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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

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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 roleby:

Explaining the training roles involved

Introducing the Teachers’ Standards and explaining how trainees are assessed against them

Introducing the training tools and documentation

Considering some good mentoring and

coaching skills

Introducing the materials available for

reminders and further details

our trainees greatest resource you
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 Programmes

  • The 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 integrated
    • Professional Learning
  • NB The PGCE is a Masters level course

The theory behind the Exeter Model of initial teacher education

  • Socio/Cultural Theory:
  • Situated learning
  • ScaffoldedLearning
  • Reflective Practice:
  • Critical reflection

Our Partnership:Who’s Who!


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 routines

Provides aspects of training through discussion, explanation and demonstration

Observes and gives feedback on teaching – written and verbal

Holds weekly one-hour meeting to review progress and set targets

Contributes to assessment: formative and summative

Principal School/Subject Tutor
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

ITE Coordinator
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

University Visiting Tutor

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

Developing Independence

Consolidating Practice


Beginning Practice

Anticipating Practice

Sept Nov Jan March June


Personalised Learning

  • Prior experience
    • Aspirational Teachers Programme
    • Teaching Assistants
    • Overseas (voluntary) work
  • Individual needs
    • Black and Minority Ethnic
    • Disability (inc reasonable adjustment)

Tracking and assessing trainee progress

All evidence will be found in Individual Development Profile (IDP)

Interview & pre-course tasks and grades

Lesson observations

Weekly Development Meeting Records

Action Plans

Formative Reflection on Achievement and Progress

Final Summative Report

Assignment 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

Framework for Dialogue about Teaching

Understanding Learning and Development

Subject Knowledge

  • Theories of learning
  • and development
  • Progression
  • Assessment
  • Academic Knowledge
  • Curricular Knowledge
  • Pedagogic Knowledge

Teachers’ Standards

Professional Knowledge and Enquiry

Framework for Dialogue about Teaching

  • Professional Values and behaviour
  • Teaching
  • Standards for Professional and Personal conduct
  • Research
  • Theory
  • Aspirational practice

Values and Beliefs

School Communities

  • Schools and national
  • policies
  • Attitudes, expectations and
  • ethos
  • Working with others
  • Trainees
  • Pupils
  • Teachers
framework for dialogue about teaching
Framework for Dialogue about Teaching

The Framework may be used in:

  • Planning
  • Evaluating
  • The Weekly Development meeting
  • The Supervisory Conference
  • UVT visits
  • For primary trainees it also provides a structure for the Framework Tasks for EAL, Modern Languages and PE

Training Tools: Weekly Development Meeting

  • PST with trainee (or pair together)
  • One hour a week, timetabled
  • Use 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: Demonstrations of aspects of teaching

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: Lesson observations

  • At least 2 formal observations per
  • week, using the Lesson Observation
  • pro forma and related to the Teachers’ Standards
  • Focus on the impact of teaching on pupil learning
  • Other observations by PST or other teachers, giving written or verbal feedback

Training Tools: Agendas

2 agendas each week

Weekly targets identify areas of trainee’s

practice for observer to focus on

Different from a lesson plan (lesson plan also needed)

Trainee plans how the focus will be demonstrated

10 – 15 minutes long

Non-evaluative annotations on focus

Detailed: what trainee says/how pupils respond/timing etc.


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?

the training cycle
The training cycle

New targets for development

Supervisory conference

Training input through demonstrations

Weekly development meeting


Trainee models

Trainee observed/agenda/evaluation


Training Tools: Supervisory Conference

Three one-hour-long meetings per term, one-to-one with


Documentation submitted in advance:

  • Two annotated and evaluated agendas + relevant lesson plans, pupils’ work etc.
  • Individual Development Portfolio
  • (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:
  • Develop critical evaluation based on agendas, using Framework
  • Complete Action Plan together
  • (Prior to assessment points) interrogation of evidence presented in FRAP Part 1 and completion of Part 2.



Check understanding

  • Look through the PST/Mentor/ITEC checklists to ensure understanding of what is expected
  • Any questions?

Discussions in pairs


Choose 3 Agenda foci and plan a demonstration for each

Write a list of activities where the trainee can learn by working with you in the classroom

How will you help trainee to assess pupil learning?


List advantages and disadvantages of not observing lessons

What are the advantages of mentoring someone from a different discipline/class?

Practice holding a Supervisory Conference. A describes part of a recent lesson, B asks the what, why, what now questions. Use Framework for Dialogue.

How will you structure this hour? Suggest timings


Scenario 1 to debate

  • PSTs
  • 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 debate

  • PSTs
  • 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 debate

  • PSTs
  • 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