Transcript Document

Exeter Model
of ITE
Induction for ITECs, Mentors,
PSTs, UVTs and External Examiners
Aims
To consider some good mentoring and
coaching skills
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
QTS
Core
Post threshold
Excellent teacher
Advanced 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.
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
•Academic Knowledge
•Curricular Knowledge
•Pedagogic Knowledge
Framework for
Dialogue about
Teaching
Values and
Beliefs
•Trainees
•Pupils
•Teachers
Subject
Knowledge
Professional
Knowledge
and Enquiry
•Research
•Theory
•Aspirational practice
School
Communities
•Schools and national
policies
•Attitudes, expectations and
ethos
•Working with others
RE example
Understanding
learning and
development
Subject
knowledge
Barrier to learning:
perceived
expectation of belief
Context: illness seen
as consequence of
sin
QTS
Standards
Promote higher levels of
reasoning Q25b
Miracles of
Jesus
Professional
knowledge and
enquiry
Poetry is the worst
taught religion in
school
Values and
beliefs
School
communities
Pupils are
‘switched off’ by
Christianity
Religious foundation
or secular ethos?
Literacy example
Understanding
learning and
development
How might you
account for
progression in the
lesson?
Subject
knowledge
e.g. poetic form or
poetic terminology
QTS
Standards
Q15: knowing statutory
and non-statutory
frameworks for teaching
Teaching
Poetry
Professional
knowledge and
enquiry
Poetry is the worst
taught aspect of
English (Ofsted,
2007)
Values and
beliefs
School
communities
Some pupils
think ‘poetry is
for girls’
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
Dance
Design and Technology
English with drama or media
Geography
History
ICT
Mathematics
Modern Languages (French, German & Spanish)
Physical Education
Religious Education
Science (Biology, Chemistry, Physics, Science with Psychology)
Beginning Practice
Lesson time
November induction
Beginning of January
Short
episodes
Longer
episodes
Half
lessons
Most of
lesson
Some
whole
lessons
Weeks 1 – 6
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
The Best Mentor
• Think about someone who was a really
good mentor to you.
(If there really hasn’t been anyone, then think about
what a bad one needed to ‘reverse’ to be good!)
• Make a list of the things that made them so
good
• With colleagues on your table, share those
positive mentoring characteristics and decide
on the ‘top 5’
• Write these onto the coloured paper and
display as indicated
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?
What was the lesson about and
what methods did you use?
SO WHAT?
So what happened? Why did this
happen?
WHY?
Why did you do it that
way/respond like that?
WHAT NOW?
What are the consequences of
what you’ve learnt from this for
future teaching?
• Read through the list of example questions
• Watch the clip of the coaching conversation
between Max and Ellen
• In groups, Try to identify points where Ellen
might have asked Max a question
• Use the list of questions to try and identify
which would be useful at each of your chosen
points in the conversation
• Place these on the transcript
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: 25 May 2012)
Enrichment
Achieving the
Standards
• Final Summative Report
I’ve forgotten what you said!
www.exeter.ac.uk/education/
partnership_with_schools
www.tda.gov.uk/teachers/
professionalstandards/stand
ards.aspx
@exeterpartner