Transcript Creating Effective Science Teachers in the UK Linda Scott and Sue Howarth TEAN/University of Aston18th May 2012

Creating Effective
Science Teachers in the UK
Linda Scott and Sue Howarth
TEAN/University of Aston18th May 2012
Creating
Effective
Science
Teachers
in the UK
AIM
To share some of the innovative ideas that we have
integrated into our PGCE Course for Science trainee
teachers at the University of Worcester
We believe that these practices
• have increased our trainees’ employability
• will improve their future practice as qualified teachers
Many of these ideas could work across other disciplines and
in other postgraduate training courses
Today’s presentation is based on
• growing evidence that past students are
quickly *‘making an impact’ in their early
years of teaching
• our use of Appreciative Inquiry to
examining our current practice in
structuring our PGCE Science Course
* e.g. gain rapid promotion to positions of
responsibility such as subject leaders, STEM
Leaders, PGCE mentors
Jo Moules
Science Consultant
Chair of West Midlands region of the
National Advisors and Inspectors Group for
Science (NAIGS)
“In my role as Science Consultant I work with colleagues at all stages of
their professional development, from NQTs through to Senior Leaders.
In my experience the student teachers and NQTs we receive from the
The University of Worcester are some of the best prepared that I have
the pleasure to work with.
They have a depth of understanding and knowledge that really
supports them in the early part of their professional lives and seeing
the universities name on an application or reference tells me I’m
going to see someone special”
‘Appreciative Inquiry’ (AI)
AI aims to identify good practice, design
effective development plans, and ensure
implementation. It focuses the research
process around what works, rather than trying
to fix what does not.
AI therefore presents an alternative to the
problem-solving approach underpinning
action research and offers an affirmative
approach for evaluating and envisioning
future initiatives based on best practice
NFER 2009
Why do we think that our course
is ‘effective’?
• The high percentages of trainees who gain
employment by the end of the course, in
successive cohorts, suggest that our
strategies are producing effective teachers
that schools choose to employ.
• The rate at which ex-trainees gain positions
of responsibility suggests that their initial
training prepares them well for a successful
transition to effective autonomous teaching
11%
35%
2008-9
(37)
24%
Don't know
Career progression
In post only
30%
Other
13%
2009-10
(31)
42%
23%
Don't know
Career progression
In post only
22%
Other
• Our ideas about effective teachers are
validated by the views of wider community
of science education stakeholders
SCORE conference 19 May 2012
What makes an effective teacher in the
sciences at secondary?
http://www.scoreeducation.org/events/score-annualconference-2012
Innovative range of opportunities
• Our Science trainee teachers are exposed to an
innovative range of opportunities, over and
above their core training programme.
• These opportunities vary widely, but all address
pedagogical content as well as help secure
development towards Qualified To Teach (QtT)
Standards and embed deeper professional
understanding and skills
Extracts from Ofsted Presentation to
SCORE Conference
Good [school] Science Curriculum
Good links are forged with other subjects,
and the wider community to provide a range
of enrichment activities to promote pupils’
learning and engagement with science.
These include science-based clubs, visits to
science sites in the community and a
programme of visiting speakers from
science-based industries and services to
build on the engaging and relevant learning
experiences of science lessons.
Brian Cartwright HMI - National Adviser for Science, Ofsted
Modelling a good science
curriculum (1)
Working with other institutions in the local
community including Worcester Cathedral,
local museums and a new medical exhibition
Modeling a good
science curriculum
(2)
Working with
colleagues
across disciplines
during a
university crosscurricular day
Modelling a good science
curriculum (3)
Working alongside
staff on short action
research projects
Effective Teachers - developing
leadership potential (1)
Leadership is well-informed by current
developments in the subject and are
interested in developments in science
education in the work of other providers and
by national agencies and associations.
Brian Cartwright HMI - National Adviser for Science, Ofsted
Fostering an interest in the wider
realms of science education
Writing for professional journals:
•School Science Review – Assoc. for
Science Education, ASE)
•Biologist - Society of Biology, SB
•Feedback - Assoc. for the Study of Animal
Behaviour, ASAB
Writing for newspapers such as the Times
Educational Supplement, TES
Book Reviewing: JBE; SSR and writing articles e.g. Feedback for ASAB
Effective Teachers - developing
leadership potential (2)
• Becoming actively involved with
professional bodies, such as ASE, by
presenting at conferences (regional and
national) and then mentoring other
trainees presenting at a following
conference
ASE WM Feb 2010
ASE Oct 2011 1 month into the course
ASE Jan 2010 Annual conference
Sally’s quote about the course
the chance to take part in the WOW factors
workshop at the ASE in Nottingham was
brilliant a real confidence booster, great
opportunity to learn a wide range of short
engaging activities and a good talking point
when
a) applying/interviewing for jobs and
b) working to improve a department of
apathetic staff.
the course also fostered in me a real
willingness for working collaboratively and
being very open to sharing good practice.
Effective Teachers - developing
leadership potential (3)
• Involvement in local and regional events for
National Science & Engineering Week
(NSEW)
• Working with STEMNET, a national
Science, Technology, Engineering and
Mathematics body and inviting external
STEM Ambassadors to contribute to
lessons and/or extra-curricular activities
Supporting STEM Challenge 3
Supporting STEM Challenge 3
Supporting a CREST-in-a-Day
event
Overview
of a typical
PGCE Year
‘risky’ activities
Outcomes
A significant number of past students
return to work with us, in their early
careers, as Initial Teacher Education (ITE)
mentors and / or Science, Technology,
Engineering and Mathematics (STEM)
school Coordinators.
Outcomes 2
The continuing involvement with university
tutors and the university PGCE course,
and the rapid professional development of
many of our ex-trainees, may be due to
their exposure to enhanced professional
opportunities during their PGCE course