primary trainees it also provides a structure for the Framework Tasks for EAL, Modern Languages and PE

PST with trainee (or pair together) One hour a week, timetabledUse Framework for Dialogue about Teaching to review progress and plan progression and set targets Monitor Framework tasks (primary) Complete Weekly Development

Meeting Record together Complete the Quality Assurance

Record

Training Tools: Weekly Development Meeting

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

Training Tools: Demonstrations of aspects of teaching

At least 2 formal observations per week, using the Lesson Observation pro forma and related to the Teachers’

StandardsFocus on the impact of teaching on pupil learningOther observations by PST or other teachers, giving written or verbal feedback

Training Tools: Lesson observations

2 agendas each week Weekly targets identify areas of trainee’s

practice for observer to focus onDifferent from a lesson plan (lesson plan also needed)Trainee plans how the focus will be demonstrated10 – 15 minutes longNon-evaluative annotations on focus Detailed: what trainee says/how pupils respond/timing etc.

Training Tools: Agendas

Task: Packing Away Agenda

Annotate the agenda using the video clip)Compare your annotations with a colleague Are the annotations non-evaluative and do they stick to the focus?

Prompts for helping trainees with evaluation and critical reflection

Description WHAT? Brief description of what happened during the episode relative to Agenda focus

Explanation WHY? Why do you think things happened the way they did? What did you do/not do which caused it?

Justification WHY? Why did you do it that way/respond like that? (looking for underlying principles)

Reformulation WHAT NOW? What are the consequences of what you’ve learnt from this for future teaching? Future target(s)

The training cycle

Standards

New targets for development

Training input through

demonstrations

Trainee models

Trainee observed/agenda/

evaluation

Weekly development

meeting

Supervisory conference

Three one-hour-long meetings per term, one-to-one withMentor.Documentation submitted in advance:1. Two annotated and evaluated agendas + relevant

lesson plans, pupils’ work etc.2. Individual Development Portfolio3. (Prior to assessment points) read Formative

Reflection on Achievement and Progress (‘FRAP’) Part 1 completed by trainee justifying achievement and progress through reflection based on evidence.

Process:4. Develop critical evaluation based on agendas, using

Framework5. Complete Action Plan together6. (Prior to assessment points) interrogation of

evidence presented in FRAP Part 1 and completion of Part 2.

Training Tools: Supervisory Conference

I’ve forgotten what you said!

DBS CHECKS

www.socialsciences.exeter.ac.uk/education/partnership/

https://www.education.gov.uk/publications/eOrderingDownload/teachers%20standards.pdf

@exeterpartner

Check understanding Look through the PST/Mentor/ITEC checklists

to ensure understanding of what is expected

Any questions?

Discussions in pairsPSTs1. Choose 3 Agenda foci and plan a demonstration for each 2. Write a list of activities where the trainee can learn by working

with you in the classroom3. How will you help trainee to assess pupil learning?

Mentors4. List advantages and disadvantages of not observing lessons5. What are the advantages of mentoring someone from a

different discipline/class?6. Practice holding a Supervisory Conference. A describes part of

a recent lesson, B asks the what, why, what now questions. Use Framework for Dialogue.

7. How will you structure this hour? Suggest timings

Scenario 1 to debatePSTs Your trainee is very comfortable working with small

groups and individual children and taking the register. They keep making excuses for not taking more of the lesson. What strategies could you use to both encourage and move them forward constructively

Mentors The trainee complains that the PST is making

“unreasonable demands”

Scenario 2 to debatePSTs Your trainee has lots of experience in schools and

has worked as a Teaching Assistant previously. They are keen to teach whole lessons immediately but you feel it is more appropriate for them to teach smaller episodes.

Mentors The trainee never produces the correct paperwork,

despite frequent requests and many promises. The PST says the trainee is doing well.

Scenario 3 to debatePSTs The trainee is making reasonable progress but leaps

on constructive criticism and fails to take the positive comments on board. They are getting anxious and upset.

Mentors The PST is very committed to the Exeter Model of

ITE but other departmental colleagues are very reluctant to support the trainee as the model requires

Any questions?