Creating Effective Science Teachers in the UK Linda Scott and Sue Howarth

Creating Effective Science Teachers in the UK

Linda Scott and Sue Howarth

TEAN/University of Aston18th May 2012

Creating EffectiveScience

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 MoulesScience 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

• Our ideas about effective teachers are validated by the views of wider community of science education stakeholders

SCORE conference 19 May 2012What makes an effective teacher in the

sciences at secondary?

http://www.score-education.org/events/score-annual-conference-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 cross-curricular 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

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