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Science Subject Science Subject Leader TrainingLeader TrainingScience Subject Science Subject Leader TrainingLeader TrainingPreparing new and aspiring Preparing new and aspiring Subject Leaders for the role.Subject Leaders for the role.
East Riding/North Yorkshire LAsEast Riding/North Yorkshire LAs
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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 Evaluation12:45 LUNCH1:45 Session 4. The Reality!!!3:30 Finish
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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
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Subject leadership and Subject leadership and managementmanagement
Subject leadership and Subject leadership and managementmanagement
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Self Evaluation and Action Self Evaluation and Action PlanningPlanning
Self Evaluation and Action Self Evaluation and Action PlanningPlanning
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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
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So what is a SEF?So what is a SEF?So what is a SEF?So what is a SEF?How does a Departmental SEF How does a Departmental SEF
relate to this?relate to this?
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Leading others to a sustainable improvement
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 All you have left to do is leadlead the team the team in implementing the improvement!!!!in implementing the improvement!!!!
Are you proactive or reactive?
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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.
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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
Why set targets?
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Specific
Measurable
Achievable
Relevant
Time-related
SMART Targets have expectation + challenge
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When setting targets remember :-
Un-SMART Targets:SMART Targets:Raise achievement in 75% pupils to reach
L5+Year 9 in 2005
Raise achievement ofhigher attaining pupils
Improve pupil motivationin 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%
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Identify Priorities 1
Implementation of the plan
Action Plan(inc SMART
targets for these priorities)2
Monitor progress
Evaluate the impact
Common routes
Next ste
ps
Leadership Tasks Management tasks
The Planning Cycle
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Writing an Action Plan for Change
# Action Plan/1 Page 1
ACTION PLAN FOR #
KEY ISSUE/AREA FOR IMPROVEMENT
Actions to achieve target Persons
responsible Start date
Finish date
Resources and costs Monitoring Person and Method
Notes on Progress
Success Criteria
Evaluation arrangements
Cost effectiveness and value for money
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Task• How do you /will you use the SEF?
What are the implications?
Discuss.
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Monitoring and EvaluationMonitoring and EvaluationMonitoring and EvaluationMonitoring and Evaluation
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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
Slide 2.15
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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 MONITORING IS NOT ABOUT MAKING
JUDGEMENTSJUDGEMENTSEVALUATION OFTEN TAKES PLACE ALONGSIDE EVALUATION OFTEN TAKES PLACE ALONGSIDE
MONITORINGMONITORING
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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 processSlide 2.2
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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
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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.
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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
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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
Slide 2.14
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Evaluation
• Evaluation is concerned with using the information obtained in the monitoring processes to make judgements about quality.
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Key words - judgements
Fair Rigorous
Fully supported by evidence
Accurate Robust
Tested against the criteria
Valid Reliable
Carefully weighed
Slide 3.7
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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!!
Slide 3.8
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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
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And finally…..Put together all of the ideas of the
afternoon to ….
