hub leader training day 2 programme session one: sharing feedback session two: the website session...
TRANSCRIPT
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Hub leader training
Day 2
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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
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Session one
Sharing Feedback
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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
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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 [email protected]
Administration and Management
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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
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Session two
The Website
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Session three
Supporting Reflective Practice
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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!!
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…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
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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?)
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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
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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)
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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.
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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 .
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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?
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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?
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Session four
PSQM Submissions
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Writing Reflections
• Core documents- Examples - Hints, tips ..\..\..\2011\website uploads\PDFS
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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
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Session five
Day 2 for Schools
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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
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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
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Questions and Next Steps