Exeter Model of ITE

Induction for ITECs, Mentors, PSTs, UVTs and External Examiners

Aims

Explain the roles involved Introduce the Standards Introduce the

Framework for Dialogue about Teaching

Understand the training documents Clarify the assessment process Introduce the materials available for reminders and further details

Our Partnership: Who’s Who!

Trainee PST – Principal Subject Tutor Mentor – from a different subject area ITEC – Initial Teacher Education Coordinator UVT – University Visiting Tutor

The Standards

Progress through all levels of teaching

Q

TS

C

ore

P

ost threshold

E

xcellent teacher

A

dvanced Skills teacher

Tasks: Familiarisation with QTS Standards Behaviour Management:

Select all the standards that you think contribute towards this. List these, with a rationale for their inclusion, to use in a conversation with the trainee about behaviour management at different times during their SBW experience.

Select two standards

that you consider to be

challenging

ones. Describe how a trainee at your school could address these. It will not necessarily be within a lesson.

Theory behind the Exeter Model

Reflective Practice: Critical reflection Socio/Cultural Theory: Situated learning Scaffolded Learning

Framework for Dialogue about Teaching Understanding Learning and Development

•

Theories of learning and development

•

Progression

•

Assessment QTS Standards

•

Professional Attributes

•

Professional Knowledge and Understanding

•

Professional Skills Subject Knowledge

•

Academic Knowledge

•

Curricular Knowledge

•

Pedagogic Knowledge

Framework for Dialogue about Teaching

Professional Knowledge and Enquiry

•

Research

•

Theory

•

Aspirational practice Values and Beliefs

•

Trainees

•

Pupils

•

Teachers School Communities

•

Schools and national policies

•

Attitudes, expectations and ethos

•

Working with others

Literacy example Understanding learning and development Barrier to learning: perceived expectation of belief QTS Standards Promote higher levels of reasoning Q25b

Jesus

Subject knowledge Context: illness seen as consequence of sin

Miracles of

Professional knowledge and enquiry Poetry is the worst taught religion in school Values and beliefs Pupils are ‘switched off’ by Christianity School communities Religious foundation or secular ethos?

Literacy example Understanding learning and development How might you account for progression in the lesson?

QTS Standards Q15: knowing statutory and non-statutory frameworks for teaching

Teaching Poetry

Subject knowledge e.g. poetic form or poetic terminology Professional knowledge and enquiry Poetry is the worst taught aspect of English (Ofsted, 2007) Values and beliefs Some pupils think ‘poetry is for girls’ School communities Info on school ethos: e.g. do they have writers’ visits?

Task: Framework for Dialogue about Teaching

If the topic to be discussed was ‘Behaviour Management’ what issues/questions might arise under each ‘hexagon’

Framework for Dialogue about Teaching

Learning to Teach

Sept Nov Jan March May

Anticipating Practice

University-Based Work Preliminary Experience University taught course Subject Knowledge and Pedagogy Professional Studies  Reflection on Achievement and Progress  Formative Report 1

PGCE Secondary Programme

The programme has three fully integrated components:

Professional Studies School-Based Work Main Subject

PGCE Secondary Programme Professional Studies

The professional studies component introduces key educational ideas and principles within a range of educational contexts.

The component is followed throughout the year with both University and school-based elements and is concerned with classroom issues, whole school issues and the role of education in the wider society.

PGCE Secondary Programme A specialist main subject course

at Masters level forms a major component of the training year. Main subjects available:

Citizenship with Humanities Design and Technology Dance English

with drama or media

Geography ICT History Mathematics Modern Foreign Languages

(French, German & Spanish)

Physical Education Religious Education Science

(Biology, Chemistry, Physics, Science with Psychology)

Beginning Practice

November induction Beginning of January

Short episodes Longer episodes Half lessons

Weeks 1 – 6

Most of lesson Some whole lessons

12 hours teaching

All lessons

Consolidating Practice

During February and March Mostly whole lessons Teacher in the room 12 hours teaching

Developing Independence

April until end of course or Enrichment Whole lessons Teacher allows trainee to be independent 12 – 15 hours teaching

Enrichment

for when the standards are reached; (often after May half term)

Training Tools

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

Task: Agendas

Annotate an agenda using video clip Look at the example with comments and compare your annotation to this

Task: Agendas

Agenda focuses

– identify any that would be appropriate for a trainee to use (a) earlier, and (b) later on in their practice.

