Hub leader training

Day 2

Programme

Session one: Sharing Feedback

Session two: The website

Session three: Supporting Reflective Practice

Session four: Submissions

Session five: Day 2 for schools and recruitment

Session one

Sharing Feedback

Recruitment

2011 figures showed 247 schools taken part

2012 figures showed there were over 100 schools signed up

Over 60 active hubs

Hubs in all parts of the UK

The financial management of the PSQM is through the SCL EE / University of Hertfordshire

Hub leaders are paid by the University as a visiting lecturer and will need to invoice the university – contact Sarah Taylor for information: 01992 514787 s.j.taylor@herts.ac.uk

Administration and Management

Sharing Feedback

Feedback comments, both positive and negative on:

PSQM organisation, including the website;

PSQM support materials and resource, including any new ideas you may have;

PSQM local arrangements

Session two

The Website

Session three

Supporting Reflective Practice

Learning from the past…

The best PSQM submissions combine pragmatic subject management with reflective leadership

The best PSQM submissions include ‘collections’ of evidence with a focus, e.g. monitoring or visits

The best PSQM submissions reference succinct evidence in the reflections and also have it up-loaded!!

…and for the future….

A way to future proof science subject leaders in a less centralised culture

Supporting subject leaders to make wise professional decisions rather than follow national formulas

Thoughtful Action Planning

When teachers write effective action plans

What has proved most useful? (did you use either model we shared on day 1 to help?)

What are the successes?

What are the difficulties? (and what have you don’t to overcome them?)

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

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)

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.

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 .

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?

Writing Reflections

Read some extracts from submissions provided.• 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?

Session four

PSQM Submissions

Writing Reflections

• Core documents- Examples - Hints, tips ..\..\..\2011\website uploads\PDFS

Focus on Portfolios / Collections

• Different models of organisation– Thematic–Class or year based–Criterion based

But organise ‘collections’ of work with annotations – less to upload!

Examples

Session five

Day 2 for Schools

Suggestion Day 2 Programme

9.30 How has it gone so far and sharing action plans 10.30 Break10.45 Using the web site 11.30 Developing reflective practice12.30 Lunch1.15 Writing a reflection 1.45 Types of evidence 2.30 Next steps for you 3.15 Close

Recruitment and Deadlines

End March May June End July Sept End Sept Around Oct half

term

Submission deadline for Spring cohort

Review submission for Spring cohort

Outcomes notified for Spring cohort

Submission deadline Autumn cohort

Review submission for Autumn cohort

Notify Autumn cohort

Award events for both cohorts

Questions and Next Steps