1. SCHOOL DIRECT WITH UNIVERSITY OF EXETER Briefing for ITECs July 2014

2. How is School Direct different from core PGCE? Schools work in partnership with an ITE provider, but School Direct is school-led Lead schools bid for their own quota via the NCTL and recruit and select the trainees Trainees ‘belong’ to the alliance of schools and spend more time in school Schools are responsible for more of the training, in some models The Lead school arranges the school placements with their alliance schools Initially the intention was that trainees would be employed within the alliance. This is no longer a requirement, but happen if it suits school and trainee (NQT)

3. How is School Direct the same as PGCE? The same entry requirements: e.g. 2:2 and above in first degree; must pass skills tests before entry Trainees pay the same fees as PGCE trainees at the same provider and are registered with the university Trainees must meet the Teachers’ Standards at QTS level Trainees need experience in at least two schools which should provide contrasting experience For schools working with the University of Exeter, schools and trainees use the Exeter model of Initial Teacher Education to support trainees’ learning

4. Communication structure for SD Lead School Alliance school: Home placement Alliance school: Second placement Provider (Exeter)

5. School Direct routes for schools working with University of Exeter FEE PAYING @ Exeter Distance Learning SALARIED Our trainees are following the …………… route

6. @ Exeter Start in school 1 at beginning of Autumn term Taught course along with PGCE mainstream trainees, including Masters level assignments Two week November placement in school 1 in line with PGCE mainstream trainees 2nd placement, minimum of 6 weeks, arranged by lead school Attend seminar days at University in the Spring and Summer terms Contact time: 12 – 15 hours classroom for Secondary; 60% - 75% for Primary. Supervised by classroom teacher Eligible for training bursaries and student loans Have a visit from their UVT in the Spring and Summer

7. Distance Learning Based entirely in school for academic year Contact time: 12 – 15 hours classroom for Secondary; 60% - 75% for Primary. Equivalent of one day per week for distance learning Supervised by classroom teacher 2nd placement of minimum of 6 weeks arranged by lead school Undertake studies by distance learning – 2 modules of 30 Masters credits each Eligible for training bursaries and student loans Have a visit from their UVT each term

8. Salaried Employed by the school as an unqualified teacher Based entirely in school for academic year Can work unsupervised Up to 80% teaching timetable (90% of teaching duties normally required of a full-time qualified teacher) Adopt the general principles of the Exeter Model Undertake studies by distance learning – 2 Masters modules at 30 credits each

9. Training roles as in the Exeter model 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 (also University Personal Tutor if distance)

10. Training tools as in the Exeter model Weekly meetings with target-setting Demonstrations of good practice Observation and feedback Agendas and evaluations Supervisory Conferences Focus on the impact of their teaching on pupil learning Framework for Dialogue and Framework tasks Evidence recorded in FRAP Formative and summative assessments done by PST and Mentor collaboratively

11. 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)