Primary Science Q uality Mark hub leader training part two

1. Primary Science Quality Mark hub leader trainingpart two NSLC York Jan 17th2012

2. Programme 10.00 Sharing feedback 10.30 PSQM website 11.00 Break 11.20 Supporting reflective practice 12.30 Lunch 1.15 Compiling a PSQM submission 2.45 The next schools’ training session 3.00 Recruitment, deadlines etc 3.15 Further questions 3.30 Close

3. Sharing feedback - 1 Recruitment Research Administration and management Over to you

4. Recruitment • Sept 2011 247 (150 Spring) • Spring 2012 100 + so far • 60 active hubs • Scotland, Northern Ireland

5. 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.

6. Administration and management Financial management through SLC EE/UH Hub leaders paid by UH – visiting lecturer or invoicing Sarah Taylor seconded to SLC EE/UH 01992 514787 s.j.taylor@herts.ac.uk Schools pay one fee- ASE membership will be paid from this

7. Sharing feedback - 2 Feedback comments positive and negative on: PSQM organisation including website PSQM support material and resources PSQM local arrangements

8. PSQM website http://www.psqm.org.uk Next steps Uploaded resources

9. Break

10. Supporting reflective practice

11. 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

12. Supporting reflective practice – 1Thoughtful action planning • Supporting teachers to write effective action plans • What has proved useful? • Successes • Difficulties

13. 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

14. 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)

15. Supporting reflective practice – 2 • 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.

16. 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 . 

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

18. 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?

19. Lunch

20. Compiling a PSQM submission • Core documents • Examples • Hints, tips ..\..\..\2011\website uploads\PDFS

21. Focus on portfolios • Different models of organisation • Thematic • Class or year based • Criterion based Examples

22. The next PSQM hub training session Suggested programme 9.30 How has it gone so far? Sharing action plans 10.30 Break 10.45 Using the web site 11.30 Developing reflective practice 12.30 Lunch 1.15 Writing a reflection 1.45 Types of evidence 2.30 Next steps for you 3.15 Close

23. Recruitment and deadlines www.psqm.org.uk

24. Any further questions?