2. Session three Audit, action, implementation and reflection

3. 33 The PSQM calendar (Schools Spring Cohort) FebMarchAprilMayJune- Sept Oct-DecJan-FebMarchAprilOct / Nov  Register your interest with either your regional hub leader SLC or PSQM admin  Become a member of ASE, pay your invoice to get login and password  Attend your Day 1 or Session 1 training session and have training agreement signed by head  Logon to the PSQM website and use the guide  Complete and submit your self assessment online  Attend Session 2 if your hub is having twilight training.  Complete your action plan and upload it for your hub leader to pass comment on  Start to implement your action plan and collect the relevant evidence  Attend Session 3 training if having twilight training.  Start to upload some of the core docs  Communic ate regularly with your hub leader via the PSQM website  Attend your Day 2 training or session 4 if you are having twilight training with your action plan and any evidence you think relevant  Start to upload your evidence, edit your core docs and write your reflective evidence against the criteria for hub leader to pass comment  Finish uploading all your evidence (it could be just your core docs annotated)  Write all your reflective evidence  Send a message to your hub leader for a final check before the deadline  Once your hub leader tells you your submission is complete, click the submit application button  Continue your in school science developme nts by producing your next action plan  Attend the award ceremony with your hub leader

4. 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.Portfolio 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)

5. Key Points to consider when submitting further evidence Choose one succinct example that shows evidence of impact for each section. Often this will be part of one of the compulsory documents. Annotate and describe the processes you have gone through to achieve this evidence of impact- what, when, where, who, why and how. Exemplification is given in relation to some aspects of this evidence. These are NOT intended to be prescriptive, creativity is encouraged!

6. 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

7. Writing 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)

8. Writing Reflections 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.

9. Writing Reflections 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.

10. Writing Reflections Descriptive Reflective Describes what happened, supported by evidence. No analysis of impact against action plan aims. 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 aims. Some reference to future. Uses evidence to analyse impact of actions on colleagues, children and self, with clear reference to original aims. Some self – questioning evident. Next steps identified. Uses evidence to analyse impact against aims and also unexpected outcomes at institutional and personal level. Relates evaluation to broader issues and also challenges own assumptions. Next steps clearly outlined. What did we do? What impact? What next?

11. 41 Gap Task! Start reflections and gathering evidence together Don’t hit the submit button until you have checked with your hubleader!