The Exeter Model of ITE
Formative Reflection on Achievement and Progress
At four points in the programme, published in the Course Diary, trainees are required to complete a Formative Reflection on Achievement and Progress (FRAP) where they comment on their progress against the appropriate Profile Descriptor for that phase. This is an important aspect of assessment and is a key indicator of a trainee's commitment to their own professional development.
The trainee submits the document to the Mentor who will discuss it with them and then add their own comments to complete the form. The FRAP is given to the ITE Coordinator for submission to the Partnership Office at firstname.lastname@example.org
Trainees are asked to set targets for their development in negotiation with their Personal Tutor and Mentor and record them on Action Plans throughout the programme. For progress to be considered satisfactory at each Formative Reflection of Achievement and Progress trainees should be working comfortably and consistently in the classroom, with appropriate progress in respect of the relevant phase descriptor. Opportunities within schools vary, as do rates of learning, and it is not essential to have completed every aspect of each phase by the time that the related FRAP is completed. Areas for further development should be clearly indicated on each FRAP form so that trainees are given support and suitable opportunities to make further progress.
The Mentor, in consultation with the PST, will be asked at each FRAP to assess how fully a trainee has met requirements of the relevant Phase Descriptor, and to give a grade for the impact of a trainee's teaching on their pupils' progress. If the Mentor (in consultation with the PST) feels that the trainee has met the requirements of a particular phase in advance of the FRAP deadline it may be submitted earlier and the trainee can progress to the next phase.
At the end of the year, the university will use all assessment data to calculate an overall grade.