primary science quality mark hub leader training part two slc london 20 th september 2011

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Primary Science Quality Mark hub leader training part two SLC London 20 th September 2011

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Page 1: Primary Science Quality Mark hub leader training part two SLC London 20 th September 2011

Primary Science Quality Mark hub leader training

part two

SLC London 20th September 2011

Page 2: Primary Science Quality Mark hub leader training part two SLC London 20 th September 2011

Programme

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

Page 3: Primary Science Quality Mark hub leader training part two SLC London 20 th September 2011

Sharing feedback - 1

1. Recruitment 2. Submission feedback3. Evaluation 2010-114. Award events 5. Research6. Administration and management 7. Over to you

Page 4: Primary Science Quality Mark hub leader training part two SLC London 20 th September 2011

Recruitment

- Summer term - 150 began- Autumn term – 200 beginning- 60 active hubs- Scotland, Northern Ireland

Page 5: Primary Science Quality Mark hub leader training part two SLC London 20 th September 2011

Submission feedback

• Process- Review meeting- Feedback

• Completion numbers• Lessons learned• Exemplar material

Page 6: Primary Science Quality Mark hub leader training part two SLC London 20 th September 2011

Evaluation • Successful transition to national scheme - has remained developmental without compromising the

recognition of quality in science education.• Take-up and geographical coverage - very good as has Lines of communication have remained short and

effective.• PSQM has met its aims. Improved teachers' confidence and ability to teach science , had a positive impact

on pupils' performance, engagement and enjoyment. These views endorsed by Ofsted.• Processes and procedures for the award of PSQM are effective, do not take up an excessive amount of

teachers' time. The refinement of applications will be a constant task but most are already of high quality. • Hub Leaders and local networks are vital in ensuring good quality applications and fostering development.

Project Managers have retained a high profile approach which has also been appreciated at local level• Training and professional development are at the heart of PSQM. Many schools have experienced a change

in CPD culture as a result.• Good quality assurance procedures are in place to ensure that standards at the three levels of award are

consistent and maintained.• School response is positive. PSQM has whole school impact and raises the profile of science with senior

management.• Impact is substantial but naturally varies in kind between schools. PSQM could provide fertile ground for

research through follow-up of schools.• Future development of PSQM should take place without change to the model or essential structures.

Expansion is desirable but is already founded on a successful evidence based model.

Page 7: Primary Science Quality Mark hub leader training part two SLC London 20 th September 2011

Award events

Page 8: Primary Science Quality Mark hub leader training part two SLC London 20 th September 2011

Award events

Page 9: Primary Science Quality Mark hub leader training part two SLC London 20 th September 2011

Award events

Page 10: Primary Science Quality Mark hub leader training part two SLC London 20 th September 2011

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.

Page 11: Primary Science Quality Mark hub leader training part two SLC London 20 th September 2011

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 [email protected] • Schools pay one fee- ASE membership will be

paid from this

Page 12: Primary Science Quality Mark hub leader training part two SLC London 20 th September 2011

Sharing feedback - 2

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

Page 13: Primary Science Quality Mark hub leader training part two SLC London 20 th September 2011

PSQM website

http://www.psqm.org.uk

• Next steps• Uploaded resources

Page 14: Primary Science Quality Mark hub leader training part two SLC London 20 th September 2011

Break

Page 15: Primary Science Quality Mark hub leader training part two SLC London 20 th September 2011

Supporting reflective practice

Page 16: Primary Science Quality Mark hub leader training part two SLC London 20 th September 2011

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

Page 17: Primary Science Quality Mark hub leader training part two SLC London 20 th September 2011

Supporting reflective practice – 1Thoughtful action planning

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

Page 18: Primary Science Quality Mark hub leader training part two SLC London 20 th September 2011

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

Page 19: Primary Science Quality Mark hub leader training part two SLC London 20 th September 2011

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)

Page 20: Primary Science Quality Mark hub leader training part two SLC London 20 th September 2011

• 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

Page 21: Primary Science Quality Mark hub leader training part two SLC London 20 th September 2011

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 .

Page 22: Primary Science Quality Mark hub leader training part two SLC London 20 th September 2011

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.

Page 23: Primary Science Quality Mark hub leader training part two SLC London 20 th September 2011

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?

Page 24: Primary Science Quality Mark hub leader training part two SLC London 20 th September 2011

Lunch

Page 25: Primary Science Quality Mark hub leader training part two SLC London 20 th September 2011

Compiling a PSQM submission

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

Page 26: Primary Science Quality Mark hub leader training part two SLC London 20 th September 2011

Focus on portfolios

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

Examples

Page 27: Primary Science Quality Mark hub leader training part two SLC London 20 th September 2011

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

Page 28: Primary Science Quality Mark hub leader training part two SLC London 20 th September 2011

Recruitment and deadlines April 30th May 2012 June 12 End July 12 Sept 12 End Sept

2012Around 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

Page 29: Primary Science Quality Mark hub leader training part two SLC London 20 th September 2011

Any further questions?