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Hub leader training Day 1 Intended course outcome Confident PSQM hub leaders Informed and enthusiastic about: - process - criteria - training - mentoring.

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Presentation on theme: "Hub leader training Day 1 Intended course outcome Confident PSQM hub leaders Informed and enthusiastic about: - process - criteria - training - mentoring."— Presentation transcript:

1

2 Hub leader training Day 1

3 Intended course outcome Confident PSQM hub leaders Informed and enthusiastic about: - process - criteria - training - mentoring - website

4 Programme Session one: How the PSQM scheme works Session two: Getting to know the PSQM criteria Session three: Supporting PSQM schools Session Four: Questions and next steps

5 Session one How the PSQM scheme works

6 6 The PSQM calendar (Schools Spring Cohort) The Primary Science Quality Mark Calendar- schools By April By end of April By end of May Nov or December By end of March Oct / Nov Initial PD session Audit of current practice against PSQM criteria Complete action plan. Upload to PSQM web site Implement action plan. Evidence collection ongoing Second PD session for schools Submit reflections with supporting evidence Award ceremony Mentoring

7 7 The PSQM calendar (Schools Autumn Cohort) The Primary Science Quality Mark Calendar- schools Sept By end of Oct By end of Dec April or May By end of June Oct / Nov Initial PD session Audit of current practice against PSQM criteria Complete action plan. Upload to PSQM web site Implement action plan. Evidence collection ongoing Second PD session for schools Submit reflections with supporting evidence Award ceremony Mentoring

8 8 The PSQM calendar (Hubleaders Spring Cohort) The Primary Science Quality Mark Calendar- hub leaders Jan By end March April By end May June Nov or Dec By end March April Oct / Nov Hub leader PD session Schools recruited to hub and application process complete. Initial PD session for schools Assign levels by end May All schools to have uploaded action plan Second PD session for hub leaders Second PD session for schools Schools submit completed reflections and supporting evidence following hub leader sign off Review of submission s from other hubs Award ceremony Communicate with the Science Subject Leader via the online message facility and encourage them during the process. Give feedback in action plans, core documents, other supporting evidence and reflections

9 9 The PSQM calendar (Hubleaders Autumn Cohort) The Primary Science Quality Mark Calendar- hub leaders April By end Sept SeptDec Feb April By end June July Oct / Nov Hub leader PD session Schools recruited to hub and application process complete. Initial PD session for schools Assign levels by end Oct All schools to have uploaded action plan Second PD session for hub leaders Second PD session for schools Schools submit completed reflections and supporting evidence following hub leader sign off Review of submission s from other hubs Award ceremony Communicate with the Science Subject Leader via the online message facility and encourage them during the process. Give feedback in action plans, core documents, other supporting evidence and reflections

10 Steering group PSQM management ASE/SLC/LA PSQM hubs Max 10 schools per hub Each pay £500 for registration, two days training for two members of staff, mentoring, web site access and award. Hub leader appointment and training 9 Regional SLCs Monitoring of PSQM courses OPERATIONALQUALITY ASSURANCE Wellcome Trust funding School registration fee In kind support Small schools programme 10 Monitoring of Mentoring Accreditation and awarding process Regular external evaluation PSQM National roll-out organisation beginning 2010

11 Hub leader role and responsibilities  Recruit schools  Inform regional SLC of participating schools and development arrangements  Lead minimum of two PSQM professional development sessions per hub per year  Inform the PSQM management team of any change in circumstances that will affect them working as a hub leader  Submit tracking document which will trigger payments  Monitor and/or carry out mentoring of subject leaders, which involves:

12 Hub leader role and responsibilities  communicating with the Science Subject Leader via the online message facility and encourage them during the process;  giving feedback on the Subject leader’s action plan  monitoring the Science Subject Leader’s progress against their action plan and provide constructive feedback;  communicating regularly with the Hub Leader and/or PSQM™ centre co-ordinator;  informing the Hub Leader and/or PSQM™ centre co-ordinator of any relevant issues and difficulties experienced by the Science Subject Leader that they are unable to resolve themselves;  attending and participate in regular professional development and Quality Assurance meetings, nominally 2 meetings per year  reviewing submissions from another hub  Monitor and/or carry out mentoring of subject leaders, which involves:

13 School subject leader responsibilities Attend PSQM professional development sessions, nominally 2 meetings per year Carry out an initial audit, action plan, and collection of evidence Take responsibility for uploading evidence for submission that meets the criteria Act on identified points for development following feedback Inform the Hub Leader/Mentor and/or PSQM™ team of any change in circumstances that is relevant to their progress and their award.

