Professional Development in STEM Education

Making a Difference

https://www.sciencelearningcentres.org.uk/

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Certainty Meter

Independent research by Leeds University

Teachers’ understanding improves dramatically after an intensive course

In physics and in chemistry

Improvement in pupils’ achievements

In classes taught by non-specialists following the ‘science for non-specialists’ courses, pupils’ understanding showed significant improvement .

And understanding was consistently better than pupils taught by other teachers.

The national network of 10 Science Learning Centres provides high-quality subject specific professional development programmes for teachers of science, including technicians and teaching assistants, in all phases of education.

We work with science educators to build the capacity of schools and colleges to innovate and bring about change and improvement.

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North East University of Durham

National Centre University of York

Yorkshire and Humber Sheffield Hallam University

East Midlands University of Leicester

East of EnglandUniversity of Hertfordshire

London Institute of Education

South EastUniversity of Southampton

North WestManchester Metropolitan University

West Midlands Keele University

South West At-Bristol

The Network programme

Underpinned by the following principles

• Pedagogical content knowledge

• Contemporary science

• Innovation and creativity

• Leadership

Flexible Delivery

Whole days

Extended twilights

In school

Weekend /holidays

E-CPD

Action Research

Extended Residential

Satellite Venues

view on multimap

Securing Impact

Intended Learning Outcomes

Action planning

Impact evaluation

Nature of impact

Both external studies and internal evaluation show impact on:

• participants’ knowledge and skills

• participants’ teaching and leadership

• colleagues and the wider school

• pupils

Impact is significant and long-lasting

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STEM Programmes

• STEM careers

• STEM subjects working together

• Collaborative Learning in Science and D & T

• CPD for D &T teachers

Key Facts 2009-10

• 98% of all secondary schools and colleges in England have used the network of Science Learning Centres since they launched in 2004

• 43% of all secondary schools and colleges in England have used the National Science Learning Centre since it opened in 2005

• 68% of all secondary schools and colleges in England used the network in 2009 - 10

Tim Stirrup Director for Communications

Supporting teaching & learning through subject-specific professional development

Headteacher 1

To raise attainment levels, engage pupils so that they love maths and have enthusiasm for the subject.

To get rid of the ‘maths is too hard’ attitude.

To change the way maths teachers teach so that they rely less on the text book.

To use ICT effectively – e.g. Bowland.

To work more with teachers in assessing pupils’ progress.

To develop programmes to help teachers engage pupils.

Headteacher 2

In five years we will be looking for a different sort of maths teacher because of the importance of technology.

The personalisation agenda is key, as is virtual and mobile learning

A changing society necessitates awareness around language, narrowing the learning gap and educating families.

A dynamic curriculum will mean changing what we teach, including internationalism and creativity.

Dynamic working practices will highlight collaboration, networking, new models of CPD and coaching and training.

Headteacher 3

We learn best when we learn from each other.

We need to recognise different pockets of need in different area – local solutions to local problems.

We need to emphasis the pedagogy behind CPD resources.

We must address the engagement issue – how do we motivate in the maths department? Why are you teaching maths? How do we reach disengaged teachers? If we allow them to be more creative they’ll get the enjoyment back.

We have to look at how we bring maths into real life situations.

Subject knowledge

Self evaluation tools

Department workshops

Subject and Strategic Leadership

Excellence in Mathematics Leadership

Recruiting and retaining teachers of mathematics

The ‘reflective practitioner’

Personal learning

Opportunities to reflect

Evaluating impact

Teachers as researchers:

Ongoing, reflective professional development

Tim Stirrup Director for Communications

Supporting teaching & learning through subject-specific professional development