Presentation on theme: "Science Subject Leader Training"— Presentation transcript:
1Science Subject Leader Training Preparing new and aspiring Subject Leaders for the role.East Riding/North Yorkshire LAs
2Subject Leader Training - Programme for the day 9:30 Session 1.Leadership vs Management in Science10:30 Session 2.Self evaluation and action planning11:00 Coffee.11:15 Session 3.Monitoring and Evaluation12:45 LUNCH1:45 Session 4. The Reality!!!3:30 Finish
3Intended outcomesAwareness of the differences between leadership and managementGreater clarity about the range of tasks undertaken by a Head of DepartmentGreater awareness of the comprehensive role the scheme of work plays within all aspects of the delivery of the science curriculumUnderstanding of the target setting, action planning, monitoring and evaluation processes undertaken within departments
6Session 2 – Self Evaluation and Action Planning Intended outcomesUnderstand the value of the Departmental SEF as an audit toolidentify targets for the improvement of pupil performance using the Departmental SEFidentify and set SMART targets as the basis for effective improvement plans
7How does a Departmental SEF relate to this? So what is a SEF?How does a Departmental SEF relate to this?
8Leading 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 prioritiesAgree relevant targets for raising pupil attainmentDevelop a strategy for improvementAll you have left to do is lead the team in implementing the improvement!!!!
9Effective leaders work strategically. This means being prepared:having a clear view of where you are nowhaving a goal in sighthaving to think ahead and anticipatehaving a plan for improvement with strategies in mindhaving to check regularly whether you are likely toreach your goalnot leaving anything to chance - you monitor and adaptyour strategy for improvement if necessaryEffective leaders work strategically.
10Why set targets? Setting targets can: Focus efforts help to raise the expectations of teachers, TAs and learnersinitiate discussion about how to remove barriers to achievementprovide useful benchmarks against which teachers TAs and learners can measure improvementscontribute to the self-assessment processcan be used to secure resources
11SMART Targets have expectation + challenge SpecificMeasurableAchievableRelevantTime-related
12When setting targets remember :- Un-SMART Targets: SMART Targets:Raise achievement in % pupils to reach L5+Year in 2005Raise achievement ofhigher attaining pupilsImprove pupil motivationin scienceAll pupils in top sets achieve at least L6 in 200495% of pupils opt for double award in 2004OR Comparing 2004 and 2005 pupil surveys, science ratings improve by 5%
13Implementation of the plan (inc SMART targets for these priorities)2 The Planning CycleIdentify Priorities 1Implementation of the planAction Plan(inc SMART targets for these priorities)2Monitor progressEvaluate the impactCommon routesNext stepsLeadership TasksManagement tasks
17Session 3. Monitoring and Evaluation Intended outcomesunderstand why effective monitoring is planned and managed, involves everyonerecognise that monitoring gathers evidence from a wide range of sourcesappreciate that monitoring needs to lead to evaluation• appreciate that monitoring is not an end in itself, but needs to be followed by objective evaluationSlide 2.15
18Monitoring 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 JUDGEMENTSEVALUATION OFTEN TAKES PLACE ALONGSIDE MONITORING
19What makes monitoring work? The purpose is clearThe evidence collected is manageableEveryone knows what to look forThe issues raised are as focussed as possibleEvidence is evaluated against success criteriaActions are takenGood practice is shared and celebratedbut most of allMonitoring must be planned in advanceEvaluation is expectedEveryone is part of the team and understands their role in the processbut 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 processSlide 2.2
20Vision of the Strategy Raise EXPECTATIONS of teachers and pupils Ensure PROGRESSION of all pupilsIncrease ENGAGEMENT of pupilsTRANSFORM the learning of pupils through improving the teaching
21Sources of EvidenceYour 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.
22Task: Managing the monitoring - Whose role? Refer to handout B for this activityWorking 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
23Key points Everyone needs to know: who is involved how long the activity will takehow the rest of the team are to be informedwhat questions are to be the focus of the monitoringKey pointsWhatever 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 monitoringSlide 2.14
24EvaluationEvaluation is concerned with using the information obtained in the monitoring processes to make judgements about quality.
25Key words - judgements Fair Rigorous Fully supported by evidence Accurate RobustTested against the criteriaValid ReliableCarefully weighedFair Rigorous Tested against the criteriaValid Reliable Fully supported by evidenceAccurate Robust Carefully weighedSlide 3.7
26The 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
27A monitoring/evaluation cycle Take A3 copy of the Development Planning cycleMatch the cards to the stages of the cycle
28Putting it into practice! The Yorkshire Martyrs School KS3 Science ResultsIn pairs, read and carry out the Tasks indicated.EvaluationUse the evidence provided to complete the evaluation and identify the next steps
29And finally…..Put together all of the ideas of the afternoon to ….