1. 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
These are the roles involved in the Exeter partnership model. The trainee is purposely at the top of the list. The model is planned around the trainee and the other roles are there to support their development.
School personnel:
-PST stands for Principal School Tutor in Primary Schools, and Principal Subject Tutor in Secondary. The PST is the person who trains the trainee in classroom practice and subject pedagogy.
-The mentor is the person who develops the trainee’s ability to critically reflect on their teaching and who analyses/interrogates the trainee’s evidence. They discuss the trainee’s progress towards becoming a teacher with them, but they do not observe the trainee.
-The ITEC is the main point of contact in the school for the university and oversees the quality assurance of the school’s provision.
University personnel:
-The UVT could be a course tutor, or a person employed by the university specifically to assess trainees on placement.

2. 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
The PST is the person in the school who is with the trainee for most of the time on their placement. In Primary it is the class teacher whose class the trainee is in. In Secondary, it is the subject teacher who has the majority of classes with the trainee. It is the PST who will devote most time to the trainee, and will help them identify how to improve, as well as helping them with day to day planning.

3. Trainee Timetables- Primary
60% contact time in the Spring term- this is the time in the classroom and can include demonstrations, observations, team teaching (especially if a paired placement), and smaller group work as well as whole class teaching, either episodes or complete lessons.
In the summer term the teaching expectation increases to 65%-75%, and trainees should be taking whole lessons rather than episodes at this point as they develop independence. They can still be involved with team teaching though, especially if working with SATs groups.
Based with PST but should also have the opportunity to experience all year groups across the key stage. PST should assist with arranging demonstrations in other year groups.
Should have the opportunity to teach all subjects, including PE.
The PST is responsible for arranging the trainees’ timetable. Information on the requirements are above, if you have any concerns or questions please speak to your ITEC or the partnership office

4. Trainee Timetables- Secondary
In the spring term trainees have 12 hours contact time. Contact time is any time spent in the classroom, and initially will be a mix of teaching episodes, team teaching with the class teacher, smaller group work and the trainee observing the class teacher .
By the summer term teaching time goes up to 15 hours per week and should be mainly whole class teaching as the trainee develops independence in the classroom.
Trainees should be timetabled to teach their subject across key stage 3 and 4, with key stage 5 experience in schools with 6th Forms. Trainees do not need to be given independence with year 11 or 6th Form groups, but they do need to experience them.
Trainees should be based in lessons with their PST for at least 50% of the trainees teaching time.
The PST is responsible for arranging the trainees’ timetable. Information on the requirements are above, if you have any concerns or questions please speak to your ITEC or the partnership office

5. Mentor
Facilitates trainees’ reflection through questioning in the supervisory conference
Does not observe the trainee
Contributes to assessment
The Mentor supports the trainee by helping them to critically reflect on their teaching. The mentor does not observe the trainee and comes from a different subject area or phase. This is so that discussions can be focussed on the trainee’s reflection and development as a teacher rather than be ‘bogged down’ with issues with specific topics/ planning questions. Mentors meet with trainees 3 times in a placement. These meetings last one hour and are called Supervisory Conferences. It is the mentor who will make the decision as to whether the trainee has met the standards for the phase. The mentor makes this decision based on the evidence the trainee presents, and through verifying that evidence with the PST.

6. 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, using the National Standards for Mentoring to ensure quality
Oversees Professional Studies programme in school- trainees are encouraged to speak to their PST and mentor in meetings about how the Professional Studies sessions are applied to practical teaching. The topics are on the QAR and in the handbook (section 5).
The ITE Coordinator is the link between the University and the School. They select school colleagues with the skills required for the PST and mentor roles, arrange the induction for the trainees in school, plan the professional studies programme and oversee the quality assurance of the school’s provision.
The topics for the professional studies can be found in the handbook in section 5.

7. University Visiting Tutor
Makes 1 visit in Spring term and 1 in Summer term (SD Distance trainees are also visited in the Autumn term)
Maintains contact with ITE Coordinator and other staff where appropriate to provide support and guidance throughout the placement
Quality assures the placements, jointly observes the trainee with the PST
Observes the PST giving feedback to the trainee
Collects the ‘PST Checklist’ from the PST
The UVT visit has three purposes, to observe and check the progress of the trainee, to support the school and to moderate trainee progress and school support across the programme. The UVT details will be sent to schools before the trainees start their placement. Schools should not hesitate to contact the UVT if they have any concerns at any point.

8. Key Paperwork for each role
Keeping Track! Outline of weekly training input plus Quality Assurance Record
Key Paperwork for each role
All roles: Quality Assurance Record (QAR)
PST: Weekly development meeting record, lesson observation form, Agenda form, PST Work Scrutiny Record Sheet, PST Checklist for UVT visit
Mentor: Supervisory Conference Action Plans (completed in supervisory conferences), FRAPs (Formative Reflection on Achievement and Progress), Final Summative Report (FSR)
UVT: UVT visit record, lesson observation form, PST checklist for UVT visit
You can download the paperwork from:
Please note: The paperwork is the responsibility of the trainee. The trainee completes and keep all of the forms. If you are observing a trainee they should bring you the form to fill in, the trainee should complete the records of their meetings. The trainee should provide their QAR for you to sign.
The QAR lists week by week what needs to happen. It is really useful to find dates of when FRAPs are due, when supervisory conferences should happen, and when UVTs will visit.
Trainees complete weekly development meeting records with their PST, and Action Plans with their mentors as a record of the meetings. The trainee then files these in their IDP (Individual development portfolio).
The only paperwork that is sent to the university from the school are the FRAPs (2,3,4) (and FRAP 1 for School Direct distance trainees) and the FSR
UVTs must send a copy of their visit record and observation to the university, leaving the original with the trainee