2. Hub leader training Day 2

3. 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

4. Session one Sharing Feedback

5. 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

6.  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 s.j.taylor@herts.ac.uks.j.taylor@herts.ac.uk Administration and Management

7. 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

8. Session two The Website

9. Session three Supporting Reflective Practice

10. 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!!

11. …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

12. 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?)

13. 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

14. 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)

15. 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.

16. 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.

17. 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?

18. 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?

19. Session four PSQM Submissions

20. Writing Reflections Core documents -Examples -Hints, tips..\..\..\2011\website uploads\PDFS

21. 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

22. Session five Day 2 for Schools

23. Suggestion Day 2 Programme 9.30 How has it gone so far and sharing action plans 10.30 Break 10.45 Using the web site 11.30 Developing reflective practice 12.30 Lunch 1.15 Writing a reflection 1.45 Types of evidence 2.30Next steps for you 3.15Close

24. Recruitment and Deadlines End MarchMayJuneEnd JulySeptEnd SeptAround 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

25. Questions and Next Steps