creating effective science teachers in the uk linda scott and sue howarth

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Creating Effective Science Teachers in the UK Linda Scott and Sue Howarth. TEAN/University of Aston18 th May 2012. Creating Effective Science Teachers in the UK. AIM. - PowerPoint PPT Presentation

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  • Creating Effective Science Teachers in the UK Linda Scott and Sue Howarth TEAN/University of Aston18th May 2012

  • Creating EffectiveScience Teachers in the UK

  • AIMTo share some of the innovative ideas that we have integrated into our PGCE Course for Science trainee teachers at the University of Worcester

    We believe that these practiceshave increased our trainees employabilitywill improve their future practice as qualified teachers

    Many of these ideas could work across other disciplines and in other postgraduate training courses

  • Todays presentation is based ongrowing evidence that past students are quickly *making an impact in their early years of teachingour use of Appreciative Inquiry to examining our current practice in structuring our PGCE Science Course* e.g. gain rapid promotion to positions of responsibility such as subject leaders, STEM Leaders, PGCE mentors

  • Jo MoulesScience ConsultantChair of West Midlands region of the National Advisors and Inspectors Group for Science (NAIGS) In my role as Science Consultant I work with colleagues at all stages of their professional development, from NQTs through to Senior Leaders.

    In my experience the student teachers and NQTs we receive from the The University of Worcester are some of the best prepared that I have the pleasure to work with.

    They have a depth of understanding and knowledge that really supports them in the early part of their professional lives and seeing the universities name on an application or reference tells me Im going to see someone special

  • Appreciative Inquiry (AI)

    AI aims to identify good practice, design effective development plans, and ensure implementation. It focuses the research process around what works, rather than trying to fix what does not. AI therefore presents an alternative to the problem-solving approach underpinning action research and offers an affirmative approach for evaluating and envisioning future initiatives based on best practiceNFER 2009

  • Why do we think that our course is effective?The high percentages of trainees who gain employment by the end of the course, in successive cohorts, suggest that our strategies are producing effective teachers that schools choose to employ. The rate at which ex-trainees gain positions of responsibility suggests that their initial training prepares them well for a successful transition to effective autonomous teaching

  • Our ideas about effective teachers are validated by the views of wider community of science education stakeholders

    SCORE conference 19 May 2012What makes an effective teacher in the sciences at secondary?http://www.score-education.org/events/score-annual-conference-2012

  • Innovative range of opportunitiesOur Science trainee teachers are exposed to an innovative range of opportunities, over and above their core training programme. These opportunities vary widely, but all address pedagogical content as well as help secure development towards Qualified To Teach (QtT) Standards and embed deeper professional understanding and skills

  • Extracts from Ofsted Presentation to SCORE Conference

  • Good [school] Science Curriculum Good links are forged with other subjects, and the wider community to provide a range of enrichment activities to promote pupils learning and engagement with science. These include science-based clubs, visits to science sites in the community and a programme of visiting speakers from science-based industries and services to build on the engaging and relevant learning experiences of science lessons.Brian Cartwright HMI - National Adviser for Science, Ofsted

  • Modelling a good science curriculum (1)Working with other institutions in the local community including Worcester Cathedral, local museums and a new medical exhibition

  • Modeling a good science curriculum (2) Working with colleagues across disciplines during a university cross-curricular day

  • Modelling a good science curriculum (3) Working alongside staff on short action research projects

  • Effective Teachers - developing leadership potential (1)Leadership is well-informed by current developments in the subject and are interested in developments in science education in the work of other providers and by national agencies and associations.Brian Cartwright HMI - National Adviser for Science, Ofsted

  • Fostering an interest in the wider realms of science education Writing for professional journals:School Science Review Assoc. for Science Education, ASE)Biologist - Society of Biology, SBFeedback - Assoc. for the Study of Animal Behaviour, ASABWriting for newspapers such as the Times Educational Supplement, TES

  • Book Reviewing: JBE; SSR and writing articles e.g. Feedback for ASAB

  • Effective Teachers - developing leadership potential (2)Becoming actively involved with professional bodies, such as ASE, by presenting at conferences (regional and national) and then mentoring other trainees presenting at a following conference

  • ASE WM Feb 2010

  • ASE Oct 2011 1 month into the course

  • ASE Jan 2010 Annual conference

  • Sally

  • Sallys quote about the coursethe chance to take part in the WOW factors workshop at the ASE in Nottingham was brilliant a real confidence booster, great opportunity to learn a wide range of short engaging activities and a good talking point when applying/interviewing for jobs and working to improve a department of apathetic staff. the course also fostered in me a real willingness for working collaboratively and being very open to sharing good practice.

  • Effective Teachers - developing leadership potential (3)

    Involvement in local and regional events for National Science & Engineering Week (NSEW)Working with STEMNET, a national Science, Technology, Engineering and Mathematics body and inviting external STEM Ambassadors to contribute to lessons and/or extra-curricular activities

  • Supporting STEM Challenge 3

  • Supporting STEM Challenge 3

  • Supporting a CREST-in-a-Day event

  • Overview of a typical PGCE Yearrisky activities

  • Outcomes A significant number of past students return to work with us, in their early careers, as Initial Teacher Education (ITE) mentors and / or Science, Technology, Engineering and Mathematics (STEM) school Coordinators.

  • Outcomes 2 The continuing involvement with university tutors and the university PGCE course, and the rapid professional development of many of our ex-trainees, may be due to their exposure to enhanced professional opportunities during their PGCE course

    **Our presentation relates to England, with links to Wales and to a lesser extent to Scotland and to Northern Ireland as they follow similar teacher education programmes. However, we believe that our ideas cross not only discipline boundaries (Science, Technology, Engineering, Maths as well as Arts and Humanities) but also vocational boundaries so that they are likely to be relevant to other postgraduate courses beyond teaching (such as midwifery).The generic nature of some of our ideas might well make them of relevance to teacher trainers in other countries; we would be very interested in discussing this.

    * As initial teacher educators, creating effective teachers is a key measure of our success as educators

    Some of our innovative strategies for creating effective Science teachers in secondary schools seem to work - - -a) Do they and b) why? C) what next?

    Quote: www.nfer.ac.uk/nfer/publications/aen01/aen01.pdfUsing Appreciative Inquiry in Educational Research: Possibilities and LimitationsReportMaha Shuayb Caroline Sharp Michelle Judkins Monica HetheringtonFebruary 2009****We believe that modelling is a strong component in teaching and that central training will frequently model school teaching a parallel process between pedagogy and andragogy, based on a combination of expertise and interactivity.

    *****************The course timeline demonstrates that it supports a model for continuity progression revisting/reflection extension challenge personalized learning ***