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National Centre for Computing Education

National Centre for Computing Education. Computing hubs Invitation to Tender: Briefing session. Objectives for this briefing. To set the work in the wider context of the NCCE and its associated programmes. To review key aspects of the ITT itself.

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National Centre for Computing Education

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  1. National Centre for Computing Education Computing hubsInvitation to Tender: Briefing session

  2. Objectives for this briefing To set the work in the wider context of the NCCE and its associated programmes. To review key aspects of the ITT itself. To provide background on STEM Learning’s approach to CPD and evaluation. To address any questions you may have.

  3. Today’s agenda Welcome and introductions Background to the National Centre for Computing Education and its programmes The Hub network The benefits for schools Our approach to delivering CPD Question and Answer session

  4. Background to the National Centre for Computing Education and its programmes

  5. Why? i. The country needs an estimated 1.2 million new technical and digitally skilled people by 2022 to satisfy future skills needs. (UK Digital Strategy) ii. £63 billion of GDP per year is lost to the UK economy due to digital skills shortages and the lack of digital skills inhibits growth and opportunities for employment. (UK Digital Strategy) iii. 12 million people don't have the skills to thrive in the digital era. (BT)

  6. Why? Over 75% of existing teachers do not have an academic background in computer science (compared to 25% of science teachers and 48% of physics teachers). Additionally, ‘there is a national shortage in computer science teachers that justifies schools recruiting from abroad’. (Home Office Migration Advisory's Committee (MAC)). TES found that 9% of secondary teachers teaching computing were subject specialists. This shortage of suitably qualified computing teachers is not being addressed through initial teacher training.

  7. The NCCE and its programmes A national programme of CPD aimed at all teachers of computing state maintained schools and colleges in England at all key stages A CPD programme to train and certify 8,000 secondary computing teachers who lack a post A Level Computer Science qualification, The Computer Science Accelerator programme A parallel programme of support for A level teaching.

  8. Provided by … A virtual centre providing online CPD and resources for all computing teachers. Face-to-face CPD for all computing teachers, delivered through a network of 40 secondary-school based computing hubs. Local communities of practice.

  9. Delivered by STEM Learning, the British Computer Society (BCS) the Raspberry Pi Foundation (‘the consortium’)

  10. The hub network

  11. Role 40 Computing Hubs in England: supporting the work of the NCCE to July 2022. (Providing a geographical spread across England) providing support to all computing teachers in state primary and secondary schools and colleges in their area (a reasonable day’s travel). drawing upon local expertise to provide a range of CPD opportunities for all teachers with With a particular focus on teachers in schools in category 5 and 6 Local Authority Districts.

  12. Timeline The first 10 Hubs will be contracted from 1 May 2019 to 31 July 2022 . The remaining 30 Hubs will be operational from 1 September 2019 to 31 July 2022. January 2019 to the end of October 2019, 10 Regional Delivery Partners will support the early phase of mobilisation of the NCCE.

  13. Regional Delivery Partners To get the programme up and running as we recruit the hub network. Around 10 Regional Delivery Partners (RDP) in England providing a geographical spread. Supporting the work of the NCCE from the period 7 January 2019 to 31 October 2019.

  14. Benefits of being a hub Play a leading role in the advancement of computing education across England. Play a leading role in the development of a school-led system of leadership of education in England. Raise the profile, status and reputation of your school/college. Teacher Recruitment and retention: We have evidence from working with SLPs that people want to work in a school that has a big focus on teacher development. It is going to help towards paying fixed costs, administrator costs and the cost of a subject expert. · .

  15. Funding – the first 10 For the period May to September 2019 Core funding of up to £20,000 for the period May to September 2019. Covering staff time (of the order of 2-3 days per week) to support with the early mobilisation efforts of the National Centre for Computing Education.

  16. Funding – all 40 For the period September 2019 to July 2022) All Computing Hubs (both High Capacity and High Performance) will receive a core funding allocation of approximately £65,000 - £75,000 per annum to provide the following capacity: Administrator for 2 days/week; Secondary Lead role for 3 days/week and a Primary Lead role for 2 days/ week. Across the period of the contract this equates to approx. £190,000 to £218,000 .

  17. 10 High Capacity hubs additional.. £115,000 – £125,000 per annum to cover the costs of up to 2 full time roles: a CS Accelerator Champion and a Lead Computing Subject Matter Expert (SME), (may be filled by more than 1 individual covering this role on a part-time, secondment basis). Both posts will cover a wider geographical area, supporting the work of other Hubs in their locality.

