Network of Excellence Universities Meeting

Thursday 19th SeptemberBCS London

Sue Sentance & Simon Humphreys

Objectives of today• Understand the way the Network of Excellence CPD will work 2013-2015• Update you on progress in the NOE this year• Understand the contribution your institution can make• Share/introduce strategies/materials for delivering CPD• Meet colleagues with similar aims

Agenda for todayTime Topic13:00 Welcome and Introduction (Sue Sentance)

13:15 Update on the Network of Excellence (Simon Humphreys)

13:45 Working together – logistics of delivering CPD sessions (Sue Sentance)

14:30 Activity 1: Effective partnerships within the NOE

15:15 Tea break

15:30 Activity 2: Strategies and misconceptions

16:15 Going forward (Sue Sentance)

16:45 Final words / Reflections (Simon Humphreys)

17:00 Close

Computer Science in schools – where are we now?

Final version of Computing Programme of Study published 11th September 2013

The new National Curriculum will be effective from September 2014

Computer Science is the 4th Science in the list of subjects making up the English Baccelaureate performance measure

CAS Online has more than 6000 members, over 3000 of them teachers

Update on the Network of Excellence

Simon Humphreys

• The NOE team• Where are we now?• Recruitment of Master Teachers

The Network of Excellence TeamSimon Humphreys Mark DorlingSue Sentance Nick Cook Debbie Smith

… plus 8 regional coordinators and 1 primary coordinator

Network of Teaching Excellence of Computer Science

UniversityCAS Hub Leader

(Regional)Lead SchoolCAS

Master Teacher

Key providers

CPD Functions

Provide Subject Knowledge

Enhancement (pre-training)

Mentor/coachBuild

community of practice

Secondary and Primary Teachers In Network of Excellence registered schools

Education Dept

CS Dept

Pre-service teachers

Provide Professional

Development courses

IT Professional

Headlines• 770 registered schools • 200 Lead Schools• 79 Master Teachers • 33 Trainee Master Teachers• Further support from both industry and the education sector

Regional Coordinators

Regional Coordinators

Role is to: • Provide support to the Master Teachers as they plan,

prepare, deliver and reflect on their CPD interventions. • Oversee the overall provision of CPD opportunities and

activities in their region in association with other training partners especially the Universities in their patch.

Quality Assurance - feedbackOur feedback loop will involve: • Participants • Trainers • Peers • Pupils

Quality Assurance - feedback

Issues with Primary Schools1. Head teachers in primary schools are currently very focussed on maths and

English, which means they are likely to delay changes in other areas 2. CAS network has extensive secondary school membership compared to

primary, which may have left primary schoolteachers feeling less inclined to join

3. Computing is one of many curriculum areas for which a primary teacher has responsibility and is not yet a priority area for consideration

4. Fewer teachers in primary who might regard themselves as subject specialists in this area or lack confidence in their own subject knowledge to commit to the programme

5. Budget constraints on primary schools making teacher release to be a Master Teacher more difficult

Primary Task Force• Primary Guidance document • Autumn 2013 CAS newsletter which focuses on resources and support

for specifically primary schools • Arranging, in association with university partners, a number of

regional conferences for primary teachers during this academic year. • Ensuring that all messages and communications from the Network are

worded to be equally attractive to primary teachers • Working with other partner organisations

“Make it Happen”A non-executive board has been formed to support the work of the NoE Team. • Simon Peyton Jones (Chair CAS, Microsoft Research)• Lance Howarth (CEO Raspberry Pi Foundation, former VP ARM) • Bill Mitchell (Director, BCS Academy)Chris Mairs (Chief Scientist and former CTO Metaswitch Networks) • John Cooper (Chairman, Ensoft) • Achim Jung (Professor Computer Science, Birmingham University) • Clare Riley (Group Manager, Education Relations, Microsoft UK) • Andrea Carr (CEO Rising Stars, BESA) • Simon Humphreys (Coordinator Network of Excellence)

The group have oversight of the direction of the Network, how it connects and supports both Computing At School and other partner groups in this same space.

