key stage 3 national strategy departmental evaluation and forward planning for key stage 3 science

Key Stage 3 National Strategy

Key Stage 3 National StrategyKey Stage 3 National Strategy

Departmental evaluation and forward planning for

Key Stage 3 science


Objectives for the unit

• To focus on the processes of monitoring and departmental evaluation and to plan for their effective implementation

• To show how effective and manageable monitoring underpins improvements in the quality of science teaching

• To emphasise the need for a fair, rigorous and manageable approach to analysing evidence in order to evaluate progress in your department

• To increase confidence in ways to prioritise developments in relation to internal and external targets

• To develop a systematic approach to the action-planning process and to reviewing action points

Slide 1.1


Unit 5: Departmental evaluation and forward planning for Key Stage 3 science

Session 1 Forward planning for monitoring and departmental evaluation

Session 2 Making monitoring useful and manageable

Session 3 Understanding the departmental evaluation process

Session 4 Forward planning

Slide 1.2


Unit 1: Launch of the science strand

From the objectives for session 2: Making it happen

• To consider the DfES five-stage cycle for school improvement

• To consider what is expected of heads of science and Key Stage 3 coordinators

From the objectives for session 4: Action planning

• To consider the principles of good action planning

• To explore the writing of SMART targets

• To consider how and when school and departmental improvement plans should be reviewed

Slide 1.5


Unit 4: Introducing curricular targets and reviewing action points

• To have a clear understanding of numerical targets including aspirational targets

• To take a numerical target and translate this into specific curricular or teaching targets that will improve pupils’ knowledge and understanding

• To refine practice in relation to identifying and constructing action points

• To be clear about the sources of evidence that can be used to monitor and evaluate action points

Slide 1.6


Unit 4: Session 3

Objectives

• To identify a range of monitoring activities

• To identify how monitoring informs the evaluation of progress made with action points

• To review the suitability of the monitoring and evaluation procedures used in a number of sample action and improvement plans

• To identify the forward planning you need to monitor and evaluate action points

Slide 1.7


From the DfES five-stage cycle for school self-improvement

Stage 5. The school monitors and evaluates its actions in terms of the improvement in pupils’ performance

The school takes action, reviews progress and starts the cycle again. Evaluation takes place once the previous year’s results are known, and it starts up the cycle again. Although pupils’ performance targets are central to the cycle, stage 5 is the most important stage. The main part of the year is free for implementing the plans.

Schools can review their Key Stage 3 action points after the results of the 2002 national tests are known. Schools should monitor progress against the action points each term and evaluate changes as they are implemented. Evaluation criteria need to be established early and identified alongside the action points.

Slide 1.8


Annual departmental improvement planning cycle

Slide 1.10


Objective and intended outcomes for Session 1

Objective • To focus on the processes of monitoring and evaluation and to plan for their

effective implementation

Intended outcomesParticipants should:• understand how this unit develops from the training provided in other units, in

particular unit 1: Launch of the science strand and unit 4: Introducing curricular targets and reviewing action points

• develop a shared understanding of the terminology associated with the processes of monitoring and evaluation

• be confident in recognising the differences as well as the links between monitoring and evaluation

• understand how action points and targets determine some of the parameters for the processes of monitoring and evaluation

• recognise the role of consultant in supporting science departments in effective monitoring and evaluation.

Slide 1.11


Objective for the session

• To illustrate how effective and manageable monitoring underpins improvements in the quality of science teaching

Slide 2.1


What makes monitoring work? • The purpose for the monitoring is clear• The evidence collected is manageable and in an agreed

timescale• Teachers know what to look for• The issues raised from the monitoring are as precise as

possible• Departmental actions are taken as a result of the monitoring• Progress of the action is evaluated• Good practice is shared and celebrated

but most of all

• Monitoring and the resulting development of teaching must be planned in advance

• All of the teachers should work in the team and need to understand their role in the process

Slide 2.2


What are the objectives of the Key Stage 3 Strategy for teachers?

• To raise the standards of pupils’ achievements

• To increase pupil engagement in learning

• To transform teaching, and so to transform learning

• To ensure progression in pupils’ learning

Slide 2.5


Is the learning effective?

Are the pupils:

• setting themselves high enough expectations?

• engaged in their own learning?

• challenged and stimulated?

• making progress?

Slide 2.6


What can teachers do that will make a difference?

