Primary Science Quality Mark hub leader training

part two

NSLC York Jan 17th 2012

Programme

10.00 Sharing feedback10.30 PSQM website11.00 Break11.20 Supporting reflective practice12.30 Lunch1.15 Compiling a PSQM submission 2.45 The next schools’ training session3.00 Recruitment, deadlines etc3.15 Further questions 3.30 Close

Sharing feedback - 1

1. Recruitment 2. Research3. Administration and management 4. Over to you

Recruitment

- Sept 2011 247 (150 Spring) - Spring 2012 100 + so far - 60 active hubs- Scotland, Northern Ireland

Research

• An initial scoping project to find out which important questions about the teaching and learning of science in primary schools can be answered from the submissions made in 2011 to the Primary Science Quality Mark.

Administration and management

• Financial management through SLC EE/UH• Hub leaders paid by UH – visiting lecturer or

invoicing • Sarah Taylor seconded to SLC EE/UH01992 514787 s.j.taylor@herts.ac.uk • Schools pay one fee- ASE membership will be

paid from this

Sharing feedback - 2

Feedback comments positive and negative on:• PSQM organisation including website• PSQM support material and resources • PSQM local arrangements

PSQM website

http://www.psqm.org.uk

• Next steps• Uploaded resources

Break

Supporting reflective practice

PSQM – learning from the past and for the future

• The best PSQM submissions combine pragmatic subject management with reflective leadership

• A way to future proof science subject leaders in a less centralised culture, supporting them to make wise professional decisions rather than follow national formulas

Supporting reflective practice – 1Thoughtful action planning

Supporting teachers to write effective action plans• What has proved useful?• Successes• Difficulties

Two models for supporting effective action planning

SMART targets (Mawby et al)

• Specific • Measurable• Achievable• Realistic• Time related

Effective CPD model (Adey et al)

• Relevant to need• Sustained• Collaborative• Embedded in culture of school• Career linked

Supporting reflective practice – 2writing reflections

Given the nature of teaching, professional development and learning should never stop. Indeed, the process of reflection feeds a constructive spiral of professional development and competence. This should be both personally fulfilling for teachers and, but also lead to a steady increase in the quality of the education which is offered to children. (Pollard 1997)

• PSQM is characterised by its developmental and formative approach.

• Submission should not be a summative description of actions ticked off, but a truly evaluative statement of impact of actions on quality of science across the school.

• This requires a significant level of professional reflection by the subject leader.

Supporting reflective practice – 2

Supporting reflective practice - 3

Stenhouse (1975) defined three critical characteristics of what he called the ‘extended professionalism’• the commitment to systematic questioning

of one’s own teaching as a basis for development

• the commitment and skills to study one’s own teaching

• the concern to question and to test theory in practice .

Reflective writing - 1 How to move from the descriptive to the reflective?

Description Critical reflection

Describes what happened, supported by evidence . No analysis of impact against action plan.

Describes what happened and why, supported by evidence which has been carefully selected and annotated. Beginning to analyse impact that actions have had on colleagues and children, with some reference to intended impact. Some reference to future.

Uses evidence to analyse impact of actions on colleagues, children and self, with clear reference to original intended impact . Some self – questioning evident. Next steps identified.

Uses evidence to analyse impact against intended impact and also unexpected outcomes at institutional and personal level. Relates evaluation to broader issues and also challenges own assumptions. Next steps clearly outlined.

Reflective writing

Read some extracts from 2010-11 submissions.

• What support would you give these teachers to enable them to

be more reflective? write in a way that can be more

accurately and quickly reviewed?• What questions would you ask?• How does this influence the training you provide?

Lunch

Compiling a PSQM submission

• Core documents- Examples - Hints, tips ..\..\..\2011\website uploads\PDFS

Focus on portfolios

• Different models of organisation– Thematic– Class or year based– Criterion based

Examples

The next PSQM hub training session

Suggested programme9.30 How has it gone so far?

Sharing action plans 10.30 Break10.45 Using the web site 11.30 Developing reflective practice12.30 Lunch1.15 Writing a reflection 1.45 Types of evidence 2.30 Next steps for you 3.15 Close

Recruitment and deadlines April 30th 2012

May 2012 June 12 End July 12 Sept 12 End Sept 2012

Around half term Oct 12

Submission deadline April 2011 cohort

Review submission April 2011 cohort

Outcomes notified April starts

Submission deadline Sept 2011 cohort

Review submissionSept 2011 cohort

Notify September 2011 cohort

Award events for both cohorts

www.psqm.org.uk

Any further questions?