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

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

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

Subject leadership and management

Self Evaluation and Action Planning

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

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

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!!!!

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.

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

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

When setting targets remember :- Un-SMART Targets: SMART Targets: Raise achievement in 75% pupils to reach L5+ Year 9 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%

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

Writing an Action Plan for Change

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

Monitoring and Evaluation

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

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

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

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

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.

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

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

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

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

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

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

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

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