exeter model of ite
DESCRIPTION
Exeter Model of ITE. Induction for ITE Coordinators, Mentors, Principal School/Subject Tutors and University Visiting Tutors. Aims of the day. We aim to give you an overview of the main points of your role by: Explaining the training roles involved - PowerPoint PPT PresentationTRANSCRIPT
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Exeter Model of ITEInduction for ITE Coordinators, Mentors, Principal School/Subject Tutors and University Visiting Tutors
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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
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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
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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
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The theory behind the Exeter Model of initial teacher education
Socio/Cultural Theory: Situated learning Scaffolded Learning
Reflective Practice: Critical reflection
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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
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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
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Mentor
Facilitates trainees’ reflection through questioning in the supervisory conference
Does not observe the trainee
Contributes to assessment
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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
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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
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Standards and Assessment
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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
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Profile Descriptors
Sept Nov Jan March June
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Prior experience Aspirational Teachers
Programme Teaching Assistants Overseas (voluntary) work
Individual needs Black and Minority Ethnic Disability (inc reasonable adjustment)
Personalised Learning
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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
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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
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Training Tools
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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
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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
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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
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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
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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
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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
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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?
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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)
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The training cycle
Standards
New targets for development
Training input through
demonstrations
Trainee models
Trainee observed/agenda/
evaluation
Weekly development
meeting
Supervisory conference
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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
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I’ve forgotten what you said!
DBS CHECKS
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www.socialsciences.exeter.ac.uk/education/partnership/
https://www.education.gov.uk/publications/eOrderingDownload/teachers%20standards.pdf
@exeterpartner
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Check understanding Look through the PST/Mentor/ITEC checklists
to ensure understanding of what is expected
Any questions?
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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
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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”
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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.
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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
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Any questions?