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Session three Audit, action, implementation and reflection

Session three Audit, action, implementation and reflection . The PSQM calendar (Schools Autumn Cohort). 33. 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

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Session three Audit, action, implementation and reflection

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  1. Session threeAudit, action, implementation and reflection

  2. The PSQM calendar (Schools Autumn Cohort) 33

  3. 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. Gallery 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)

  4. 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!

  5. Two models to support effective action planning Effective CPD model (Adey et al) • Relevant to need • Sustained • Collaborative • Embedded in culture of school • Career linked SMART targets (Mawby et al) • Specific • Measurable • Achievable • Realistic • Time related

  6. 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)

  7. 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.

  8. 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 . 

  9. Writing Reflections

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

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