Date post: | 30-Dec-2015 |
Category: |
Documents |
Upload: | shelly-forbes |
View: | 33 times |
Download: | 0 times |
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 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
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 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 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 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
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 progress
All evidence will be found in Individual Development Profile (IDP)
Interview & pre-course tasks and gradesLesson observationsWeekly 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
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:
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
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: 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’
Standards
Focus on the impact of teaching on
pupil learning
Other 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 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.
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 with
Mentor.
Documentation submitted in advance:
1. Two annotated and evaluated agendas + relevant
lesson plans, pupils’ work etc.
2. Individual Development Portfolio
3. (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?