Universities and the Network of Excellence

Sue Sentance

New programme of studyDifferent ways universities can contributeNew systems for running NOE-badged CPD events

New programme of studyFinalised 11th September The national curriculum for computing aims to ensure that all pupils:• can understand and apply the fundamental principles and concepts of computer

science, including abstraction, logic, algorithms and data representation • can analyse problems in computational terms, and have repeated practical

experience of writing computer programs in order to solve such problems• can evaluate and apply information technology, including new or unfamiliar

technologies, analytically to solve problems• are responsible, competent, confident and creative users of information and

communication technology

https://www.gov.uk/government/publications/national-curriculum-in-england-computing-programmes-of-study

Key Stage 1Pupils should be taught to:• understand what algorithms are, how they are implemented as programs on digital

devices, and that programs execute by following precise and unambiguous instructions• create and debug simple programs• use logical reasoning to predict the behaviour of simple programs• use technology purposefully to create, organise, store, manipulate and retrieve digital

content • recognise common uses of information technology beyond school• use technology safely and respectfully, keeping personal information private; identify

where to go for help and support when they have concerns about content or contact on the internet or other online technologies

Key Stage 2Pupils should be taught to:• design, write and debug programs that accomplish specific goals, including controlling or simulating

physical systems; solve problems by decomposing them into smaller parts• use sequence, selection, and repetition in programs; work with variables and various forms of input

and output • use logical reasoning to explain how some simple algorithms work and to detect and correct errors in

algorithms and programs• understand computer networks, including the internet; how they can provide multiple services, such as

the World Wide Web, and the opportunities they offer for communication and collaboration• use search technologies effectively, appreciate how results are selected and ranked, and be discerning

in evaluating digital content• select, use and combine a variety of software (including internet services) on a range of digital devices

to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information

Key Stage 3Pupils should be taught to:• design, use and evaluate computational abstractions that model the state and behaviour of real-world problems and physical

systems• understand several key algorithms that reflect computational thinking [for example, ones for sorting and searching]; use logical

reasoning to compare the utility of alternative algorithms for the same problem • use 2 or more programming languages, at least one of which is textual, to solve a variety of computational problems; make

appropriate use of data structures [for example, lists, tables or arrays]; design and develop modular programs that use procedures or functions

• understand simple Boolean logic [for example, AND, OR and NOT] and some of its uses in circuits and programming; understand how numbers can be represented in binary, and be able to carry out simple operations on binary numbers [for example, binary addition, and conversion between binary and decimal]

• understand the hardware and software components that make up computer systems, and how they communicate with one another and with other systems

• understand how instructions are stored and executed within a computer system; understand how data of various types (including text, sounds and pictures) can be represented and manipulated digitally, in the form of binary digits

• undertake creative projects that involve selecting, using, and combining multiple applications, preferably across a range of devices, to achieve challenging goals, including collecting and analysing data and meeting the needs of known users

• create, reuse, revise and repurpose digital artefacts for a given audience, with attention to trustworthiness, design and usability• understand a range of ways to use technology safely, respectfully, responsibly and securely, including protecting their online identity

and privacy; recognise inappropriate content, contact and conduct, and know how to report concerns

Key Stage 4All pupils should be taught to:• develop their capability, creativity and knowledge in computer

science, digital media and information technology • develop and apply their analytic, problem-solving, design, and

computational thinking skills• understand how changes in technology affect safety, including new

ways to protect their online privacy and identity, and how to report a range of concerns

What do teachers need to know?

Document published by Teaching Agency

Range and Content becomes a itemised checklist of what (all) Computing teachers should know about Computer Science

An NOE University could…Offer a series of CPD

courses (in conjunction with the local Master

Teacher or Lead School)

Give a talk at a local hub meeting and offer email

support to teachers

Offer “fill-the-gap” courses where there are areas of the curriculum

not being covered by local Master teachers

Offer a structured training programme to

Trainee Master Teachers (funding available to a

few universities for this)

Support CAS Master teachers in developing

resources for CPD sessions

Help teachers to devise small-scale action

research projects trying out new topics/ideas in

the classroom.

Network of Excellence CPD events

University CPD Events

Master Teacher

CPD Events

Common Booking and Feedback

systems

Benefits to NOE:

- Quality Assurance- Minimise duplication- Evaluation of impact- Self-sustaining

University:Plan CPD event

NOE Admin: Create event using

Event Brite

NOE Admin: Promote event to local

schools/Course is advertised on CAS Online

University:Log into Event Brite using university login to locate

register

University:Run CPD Session

University:Complete Event Brite

register for Admin

NOE Admin: Prepare and send e-certificates to teachers

NOE Admin: Update database with register to show attendees

University CPD events procedure

University:Ask delegates to

complete online feedback form here

Before CPD event On the day After CPD event

NOE Admin (10 weeks later):Send out follow up feedback

forms

NOE Admin: Share completed feedback with university

NOE Admin: Share completed feedback with university

UniversityNOE Admin

Key

University:Complete online data entry form describing event here

Small fee for admin support

Steps to running an NOE-badged CPD session

1. Fill in form if you wish your event to be NOE-badged and submit online to NOE team

2. NOE Team will do the administration. Fees from booking will go directly to you (if you allow pay by invoice, you will need to chase these).