  18. Variable Performance Payment Costs associated with the delivery of CPD, which will include costs such as CPD facilitator/presenters costs and expenses, room hire/accommodation, course refreshments etc. The variable performance payment will be in the range of £60,000 - £110,000 per annum based upon volume of CPD delivered.

  19. Regional engagement activity Up to £22,000 per annum to support local activities to raise awareness of the National Centre, its range of support and CPD. CAS Communities of Practice will work closely with Computing Hubs to coordinate these.

  20. Professional Development

  21. NCCE CPD Centrally developed 'professional development experiences' (known as PDEs) Contain everything needed for an accredited* facilitator to lead high-quality CPD: • Presentations with facilitator instructions • Handouts, code files • Resource needs (software etc) Authored by leading experts in computing education, to an NCCE quality standard based on DfE, Teacher Development Trust, our insights and others. *holder of CPD Quality Mark, accredited under NCCE certification process.

  22. Facilitator development program 2-day course: Supporting computing specialists who work with teachers, subject leaders/coordinators and senior managers to provide training as part of the National Centre for Computing Education. The two days of training will develop excellence in course leadership and introduce the impact and evaluation mechanisms that ensure a high quality STEM CPD programme. You will also gain an understanding of the resource and CPD offer available through the NCCE consortium. Accreditation at Associate Facilitator level of CPD Quality Mark after successful participation

  23. NCCE CPD programme All primary and secondary phases To cover whole computing curriculum Targeted at priority schools in LADs 5 & 6 Capped (or free) fees; priority school bursaries Core programme in 2018-19

  24. NCCE Core CPD programme Q1 Primary programming and algorithms (1 day) Free to 1 teacher per priority primary, with £100/day bursary Outstanding teacher of KS1 computing (2 days) Outstanding teacher of KS2 computing (2 days) Free to 1 teacher per priority primary Developing outstanding practice as a teacher of GCSE computer science 4 days – free to priority secondary schools (with bursary) & CS Accelerator participants Q2 Outstanding KS3 teaching of computing (4 days) Computing at KS4 for non-GCSE students (1 day) free to priority secondary schools (with bursary)

  25. The CS Accelerator programme For teachers without a post A level CS qualification, including: A downloadable diagnostic 40 plus hours of CPD – face to face and online An online test of GCSE subject knowledge.

  26. CS Accelerator: GCSE Subject Knowledge Enhancement Self-declare ‘eligibility’ Diagnostic test – identify weakest subject knowledge areas Face-to-Face CPD, local venues Algorithms in GCSE computer science www.stem.org.uk/cp200 Data and computer systems in GCSE computer science www.stem.org.uk/cp201 Networks and cyber-security in GCSE computer science www.stem.org.uk/cp202 Python programming essentials for GCSE computer science www.stem.org.uk/cp203 2 days per CPD, with a gap task. Free for eligible teachers Bursary £440 per course up to a maximum of £880, payable after successful completion of each face-to-face CPD activity (some introductory ‘early adopter’ incentives also)

  27. Support systems You will: Request specific dates for an instance of a course Deal with specific course queries Create participant pack (register, badges etc) Inform STEM Learning of attendance, and gap-task completion STEM Learning will: set up the course booking page send registration updates Sent participant instructions Provide pre-course participant ILO information for facilitator Record attendance Pay bursaries

  28. Impact Building on the success of the Science Learning Network

  29. What independent evaluation tells us about our impact Sustained engagement of schools with Network support is associated with improved teaching and learning as well as increased uptake and achievement in science. Our professional development improves teachers’ subject and pedagogical knowledge, skills and confidence Our CPD develops strong leadership in science [education] from primary to post-16, benefitting teachers, schools and young people.

  30. What is the Impact Toolkit? The impact toolkit is an online system that supports participants through their CPD Journey: The toolkit consists of a collection of online and paper forms, which participants complete before, during and after their CPD. It is based on the principles of effective CPD and effective evaluation, and is used by all users of our CPD and programmes (teachers, technicians and other education staff). Our professional impact tools differentiate our CPD from our competitors. Organisations and participants’ value that we embed evaluation and reflection practices in the CPD they attend. This ensures that all CPD we provide has a tangible and lasting impact.

  31. What is the Impact Toolkit? Participants can use the ITK to help: • Reflect on their CPD • Plan how they will action what they have learned • Assess and evidence the impact of their CPD • Embed and share best practice

  32. What is the Impact Toolkit?

  33. Q&A open discussion

  34. n.mclean@stem.org.uk ·

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