Primary Science Quality Mark hub leader training part two SLC London July 7 th 2010

Programme 9.30 Sharing feedback PSQM website- what next? Break Supporting reflective practice Lunch 1.15 Reviewing submissions 2.15 Autumn schools’ training session 2.45Recruitment for Close

Sharing feedback Jan- April Hubs launched/ 229 number of schools 2.QA 3.Advisory group met January Pilot phase 2 submissions and review 5.Award event

QA of hub training Nearly all hubs visited- remaining few will be visited on the day 2 PSQM team was there to learn, help out and quality assure Overall - an extremely rewarding experience for all concerned Most schools have got some external funding for PSQM Many hub leaders met teachers they had never interacted with before The number of schools in a hub ranges from 1-11 Mostly whole day training The most effective training days involved the participants experiencing and taking ownership of the activities and the criteria Training days delivered according to the primary/secondary background of the hub leader and their awareness of the local needs All of the schools had moved on in their understanding from the beginning of the session The area that needs the most work on is the website and its use Some hub leaders still need to return their feedback to the PSQM team

Sharing feedback Jan- April Hubs launched/ 229 number of schools 2.QA 3.Advisory group met January Pilot phase 2 submissions and review 5.Award event

Sharing feedback Jan- April Hubs launched/ 229 number of schools 2.QA 3.Advisory group met January Pilot phase 2 submissions and review 5.Award event

Sharing feedback - 2 Feedback comments positive and negative on: PSQM organisation including website PSQM content PSQM local arrangements Compile a FAQ list for website

PSQM website

Break

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

Supporting reflective practice – 1 Thoughtful action planning How can we help teachers to write effective action plans? What is a good PSQM action?

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

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?

Giving feedback on action plans- 1 Crite ria 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 Coordinat or. 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

Giving feedback on action plans - 2 Crite ria Key Questions 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?

Giving feedback on action plans- 3 What feedback would you give to these teachers on their action plans? Your aim is for them to identify actions that they will be able to  Evidence  Reflect on impact on quality of primary science How does this influence the training you provide?

Lunch

Supporting reflective practice – 1 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)

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

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.

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.

Reflective writing - 2 CriteriaReflection Children enjoy their science experie nces in school Pupil voice is very important at W and pupil questionnaires and surveys are done every term to find out how pupils find Science. The percentage of children making positive and enthusiastic comments about Science has increased dramatically in past year (Appendix C3 – Pupil questionnaires folders / Pupil interview folder). Pupil ideas were taken and a ‘Science Club’ was started, gifted and talented sessions became more regular and a ‘Science Breakfast Morning’ occurred in the past term which received over 130 attendees (Appendix A3-Science day). The impact of this has been that due to it’s success it will continue on a more regular basis and the Science club will continue throughout the school year.

Reflective writing - 3 CriteriaReflection There is an effective subject leader for science Working towards the silver quality mark has really made me take a strong hold of the science reins. I now have a much clearer idea of how science is being taught in our school, the good practise that is going on and the areas which need addressing. Without having done this work, my knowledge of how science is working in the school would not be so deep. I feel I am now much more able to effectively lead science and feel more confident to bring in new ideas. I am pleased to have led CPD sessions with the staff and feel they have been well received, staff have put into practise ideas about practical work and are using the resources I have ordered. I need to go on more personal CPD training sessions in order to develop new ideas and keep abreast.

Reflective writing - 4 Read some extracts from pilot 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?

Reviewing submissions – 1 Are all the core documents there? Is the reflection under each criteria or in one document (section E)? Are additional evidence documents hyper- linked? PSQM Steve\psqm examples\downloads\woodside_1 PSQM Steve\psqm examples\downloads\woodside_1..\..\submissions april 2010\28th April 2010\BUCKS\bronze review document WOODSIDE JUNIOR SM JT doc..\..\submissions april 2010\28th April 2010\BUCKS\bronze review document WOODSIDE JUNIOR SM JT doc

Reviewing submissions - 2 Read one complete pilot submission. 1.Is the evidence there? Does it meet the criteria? 2.Complete the review form. 3.Think about What are the implications for you as a trainer? What are the implications for you as a reviewer?

PSQM submissions PSQM examples

The next PSQM hub training session Suggested programme 9.30 How has it gone so far? Sharing action plans (participants bring own) Break Using the web site Developing reflective practice Lunch 1.15 Writing a reflection 1.45 Types of evidence 2.30Next steps for you 3.15Close

PSQM 2011 recruitment Timeline: September- promotion of PSQM to schools (local, SLC regions and HQ) December 2010 /January new training of hub leaders April 2011– start of year 2 of national roll out Materials: Letter to schools PSQM fliers Intro PPT on website Case studies from year 1 Marketing ASE and SLC plus NAIGS, SCORE..\..\marketing\Primary Science Quality Mark- recruitment and update presentation.pptx..\..\marketing\Primary Science Quality Mark- recruitment and update presentation.pptx Expressions of interest being received year round at ASE HQ All schools need to.....

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