3. Remember to take register on EventBrite4. Ensure that delegates fill in online feedback forms5. Tell delegates that they will receive e-certificates from NOE6. NOE team will share feedback with you for your university’s records7. NOE team will invoice you for 10% of the booking fee for providing the

administration for you every 3 months.

Advantages of NOE-badged CPD events

• Promoted on CAS Online• Your course will be flagged as an

NOE course (quality mark!)• Local schools in your area will be

contacted directly to let them know about your course

• We will recognise you as an “Approved CPD provider”

• Associated with key national brand

For you

• We can ensure coverage of curriculum topics over a region

• Teachers will find out what is available locally

• Teachers can be assured of quality courses

• Teachers will be creating a portfolio where they can log all the courses they have completed

For teachers

Purpose of Evaluation of NoE programme

Numbers How many courses/teachers/length?Satisfaction Feedback of teachers on course delivery Effectiveness Feedback of teachers on their professional developmentImpact Impact of CPD events on classroom practiceStudents Take-up of Computing courses from KS4 (longer term)

… what else? …

Most important

Being an “Approved NOE CPD Provider”CAS will approve all organisations who run good quality events which are NOE-badged.To be an approved CPD provider:

Run regular NOE-badged eventsReceive good feedback from delegatesTake part in quality assurance systemsSend us a short report each year of work with teachers

Next session: Working together in the NOE

Regions (for this exercise only!!)North

South

West East

Activity 1: Working together in the NOE (40 mins)

Data Universities in your region

Master Teachers& Regional

CoordinatorCAS Hubs

Discuss What does the teacher need?

What are each provider’s strengths?

Who can offer what to teachers?

Feedback

Your conclusions

What information you still need to

answer this question

Next steps

Feedback

Tea break

Next session: Delivery of CPD

What makes effective CPD?CUREE (2012) “Understanding What Enables High Quality Professional Learning”

“CPD is more likely to benefit teachers if it is:

• Collaborative• Supported by specialist expertise• Sustained over time• Focused on aspirations for students• Exploring evidence from trying new things”

“Off-the-peg” coursesWe have written two short (6 hour) courses, both of which would hopefully lead to further courses and building up your relationship with the teachers – encourage teachers to share their use of the course with the group several weeks later.

1. Introduction to Python Programming2. How a computer works (including low-level programming)

Take/use/adapt as you would like. It would be great to see as many universities as possible offer at least one course this academic term.

Discussion: Three/four groups

Education Computer ScienceComputer

ScienceComputer Science

More of you!

Activity – Strategies and misconceptions• Choose one or more topics (see “What a teacher should know”) , e.g.

• Using a boolean variable in a while loop• Using a for loop to iterate through an array/list• IP addresses and domain names

• For your topic can you think of• Strategies for teaching this topic (involving active learning)• Resources you could make available to help and support teachers• Common misconceptions from your own experience that you think might affect

teachers

• Education group• Follow up with some ideas for practitioner research projects that teachers could do to

help them become more reflective and research-oriented in the classroom

• Feedback• Write up suggestions on flip chart paper and share

Feedback on activity

Final session: Going forward (Sue)

Other ways to helpTraining “Trainee Master Teachers” – bids welcome by 1st October (up to £10,000 available per successful bid (6-10))

Be a university ambassador – visit your hub, other universities, QA Master teacher events

Support teachers involved in practitioner research

Other ways to helpTraining “Trainee Master Teachers” – bids welcome by 1st October (up to £10,000 available per successful bid (6-10))

Be a university ambassador – visit your hub, other universities, QA Master teacher events

Support teachers involved in practitioner research

Accreditation Action ResearchModeling

good practice

Community of Practice

TrainingCascade

EstablishedWorking towards

Workshops/Training courses

CAS Master Teacher

Hubs & Online forums

Network of ExcellenceModel (from university to school to school)

Model of teacher professional development in the UK

(model inspired by Kennedy, 2005)

Accreditation Action ResearchModeling

good practice

Community of Practice

TrainingCascade

EstablishedWorking towards

Workshops/Training courses

CAS Master Teacher

Hubs & Online forums

Network of ExcellenceModel (from university to school to school)

Model of teacher professional development in the UK

(model inspired by Kennedy, 2005)

Practitioner Research appeal• Teachers may like to get involved in small-scale practitioner research

projects• Universities (Education departments?) assist with • Design of study• Finding literature• research methods• Writing up

• Research-oriented practice has been shown to add impact to student learning• If interested, please contact Sue

Final words from Simon

Thanks!