Expectations

Engagement

Transformation

Progression

Slide 2.7


Key points

Whatever the approach, teachers need toknow:

• who is involved

• how long the activity will take

• how the rest of the team are to be informed

• what questions are to be the focus of the monitoring

Slide 2.14


Objective and intended outcomes for session 2Objective

To illustrate how effective and manageable monitoring underpins improvements in the quality of science teaching

Intended outcomesParticipants should:

• understand why the most effective monitoring is well planned and managed, involves a team approach and is completed by an agreed date

• recognise that monitoring should gather evidence from a range of sources and departmental activities, extending beyond only the observation of lessons

• appreciate that monitoring is not an end in itself, but needs to be followed by objective evaluation

Slide 2.15


Subject leader development programme

Module 1 Subject leadership at Key Stage 3

Module 2 Analysing and interpreting pupils’ attainment data and reviewing

their progress

Module 3 Sampling pupils’ work and views

Slide 3.1


Expectations of subject leaders

Compare:‘in subject departments where leadership and management are of high quality, the common factors are astute planning of teaching, good involvement and motivation of staff, and effective monitoring and evaluation’ (2000–2001 HMCI report paragraph 88)

with:

‘too many heads of department take the narrow view that their responsibility is for managing resources rather than people’ (1995–1996 HMCI report quoted in 1997 Ofsted report Subject management in secondary schools: aspects of good practice)

Slide 3.2


Objective for session 3


Slide 3.3


Source: Handbook for Inspecting Secondary Schools,Ofsted, 1999, page 1

The guidance…is intended to help ensure that the inspection process is of the highest quality and that judgements about a school are both fair and rigorous.

A good inspection is one where:

• judgements about the educational standards achieved at the school and the strengths and weaknesses in teaching and other aspects are secured by sufficient valid and reliable evidence…

Slide 3.5


Source: Handbook for Inspecting Secondary SchoolsOfsted, 1999, page 108

Report honestly and fairly, ensuring that judgements accurately and reliably reflect what the school achieves and does:

• judgements must be robust and fully supported by evidence so that you can defend them, if required. They must be accurate and carefully weighed and tested against the inspection criteria. They must also be reliable, which means that other trained inspectors, using the same evidence, would be highly likely to come to the same judgement

Slide 3.6


Key words

Fair Rigorous Tested against the criteria

Valid Reliable Fully supported by evidence

Accurate Robust Carefully weighed

Slide 3.7


Applying these processes to the evidence

• Are all the pupils learning as much as they are capable of learning?

• What can be done to find out?

• Where is the evidence and what does it tell me?

• What is the next step?

Slide 3.8


Objective and intended outcomes for session 3Objective• To emphasise the need to apply a fair, rigorous and manageable

approach to analysing evidence in order to evaluate progress in your department

Intended outcomes

Participants should:• be more confident in using the terminology linked to the evaluation

process• have a greater awareness of the rigour needed to ensure the evaluation

process is reliable and valid• have experienced the process of arriving at judgements based upon the

range of evidence presented • have recognised that the strengths and limitations of their judgements

is based directly upon the quality of the evidence

Slide 3.11


Objectives for session 4



Slide 4.1


Likely outcomes from audits

Audits will be effective when:

• the head of department or the Key Stage 3 consultant takes the lead and:

• the Key Stage 3 strategy manager is involved

• all departmental staff participate

• good use is made of all the available data

Slide 4.4

Key Stage 3 National StrategySlide 4.5

Task H

Look at audits 1 and 2 and answer thesequestions:• how well do you think they have been

completed?• what action points would you carry through to

the department improvement plan from each and why?


Task I

Consider the prompt sheets that identify a range of issues that might arise from the audit.

Annotate the sheets by:

• adding other ideas• deleting those you disagree with• prioritising (1, 2 and 3) those you think will

make the biggest difference in most schools

Slide 4.9


What stage has been reached in the five-stage cycle?

Audits can be effective when:

• the head of department or the science consultant take the lead

• the Key Stage 3 strategy manager is involved

• all departmental staff participate

• good use is made of all the available data

Slide 4.13


Sections in the audit

Outcomes

1 Standards

2 Pupils’ attitudes and behaviour

Quality of provision

3 Planning

4 Teaching

5 Assessment

The quality and effectiveness of the leadership

6 Management of the subject and general issues

7 Action planning

Slide 4.14


Objectives and intended outcomes for session 4

Objectives



Intended outcomes

Participants should:

• have identified both the importance of effective leadership in successful departments and the characteristics of successful leaders

• be more confident about the auditing and action-planning processes, having gained further experience appropriate to their own needs

• be clear about the next stage in the self-improvement cycle and what that means for them in fulfilling their leadership role in the department

Slide 4.16


Objectives for the unit

• To focus on the processes of monitoring and departmental evaluation and to plan for their effective implementation

• To illustrate how effective and manageable monitoring underpins improvements in the quality of science teaching




Slide 4.17

key stage 3 national strategy departmental evaluation and forward planning for key stage 3 science

Documents

key stage

science slide

action points

cycle slide

stage cycle

process slide

forward planning slide

manageable monitoring