14 Using the PSQM Website

15 Session two The PSQM Criteria

16 SECTION A: SUBJECT MANAGEMENT A1: There is an effective subject leader for Science BRONZE AWARD INDICATORSILVER AWARD INDICATORGOLD AWARD INDICATOR There is an identified member of staff who oversees the subject, may have a background in the subject and can demonstrate their enthusiasm for leading it. There is a named member of staff responsible for the leadership of the subject. They have received subject-specific training in the last three years, have shared this with all colleagues in the school and can demonstrate the impact this has had. The subject leader has shared their training and subject knowledge with a broader audience beyond their own school and can demonstrate the impact this has had. A2: There is a clear vision for the teaching and learning of Science. Staff know and follow the school’s principles for teaching and learning Science and some of them may have been part of the team which developed them. The school’s scheme of work for Science reflects these principles. A staff team has been involved in developing the school’s principles for teaching and learning Science. They are reviewed regularly along with the scheme of work for Science which promotes these principles. A school wide team has recently reviewed the school’s principles for teaching Science, and ensured that the principles are implemented through the scheme of work for Science. Progression in skills, knowledge and understanding is evident in the scheme of work and children’s outcomes. A3: The current School Development Plan has appropriate and active targets for Science The School Development plan includes actions and targets for Science. The Science subject leader has worked with the Senior Management Team to agree School Development Targets for Science based on identified strengths and weaknesses. The Science subject leader had led staff in the implementation of actions to meet these targets across the school. The School Development targets for Science include maintenance and development strands, with clear strategies for improvement outlined plus actions to extend Science links beyond the school. Successes are already highlighted in the School Development Plan and plans for the future are underway.

17 17 GOLD AWARD Sustained and evolving good practice across the school and shared with other organisations. SILVER AWARD The subject leader is having an impact across the school Many excellent practices developed and implemented. BRONZE AWARD The subject leader is having an impact beyond his/her own class. Some excellent practices being developed and implemented. PSQM SILVER PSQM GOLD PSQM Bronze

18 PSQM Core documents 1.PSQM action plan 2.Principles of teaching science in your school- “We know that good science occurs in our school when…” 3.Log of science subject leader 4.List of CPD activities of subject leader & other members of staff and their impact 5.School Development Plan: sections that have relevance to science 6.Gallery to illustrate science in your school to support reflections of impact: Bronze Award-from your own class Silver Award-from several other school Gold Award-from your school and the wider community 7.Calendar of science events in school (assemblies, outings, science days and weeks, visits, visiting speakers, activity days)

19 Session three Supporting PSQM Schools

20 PSQM Tasks 1.Principles 2.Pupil voice 3.Transition 4.Staff vision 5.Albums 6.Learning walk 7.Monitoring 8.Resources 9.Assessment/ portfolio/ APP 10.Visits, visitors 11.Links/ creativity/ cross curricular 12. Community 13. T/L strategies 14. Biomedical sciences/ethics in curriculum/argument 15.Display board observation capture 16.Pupil tracking 17.Principles applied to teaching and learning

21 Suggested task: Using principles of teaching and learning to evaluate quality Supporting PSQM schools

22 We know good science teaching and learning happens when.... When children can discover for themselves through trial and error When children use scientific vocabulary When teachers are confident about what they are teaching When children talk, ask questions share ideas, explain When children are inspired to do and know more, transfer knowledge When children work in groups When children are working practically When children are engaged, excited, involved When there is sufficient time. When children don’t want to stop When teachers use analogies, make models When children can remember

23 Suggested task: Pupil voice Supporting PSQM schools

24 Many of the children talked about how they often feel there is not enough time for experiments many talking about how they feel rushed and can never get everything finished. Flexible timetable – organise the timetable to allow teachers to tailor it to suit either a long practical lesson (investigation/experiment) or 2 shorter theory lessons A couple of the children in upper key stage 2, talked about how they feel the same topics are often repeated All of the children spoke about how investigations/experiments were what they enjoyed most and all said that they felt they didn’t get a chance to do enough. Look at all the areas of the science curriculum to ensure coverage without repetition, as well as the IPC and explore ways of including more experiments

25 When the Y6 pupils were asked if they were looking forward to doing science at Stoke, they all answered very enthusiastically yes. They were all excited that they got to do big explosions and work in science labs Develop links with Stoke High School. Stoke High school to come in during science day. The majority of the children enjoy science however they don’t understand how it will be used and be beneficial to them in their future To highlight this to all staff and explain how science needs to be placed in to a practical context so the children understand why science is vital in everyday life and in their futures. Have a NHS Ambassador day at the start next academic year. Science day – to raise the profile of science Careers day – bring in different professions which are centred on science.

26 Suggested task: Card sort- the role of the subject leader Supporting PSQM schools

27 Suggested task: Action planning - How can we help teachers to write effective action plans? What is a good PSQM action? Supporting PSQM schools

28 Two models to support 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

29 Effective action planning Examples Relevant to neede.g. How identified, what might the need be? Sustainede.g. How to indicate that change will be come embedded? Collaborativee.g. Who else might be included? Embedded in culture of school E.g. How will the school supporting change? Career linkede.g. How is personal development for subject leader identified?