Write an Agenda

based on one of the learning focuses. Show it to a colleague and discuss if it really does ‘focus’.

Training Tools: Lesson demonstrations

PST and trainee together decide on the Agenda focuses for the week. Then trainee watches other teachers demonstrate those focuses during lessons. Plan for 2 demonstrations a week

Training Tools: Lesson observations

All teachers

working with the trainee should give regular formal and informal feedback on teaching Feedback may be written or oral (lesson observation proforma provided) Please give sensitive feedback!

Training Tools: Lesson observations

• Using the Lesson Observation proforma Formal written observation should happen on at least 1 occasion per week and must be related to the QTS Standards

Training Tools: Weekly Development Meeting

PST with trainee One hour a week, timetabled Use the PST checklist and complete the Quality Assurance Record Use Framework for Dialogue about Teaching to review progress and plan progression Complete Weekly Development Meeting Record together

Training cycle

Supervisory Conference Weekly Development Meeting New target(s) and learning focuses for Agendas Observed in demonstrations Standards Trainee observed/Agenda /evaluation Trainee models

Training Tools: Supervisory Conference

One-to-one with Mentor Three times a term 1 timetabled hour for each Supervisory Conference Documentation presented 24hrs in advance

Training Tools: Supervisory Conference

Paperwork • 2 annotated agendas with associated lesson plans, evaluations and any other documentation • IDP • Prior to Formative Reports Reflection on Achievement and Progress completed by

trainee

Training Tools: Supervisory Conference

• • • Process Develop critical evaluation based on 1 or 2 Agendas Use Framework for Dialogue about Teaching Complete Action Plan together •

Prior to Formative Report:

Trainee completes RAP which justifies achievement and progress through reflection based on evidence; mentor interrogates the evidence.

Prompts for helping trainees with evaluation and critical reflection

Description Explanation Justification Reformulation WHAT? SO WHAT? WHY?

WHAT NOW?

What was the lesson about and what methods did you use?

So what happened? Why did this happen? Why did you do it that way/respond like that?

What are the consequences of what you’ve learnt from this for future teaching?

Personalised Learning

Prior experience SAS TA Overseas (voluntary) work Individual needs BME Disability ( inc reasonable adjustment )

Tracking Progress

Individual Development Portfolio

Purpose Index provided Other files (SoW, class lists, lesson plans etc)

Tracking Progress University

Interview and pre-course tasks Action Plans at University Reflection on Achievement and Progress, Formative Report 1 Assignment grades Monitoring Formative Reports

Tracking Progress – School-Based Work

Weekly Development Meeting Records Action Plans Reflection on Achievement and Progress Formative Reports 2 to 4 IDP and School-Based Work files

Grading for Ofsted

Outstanding!

Tracking Progress – School-Based Work (cont.)

Cause for Concern (final deadline: 27 May 2011) Enrichment

Achieving the Standards

•

Final Summative Report

I’ve forgotten what you said!

The Exeter Model of Initial Teacher Education

If you have previously worked with trainees from University of Exeter please ensure that you become familiar with the new Exeter Model by following the links, reading the information and addressing some of the tasks found under all of the yellow/orange buttons. The lilac/blue buttons are for anyone wanting to refresh their memory, update their skills or check the procedures. The Standards for the Award of QTS The Framework for Dialogue about Teaching Critical Reflection on Achievement and Progress Tracking Progress Agendas and Evaluation The Weekly Development Meeting

Forms

Primary Secondary Demonstrations The Supervisory Conference Extending Able Trainees Tricky Situations Supporting Struggling Trainees

www.exeter.ac.uk/education/ partnership_with_schools www.tda.gov.uk/teachers/ professionalstandards/st andards.aspx