Practical Support
The Exeter Model of ITE
The Exeter Model of Initial Teacher Education offers a Research-Inspired approach to learning to teach that enables progressive development to mastering the skills and knowledge required of teachers as codified in the Teachers’ Standards. The model is firmly rooted in principles derived from sociocultural theories of learning. These are that learning to teach requires:
- Activity situated within the school context (‘Community of Practice’ – see Lave and Wenger, 1991)
- Opportunities for dialogue with others, particularly those more experienced (see Vygotsky, 1978)
- Scaffolded progress towards independent practice (see Bruner, 1978)
- Tools to make sense of the knowledge, skills and social and political contexts of teaching (see Engeström, 1999)
- Deliberately reflective thinking about teaching and learning, strengthened through engagement in classroom research.
- Understanding that contradictions (eg between theory and current practice or between a teachers' view and a trainees' expectations) are stimuli for exploration of why these differences occur and for new thinking and practice. They are points of creative growth for individuals and ultimately for the system.
Formative Reflection on Achievement and Progress (FRAP)
Each phase in the Exeter Model is assessed by a Formative Reflection on Achievement and Progress. Trainees collect evidence against a profile descriptor for each phase. FRAPs can be submitted whenever the trainee is demonstrating consistency within the phase and the trainee move into the next phase of their learning.
For progress to be considered satisfactory at each Formative Reflection on Achievement and Progress trainees should be working comfortably and consistently, with appropriate progress in respect of the relevant profile descriptor for that phase. Opportunities within schools vary, as do rates of learning. The Lead and Reflective Mentors will support trainees to identify the learning opportunities they require to progress through the phase.
Completing the FRAP is an ongoing process, so trainees should view it as a live document. At each Reflective Conversation with the Reflective Mentor the FRAP will be looked at to indicate progress within the phase. This supports trainees to know when they have met the requirements of the phase and are therefore ready to submit the FRAP with the agreement of the Lead Mentor and ITEC Should trainees not have met the phase requirements by the FRAP deadline an action plan will be issued to support them in meeting these.
Should there be concern that a trainee would not meet the standards by the FSR deadline a Cause for Concern would be issued instead.
The templates are taken from the IDP to guide mentors during Weekly Development Meetings and Reflective Conversations.
Anticipating Practice (AP)
Primary PGCE and School Direct @Exeter AP FRAP Template
Primary School Direct Distance AP FRAP Template
Secondary PGCE and School Direct @Exeter AP FRAP Template
Secondary School Direct Distance AP FRAP Template
Beginning Practice (BP)
The Exeter Model Framework
Demonstration and Agenda IDP Templates
Lesson Observations
Supporting Trainees IDP Templates
Providing Feedback to Trainees
The IDP is an online resource used by the trainee, school staff and university staff supporting the trainee; it is the trainees' responsibility to keep it current and up to date. The IDP is used alongside the Phase Instructions and Profile Descriptors to ensure that trainees and school staff know what needs to be completed each week.
Evidence of teaching activities carried out by the trainee are submitted onto the IDP on a regular basis, along with informative notes from the Weekly Development Meetings (WDMs) and Reflective Conversations. The Formative Refection on Achievement and Progress documents (FRAPs) are an ongoing assessment against the Profile Descriptors; their evidence and progress is logged on the IDP and discussed during learning conversations.
Guidance on using the IDP can be found here
Lesson Plan Templates
Scaffolded Lesson Plan Template (Primary)
Scaffolded Lesson Plan Template (Secondary)
Beginning Practice Lesson Plan Template
Consolidating Practice Lesson Plan Template
Developing Independence Lesson Plan Template
Examples of Enrichment Activities
Primary
Examples of Enrichment Activities (Primary)
Secondary
School-Based Professional Studies Materials
This link will take you to the programme outline for the School-Based Professional Studies sessions. We have provided suggested seminar plans and associated materials for many of the sessions, to support your delivery of the programme. However, we know that many schools have developed excellent materials of their own, so please feel free to use your own plans and resources.
http://socialsciences.exeter.ac.uk/education/partnership/professional_studies/
In the Exeter Model, mentoring resides in the complementary roles of several tutors within the clearly defined model of trainee learning. Each of these, the ITE Coordinator (ITEC), Reflective Mentor, Lead Mentor, Personal Tutor and the University Visiting Tutor, has a different role to play in supporting the trainees.
A mentor must understand the course structure and requirements. The trainee curriculum is founded on the phases of development. Trainees move from Anticipating Practice, through Beginning Practice, Consolidating Practice, Developing Independence and (in some cases) Extension and Enrichment. Each phase has a descriptor (and these are available here). These outline the declarative (know that) and procedural (know how) knowledge that trainees are expected to develop in each phase. These descriptors define the content of the curriculum. The curriculum incorporates the DfE mandated Core Content Framework for ITT which forms a ‘minimum entitlement’ for trainees, but goes significantly beyond it.
To enable for succession planning, schools need to identify and support aspiring ITT mentors to help ensure the steady supply of mentors and to strengthen the quality of ITT within our partner schools. Please use the poster in the Aspiring Mentors section to encourage interest within your school.
Roles and Responsibilities - ITEC
Roles and Responsibilities - Lead Mentor
Roles and Responsibilities - Reflective Mentor
Roles and Responsibilities - University Visiting Tutor
Roles and Responsibilities - Personal Tutor
For details of the Partnership Office please click here