Session 3 P A U L I N E T R E A N O R Deyes High School


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Session 3 P A U L I N E T R E A N O R Deyes High School

  1. 1. Partnership Development Schools
  2. 2. Project objectives  To enhance the quality of resources in physics and chemistry (as separate sciences) available to trainee teachers and subject mentor/classroom teachers.  To improve knowledge skills and understanding of physics and chemistry in order to deliver key aspects of Science curriculum across all key stages.  To encourage other schools to provide quality placements in physics and chemistry.
  3. 3. 1 - School based projects Trainees and PDS schools –  Created video footage of key experiments for each key stage in chemistry and physics.  Created resources to support video footage
  4. 4. Impact on trainees  Improved motivation and self esteem through successful collaboration with staff. (Q6, 32)  Familiarisation with new teaching and learning strategies in physics And chemistry - Subject knowledge enhanced (Q7,8,9,10,11,14,17,22)  Enhanced personalised learning (Q7,10,29)  Learning conversation – reflections are now more acute and specific (Q4,5,6,929,32,33,)  Peer support – increased subject knowledge (Q4,5,6,14,15,32,33)  Leadership opportunities  Networking with specialist science staff in respect of PDS schools (Q6,32,33)  Creating resources in environment with staff expertise and ICT equipment(Q17,23)  Developed self confidence.  Increased enjoyment and participation.
  5. 5. 2 – HEI demonstration events  Experienced Physicists and Chemists from PDS school demonstrated exciting experiments to over 300 trainees  Trainees had the opportunity to organise and lead these experiments in order to gain knowledge and confidence
  6. 6. Impact on trainees  Provides a support mechanism.  Knowledge and understanding increased through using PDS recourses (Q7,8,9,10,11,14,17,22)  Coaching skills developing (Q33)
  7. 7. 4 - GCSE C/D Coursework Day Impact on trainees  CPD for trainees (Q7)  Understanding examination coursework requirements (Q11,12)  Leadership opportunities for trainees  Higher order questioning skills (Q27)  Increased understanding of assessment procedures & AFL (Q11,12,26,27,28)  Increase in self confidence (leading small groups) (Q2,6)  Increased opportunities to interact with students/ pupils (Q25,27,28)
  8. 8. What has been achieved? Has it altered any aspect of ITT delivery / involvement?  Increase in paired placements – Benefits of paired placements:  More trainees in subject areas.  Less disruption to school timetable.  More self independence.  Less dependant upon mentor for guidance.  Certainly very effective for first placement  (often little confidence or experience).  Increased finance for schools  Still mentor within a group – learning conversations.  Trainees support one another within classroom (TA role)  Developing coaching model- complete lesson observation on one another.  Promoted ITT within school (through INSET, meetings, resource development/SMT)  Task orientated for trainees – created independent learners/team collaborators.
  9. 9. 5.Continuous Dissemination  Within each school – dept training/ leadership opportunities  Positive feedback from Heads of Departments in PDS schools.  LA cascading  HEI cascading  Raise awareness for Headteachers of positive aspects of these projects  Governors kept informed of project developments  Recorded in SEF/ related to SIP
  10. 10. Dissemination of Resources  You Tube – footage of all experiments – open to everyone.  DVD/CD for TDA/Schools/HEI to place on network (VLE)  All schools in PDS project plus all schools in LA via HOD meeting to get copy
  11. 11. Impact of PDS project on School  Interaction within Science Dept. (re variety of experiment and demonstrations).  Corridors filled with smoke / smells (even Headteacher shown interest!).  Teachers Professional Development – leading HEI sessions.  Teacher incorporated project in Performance Management.  More staff becoming involved in ITT within our schools.  Changing of culture within school – motivation / cascading of ideas.  New ideas / methods of experimentation – resources available for staff.  Staff training / competence enhanced.
  12. 12. Benefit of project on PDS Staff (School and HEI)  Opportunities for achieving core standards a) Professional attributes b) Professional knowledge and training c) Professional skills  CPD development ( Performance Management) - Leadership opportunities within school and PDS schools (Q3) - Coaching / Mentoring (Q8,25) - Networking (Q6, 32) - Training opportunities (Q10,11,14,15,17) - Reflection (Q7,28,29)  Accreditation - Evidence of achievements - Recognition  Funding to allow time to; create resources for non specialists, internal Inset (Q3,8)  Learning from trainees with new innovative scientific understanding (Q8)  Learning network – developing partnerships - (Q6,19)
  13. 13. By end of our project 95% of trainees felt confident to teach Chemistry to KS4, 65% of trainees felt confident to teach Physics to KS 4