The Exeter Model of ITE

Agendas and Focused Reflections


An Agenda is an essential training tool in the Exeter Model of ITE. It is used for self-evaluation of a specific aspect of professional classroom practice and it is intended to help the trainee to become an independent critic of their own teaching, rather than being dependent on others for feedback. Agendas are first and foremost designed as individual training tools to support development and progress.

It is important to note that an Agenda is not the same as a lesson plan. The Agenda focuses on a trainee’s professional development in relation a specific focus, which in turn will be related to one of the Standards for QTS. Agendas develop understanding of specific skills involved in teaching. In preparing an Agenda, a trainee should consider how they will teach, rather than what they will teach or what activities pupils will undertake in the lesson (this is planned for in the episode or lesson plan). It may help to think of an Agenda as a magnifying glass that can be used to examine one aspect of classroom practice in detail.

Trainees prepare, carry out and evaluate two Agendas each week until they reach the ‘Developing Independence’ stage of their teaching.

Focused Reflections

Having previously used Agendas to focus on very specific areas of practice, in the Developing Independence phase trainees start to think about their classroom practice in a more holistic way and begin to make stronger connections between theory and practice. We expect trainees to broaden and deepen their focus and widen the evidence gathered to inform their critical evaluation.

Trainees select a particular Learning Focus for Focused Reflection and this becomes the focus of attention for two weeks. At the end of this period trainees write one synoptic evaluation, drawing on all the training tools that they have used (Demonstrations and Agendas, Work Scrutiny, additional observation, Framework for Dialogue) as well as their academic reading on the selected theme.