30 Giving feedback on action plans- 1 Criteria Key QuestionsIndicatorActions NeededPersonnel Target Date Evidence of impact A3 The current School Development Plan has appropriate and active targets for science The science subject leader has worked with the Senior Management Team to agree School Development Targets for science based on identified strengths and weaknesses. The science subject leader had led staff in the implementation of actions to meet these targets across the school. Science leader to work with the Leadership team to ensure that our school development plan has targets for science (attainment data/pupil voice/monitoring) that are based on the strengths and weaknesses of our school and these are agreed with the SMT.. Science leader to provide INSET/support teachers in meeting the targets. To write a short report that discusses the impact of the science targets. Science Coordina tor. Head Teacher SMT Sept Aut. Term Feb 2011 The school development plan will contain targets for Science. A short report will be written that states how and when the Science targets were agreed, the successes, the science leader’s role in achieving the targets and future targets. How will these be identified? Will they be shared beyond the SMT? Will budget be allocated? What happens when? Report won’t be necessary- include copy of relevant bits of SDP in core docs and hyperlink to evidence of implementation and impact in other docs. Will need short reflection on on-going impact of actions Good to show your role and Prof Dev

31 Giving feedback on action plans- 2 Criteri a Key Questio ns IndicatorActions NeededPersonnel Target Date Evidence of impact A4 Science is valued as a subject. Children, staff and visitors know from evidence throughout the school, including the grounds, that science is valued and enjoyed. - Parents evening on Thursdays enables communication of the learning being carried out within Science and that it is enjoyed and valued. - Class assemblies as carried out once a year to reflect the children’s learning to incorporate Science as a theme, where possible! - Displays need to be more evident of the work being carried out within class. Classes/year groups to take it in turns to contribute and display work carried out within Science. A central display board for Science to be allocated? - Events carried out within the school to include where possible parents, the community and outside visitors to engage children in the enjoyment of science. Sc CoOct 2009 Class assemblies to indicate and communicate the science aspect of the NC where possible. Central science display allocated and work displayed on a rotational basis between year groups to show how science is valued and praised within the school. Photo based evidence to reflect this. Displays within the classrooms to contribute to Science, as well as other subject areas. Photos to show displays and work to be included. Science events within the school to continue to be planned where possible and to incorporate parent participation and the use of outside visitors. Planning for Science week, to take place within the proposed guidelines This to hopefully incorporate the use of outside agencies to share their expertise. How will you ensure that science is talked about? How will you evidence this? What support will you and other teachers need to ensure this happens? When will these things happen? Who will do them? Is this indicated as an action? What agencies?

32 Suggested task: Action planning for wider opportunities Supporting PSQM schools

33 Action plans: How will I know what impact this action has had? What can I provide which will simply show others what has been achieved? Core documents: Use them! Reflections: Do these well rather than amassing loads of evidence Keep at it! Lessons learnt from 2010

34 Ofsted inspectors identify the Primary Science Quality Mark as an important mechanism for bringing about improvement in primary science Inspectors’ interviews with staff in the schools that participated in the initiative confirmed the improvements in teachers’ confidence and ability to teach science, with a consequent positive impact not only on pupils’ performance but also on their engagement and enjoyment. The initiative has shown how strongly motivated professionals in science education can work with science-based industry and other agencies to promote higher standards in science education. Lessons learnt from 2010

35 Not jumping through hoops A personal rediscovery of old ideas and shared principles PSQM does not impose a particular view of what constitutes 'good science' but the criteria do represent a well established and evidence based consensus about the conditions in which it is likely to flourish. Lessons learnt from 2010

36 The impact of actions undertaken as part of the PSQM in the last year: An increase in practical science More visits, visitors and links with outside organisations More opportunities for pupils to experience science outside of lessons Increased understanding of the teaching and learning of science in the school Greater awareness of science in the school by governors and parents Development of the confidence and capacity of the science subject leader The appeal of science is now more widespread. Teachers are more confident about teaching the subject: ‘Progress has been made, but this is just the start: the year ahead looks very exciting.’ Silver award submission (2009) PSQM Pilot phase 2. (Bucks) Lessons learnt from 2010

37 Thanks for asking after Sebergh's PSQM - I pressed the submit button just before Christmas. Am still working on some of the criteria because they are on going - so PSQM is not just a piece of paper, its a whole way of moving continuously onwards (and upwards)! Lessons learnt from 2010

38 Session four Questions and Next Steps

39 Second PSQM hub leader training session 1. Sharing experiences: – PSQM leader role – PSQM mentor role – Using the web site 2. Preparing schools for PSQM submission – The second PD day – Comparing action planning – Writing reflections – Understanding impact – Finalizing submissions 3. The PSQM review meeting – The quality assurance process Questions? What Next?


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