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Hub leader training Day 1. Intended course outcome. Confident PSQM hub leaders Informed and enthusiastic about: - process - criteria - training - mentoring - website. Programme. Session one: How the PSQM scheme works Session two: Getting to know the PSQM criteria
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Hub leader training Day 1
Intended course outcome Confident PSQM hub leaders Informed and enthusiastic about: - process - criteria - training - mentoring - website
Programme Session one: How the PSQM scheme works Session two: Getting to know the PSQM criteria Session three: Supporting PSQM schools Session Four: Questions and next steps
PSQM National roll-out organisation beginning 2010 Steering group PSQM management ASE/SLC/LA QUALITY ASSURANCE OPERATIONAL 9 Regional SLCs Hub leader appointment and training Monitoring of PSQM courses • PSQM hubs • Max 10 schools per hub • Each pay £500 for registration, two days training for two members of staff, mentoring, web site access and award. Monitoring of Mentoring Accreditation and awarding process Small schools programme Regular external evaluation 10
Hub leader role and responsibilities Recruit schools Inform regional SLC of participating schools and development arrangements Lead minimum of two PSQM professional development sessions per hub per year Inform the PSQM management team of any change in circumstances that will affect them working as a hub leader Submit tracking document which will trigger payments Monitor and/or carry out mentoring of subject leaders, which involves:
communicating with the Science Subject Leader via the online message facility and encourage them during the process; • giving feedback on the Subject leader’s action plan • monitoring the Science Subject Leader’s progress against their action plan and provide constructive feedback; • communicating regularly with the Hub Leader and/or PSQM™ centre co-ordinator; • informing the Hub Leader and/or PSQM™ centre co-ordinator of any relevant issues and difficulties experienced by the Science Subject Leader that they are unable to resolve themselves; • attending and participate in regular professional development and Quality Assurance meetings, nominally 2 meetings per year • reviewing submissions from another hub Hub leader role and responsibilities Monitor and/or carry out mentoring of subject leaders, which involves:
School subject leader responsibilities Attend PSQM professional development sessions, nominally 2 meetings per year Carry out an initial audit, action plan, and collection of evidence Take responsibility for uploading evidence for submission that meets the criteria Act on identified points for development following feedback Inform the Hub Leader/Mentor and/or PSQM™ team of any change in circumstances that is relevant to their progress and their award.
Session two The PSQM Criteria
PSQMSILVER PSQM Bronze PSQM GOLD
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)
Session three Supporting PSQM Schools
PSQM Tasks Principles Pupil voice Transition Staff vision Albums Learning walk Monitoring Resources Assessment/ portfolio/ APP Visits, visitors Links/ creativity/ cross curricular 12. Community 13. T/L strategies 14. Biomedical sciences/ethics in curriculum/argument 15. Display board observation capture 16. Pupil tracking 17. Principles applied to teaching and learning
Supporting PSQM schools Suggested task: Using principles of teaching and learning to evaluate quality
We know good science teaching and learning happens when .... When children can discover for themselves through trial and error When children use scientific vocabulary When teachers are confident about what they are teaching When children talk, ask questions share ideas, explain When children are inspired to do and know more, transfer knowledge When children work in groups When children are working practically When children are engaged, excited, involved When there is sufficient time. When children don’t want to stop When teachers use analogies, make models When children can remember
Supporting PSQM schools Suggested task: Pupil voice
Many of the children talked about how they often feel there is not enough time for experiments many talking about how they feel rushed and can never get everything finished. • Flexible timetable – organise the timetable to allow teachers to tailor it to suit either a long practical lesson (investigation/experiment) or 2 shorter theory lessons • A couple of the children in upper key stage 2, talked about how they feel the same topics are often repeated • All of the children spoke about how investigations/experiments were what they enjoyed most and all said that they felt they didn’t get a chance to do enough. • Look at all the areas of the science curriculum to ensure coverage without repetition, as well as the IPC and explore ways of including more experiments
When the Y6 pupils were asked if they were looking forward to doing science at Stoke, they all answered very enthusiastically yes. They were all excited that they got to do big explosions and work in science labs • Develop links with Stoke High School. Stoke High school to come in during science day. • The majority of the children enjoy science however they don’t understand how it will be used and be beneficial to them in their future • To highlight this to all staff and explain how science needs to be placed in to a practical context so the children understand why science is vital in everyday life and in their futures. • Have a NHS Ambassador day at the start next academic year. • Science day – to raise the profile of science • Careers day – bring in different professions which are centred on science.
Supporting PSQM schools Suggested task: Card sort- the role of the subject leader
Supporting PSQM schools • Suggested task: • Action planning - How can we help teachers to write effective action plans? • What is a good PSQM action?
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
Giving feedback on action plans- 1 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. Good to show your role and Prof Dev Will need short reflection on on-going impact of actions
Giving feedback on action plans- 2 How will you ensure that science is talked about? What support will you and other teachers need to ensure this happens? How will you evidence this? When will these things happen? Who will do them? Is this indicated as an action? What agencies?
Supporting PSQM schools Suggested task: Action planning for wider opportunities
Action plans: How will I know what impact this action has had? What can I provide which will simply show others what has been achieved? Core documents: Use them! Reflections: Do these well rather than amassing loads of evidence Keep at it! Lessons learnt from 2010
Ofsted inspectors identify the Primary Science Quality Mark as an important mechanism for bringing about improvement in primary science Inspectors’ interviews with staff in the schools that participated in the initiative confirmed the improvements in teachers’ confidence and ability to teach science, with a consequent positive impact not only on pupils’ performance but also on their engagement and enjoyment. The initiative has shown how strongly motivated professionals in science education can work with science-based industry and other agencies to promote higher standards in science education. Lessons learnt from 2010
Not jumping through hoops A personal rediscovery of old ideas and shared principles PSQM does not impose a particular view of what constitutes 'good science' but the criteria do represent a well established and evidence based consensus about the conditions in which it is likely to flourish. Lessons learnt from 2010
The impact of actions undertaken as part of the PSQM in the last year: An increase in practical science More visits, visitors and links with outside organisations More opportunities for pupils to experience science outside of lessons Increased understanding of the teaching and learning of science in the school Greater awareness of science in the school by governors and parents Development of the confidence and capacity of the science subject leader The appeal of science is now more widespread. Teachers are more confident about teaching the subject: ‘Progress has been made, but this is just the start: the year ahead looks very exciting.’ Silver award submission (2009) PSQM Pilot phase 2. (Bucks) Lessons learnt from 2010
Thanks for asking after Sebergh's PSQM - I pressed the submit button just before Christmas. Am still working on some of the criteria because they are on going - so PSQM is not just a piece of paper, its a whole way of moving continuously onwards (and upwards)! Lessons learnt from 2010
Session four Questions and Next Steps
Second PSQM hub leader training session 1. Sharing experiences: PSQM leader role PSQM mentor role Using the web site 2. Preparing schools for PSQM submission The second PD day Comparing action planning Writing reflections Understanding impact Finalizing submissions 3. The PSQM review meeting The quality assurance process Questions? What Next?
