1. Science Subject Leader Training
Preparing new and aspiring Subject Leaders for the role.
East Riding/North Yorkshire LAs

2. Subject Leader Training - Programme for the day
9:30 Session 1.
Leadership vs Management in Science
10:30 Session 2.
Self evaluation and action planning
11:00 Coffee.
11:15 Session 3.
Monitoring and Evaluation
12:45 LUNCH
1:45 Session 4. The Reality!!!
3:30 Finish

3. Intended outcomes
Awareness of the differences between leadership and management
Greater clarity about the range of tasks undertaken by a Head of Department
Greater awareness of the comprehensive role the scheme of work plays within all aspects of the delivery of the science curriculum
Understanding of the target setting, action planning, monitoring and evaluation processes undertaken within departments

4. Subject leadership and management

5. Self Evaluation and Action Planning

6. Session 2 – Self Evaluation and Action Planning
Intended outcomes
Understand the value of the Departmental SEF as an audit tool
identify targets for the improvement of pupil performance using the Departmental SEF
identify and set SMART targets as the basis for effective improvement plans

7. How does a Departmental SEF relate to this?
So what is a SEF?
How does a Departmental SEF relate to this?

8. Leading others to a sustainable improvement
Are you proactive or reactive?
The SEF allows YOU to choose your own priorities, and then to –
Manage the department in informed discussion about priorities
Agree relevant targets for raising pupil attainment
Develop a strategy for improvement
All you have left to do is lead the team in implementing the improvement!!!!

9. Effective leaders work strategically.
This means being prepared:
having a clear view of where you are now
having a goal in sight
having to think ahead and anticipate
having a plan for improvement with strategies in mind
having to check regularly whether you are likely to
reach your goal
not leaving anything to chance - you monitor and adapt
your strategy for improvement if necessary
Effective leaders work strategically.

10. Why set targets? Setting targets can: Focus efforts
help to raise the expectations of teachers, TAs and learners
initiate discussion about how to remove barriers to achievement
provide useful benchmarks against which teachers TAs and learners can measure improvements
contribute to the self-assessment process
can be used to secure resources

11. SMART Targets have expectation + challenge
Specific
Measurable
Achievable
Relevant
Time-related

12. When setting targets remember :-
Un-SMART Targets: SMART Targets:
Raise achievement in % pupils to reach L5+
Year in 2005
Raise achievement of
higher attaining pupils
Improve pupil motivation
in science
All pupils in top sets achieve at least L6 in 2004
95% of pupils opt for double award in 2004
OR Comparing 2004 and 2005 pupil surveys, science ratings improve by 5%

13. Implementation of the plan (inc SMART targets for these priorities)2
The Planning Cycle
Identify Priorities 1
Implementation of the plan
Action Plan
(inc SMART targets for these priorities)2
Monitor progress
Evaluate the impact
Common routes
Next steps
Leadership Tasks
Management tasks

14. Writing an Action Plan for Change

15. Task How do you /will you use the SEF? What are the implications?
Discuss.

16. Monitoring and Evaluation

17. Session 3. Monitoring and Evaluation
Intended outcomes
understand why effective monitoring is planned and managed, involves everyone
recognise that monitoring gathers evidence from a wide range of sources
appreciate that monitoring needs to lead to evaluation
• appreciate that monitoring is not an end in itself, but needs to be followed by objective evaluation
Slide 2.15

18. Monitoring What are your success criteria?
What evidence/data do you need to collect to judge success?
What processes do you need to carry out to get this evidence?
MONITORING IS NOT ABOUT MAKING JUDGEMENTS
EVALUATION OFTEN TAKES PLACE ALONGSIDE MONITORING

19. What makes monitoring work?
The purpose is clear
The evidence collected is manageable
Everyone knows what to look for
The issues raised are as focussed as possible
Evidence is evaluated against success criteria
Actions are taken
Good practice is shared and celebrated
but most of all
Monitoring must be planned in advance
Evaluation is expected
Everyone is part of the team and understands their role in the process
but most of all
• Monitoring and the resulting development of teaching must be planned in advance
• All of the teachers should work in the team and need to understand their role in the process
Slide 2.2

20. Vision of the Strategy Raise EXPECTATIONS of teachers and pupils
Ensure PROGRESSION of all pupils
Increase ENGAGEMENT of pupils
TRANSFORM the learning of pupils through improving the teaching

21. Sources of Evidence
Your task is to link evidence to sources of evidence.
In pairs, take a blue Evidence card at random, and match as many pink Sources of Evidence cards as possible.
Pick out the 2 most significant sources of evidence.
Record your decision, move on to the next. Be ready to share.

22. Task: Managing the monitoring - Whose role?
Refer to handout B for this activity
Working in pairs consider some of the aspects of monitoring outlined on H/out B. Each pair needs to decide which tasks are the responsibility of the subject leader and which can be the responsibility of other teachers.
Be prepared to offer feedback

23. Key points Everyone needs to know: who is involved
how long the activity will take
how the rest of the team are to be informed
what questions are to be the focus of the monitoring
Key points
Whatever the approach, teachers need to know:
• how the rest of the team are to be informed
• what questions are to be the focus of the monitoring
Slide 2.14

24. Evaluation
Evaluation is concerned with using the information obtained in the monitoring processes to make judgements about quality.

25. Key words - judgements Fair Rigorous Fully supported by evidence
Accurate Robust
Tested against the criteria
Valid Reliable
Carefully weighed
Fair Rigorous Tested against the criteria
Valid Reliable Fully supported by evidence
Accurate Robust Carefully weighed
Slide 3.7

26. The basic principles of self evaluation
What were the success criteria?
Where is the evidence – have we enough?
What does it tell us about our success?
What is the next step? Is further action needed in the next cycle?
And of course remember – monitoring, evaluation and implementation is a dynamic process!!
• Are all the pupils learning as much as they are capable of learning?
• What can be done to find out?
• Where is the evidence and what does it tell me?
• What is the next step?
Slide 3.8

27. A monitoring/evaluation cycle
Take A3 copy of the Development Planning cycle
Match the cards to the stages of the cycle

28. Putting it into practice!
The Yorkshire Martyrs School KS3 Science Results
In pairs, read and carry out the Tasks indicated.
Evaluation
Use the evidence provided to complete the evaluation and identify the next steps

29. And finally…..
Put together all of the ideas of the afternoon to ….