supi coordination meeting collaborating for success
TRANSCRIPT
12 November 2014 10:30 - 15.30 Woburn House Conference Centre, Tavistock Square, London
SUPI Coordination Meeting
Collaborating for Success: Inspiring Inquiring Minds
#SUPI
Welcome Sophie Duncan
#SUPI
#SUPI
10.30 Welcome
Sophie Duncan (NCCPE)
10.35 Keynotes: the possibilities for School-University Partnerships
From the researcher perspective
Tim O’Brien (PI University of Manchester hosted SUPI)
From the teacher perspective
Alison Wilkinson (Head of School, Queen Elizabeth School)
11.05 Table discussion of themes raised
11.30 Feedback
11.40 SUPI Stories
Led by short presentations from Marieke Royle (Mullion School, Cornwall)
and Rachel Jarrold (Sir Isaac Newton Free School, Norwich)
Delegates will have some reflective time to start filling in their own SUPI
story cards
12.00 Networking lunch with ‘Show and Tell’ stalls
12.05-12.35
1. Aberystwyth SUPI 2. Bristol SUPI 3. Exeter SUPI 4. Lancaster SUPI 5. Open University SUPI 6. Strathclyde SUPI 7. Southampton SUPI 8. Brilliant Club
12.45-13.15
1. Cardiff SUPI 2. Imperial SUPI 3. Manchester SUPI 4. QUB SUPI 5. UEA SUPI 6. SchoolScience 7. Myscience
13.20 Workshop 1
‘Eureka!’ Main Hall, Lindsay Wager (Southampton SUPI) ‘EPQ mentoring schemes‘, Boardroom, Jane Taylor (Lancaster SUPI) and Chloe Anderson (Bristol SUPI)
14.05 Break and move to next workshop
14.15 Workshop 2
‘Developing and sustaining mutually beneficial partnerships’ Main Hall, Sophie Duncan (NCCPE) ‘An exchange of teacher and researcher evaluation know-how’ Boardroom, Gareth Davies and Helen Brown (Open University SUPI)
15.05 Final reflections and next steps
15.30 ENDS
Keynotes: the possibilities for School-University Partnerships
#SUPI
RCUK-SUPI London November 2014 www.queenelizabeth.cumbria.sch.uk
School and University
Partnerships
A school’s perspective
Alison Wilkinson (Head of School, Queen Elizabeth School)
RCUK-SUPI London November 2014 www.queenelizabeth.cumbria.sch.uk
At the start….
…we wanted to change the landscape and create something sustainable
RCUK-SUPI London November 2014 www.queenelizabeth.cumbria.sch.uk
Our ambitions for our students
• Opportunities to see where their studies can lead
• Support for pupils less likely to consider HE
• Inspiration and excitement
RCUK-SUPI London November 2014 www.queenelizabeth.cumbria.sch.uk
Our ambitions for our teachers
• Opportunities to see our subjects in action and keep up to date
• An understanding of career development and opportunities for our students
• Inspiration and excitement
RCUK-SUPI London November 2014 www.queenelizabeth.cumbria.sch.uk
Even better if….
• The programme is co-constructed and co-ordinated…
• ….a year in advance
• Is “done with” not “done to” schools
• Integrates into the curriculum
RCUK-SUPI London November 2014 www.queenelizabeth.cumbria.sch.uk
Our ambitions for research
• As a powerful way to learn
• As a key part of our courses
• As powerful CPD
• Evidence based teaching
RCUK-SUPI London November 2014 www.queenelizabeth.cumbria.sch.uk
“Information architecture” (Goldacre)
“Bridging the Gap” (NCTL)
RCUK-SUPI London November 2014 www.queenelizabeth.cumbria.sch.uk
Working in partnership – SUPI
style
• Connecting people
• Planning in advance
• Genuine collaboration
• Supporting one another
• Undertaking joint research
RCUK-SUPI London November 2014 www.queenelizabeth.cumbria.sch.uk
What are we doing?
• Bespoke doctorates in Educational Research
• Knowledge Exchange joint research
• Welcoming researchers into school
• Consulting researchers • Participating in NCTL’s EBT
project • Responding positively to
invitations • Accessing bespoke CPD for staff • Providing Safeguarding level 1
training • Working with Schools Outreach
Officer to plan events
RCUK-SUPI London November 2014 www.queenelizabeth.cumbria.sch.uk
The future
• Close collaboration and co-ordination of vision and strategy
• Embedding research in classrooms, schools and alliances
• Teaching schools and their SUPI partners can lead the way!
Discussion and Feedback
• Reflecting on Alison and Tim’s presentations, do you agree with the possibilities outlined? Why are you involved in school-university partnerships, and what benefits do you see?
• What tools do we need to encourage buy-in from schools and universities?
#SUPI
SUPI Stories Marieke Royle, Mullion School, Cornwall
#SUPI
Stats • KS3 & KS4 only • Outstanding • 307 miles from London (5 hours) • 560 pupils on role Average Cornish salary £14, 300 Average EU salary £20, 750 Average UK Salary £23, 300 Biggest employers, tourism, agriculture Source (Eurostat)
Me
Teaching 5 years Previously research scientist
Appreciate the restrictions and opportunities of both roles
Problems to overcome
School Timetables Named contact (outreach vs researcher) Understanding curriculum requirements Paper work Time
Our solutions
EcoSoc, lunch time club No Curriculum restrictions
No time problems
Great first step for early researchers
Pupils have v unexpected questions
KS4 Workshops at University
All pupils get mini University experience
Links with and compliments curriculum
More experience for early career researchers
Benefits
Partnership grant Increase in triple science pupils Thriving Science Club Two levels of experience for early career researchers Opportunity to investigate beyond curriculum
SUPI Stories Rachel Hunter Jarrold, Sir Isaac
Newton Sixth Form, Norwich
#SUPI
University of East Anglia
SUPI
Raising aspirations: real research, real people, real life
Rachel Hunter Jarrold
Sir Isaac Newton Sixth Form, Norwich
Breaking boundaries
• Building links between university, research and
school
• Access to extracurricular learning for students of all
abilities
• Adding relevance to curricula through context
based learning
All about them…..
• Student projects – Lichen bar coding- Citizen Science, published in
British Lichenology Society Magazine
– Colonisation of the Infant Gut- Institute of Food Research and UEA
– Scientia and Science Gossip Magazines -student publication
• Competitions, events and seminars – Norfolk Museum Service A level Biodiversity
Conference
– Norfolk Museum Service A level American History Conference
– UEA Biotechnology Competition
More about them….
• Visiting lecturers and seminars
• Cross curricular links
• PGR programme
– Introduces research scientists to the
curriculum, putting research in context and
delivering to school children across key
stages
Sustainability
• Established partnership
• 10 years, three schools
• Social responsibility of schools to maintain
the connections even when staff move on
• Social responsibility of staff to generate
new links
Your SUPI Stories...
Story cards inside your delegate packs
#SUPI
Lunchtime
Start of the first Show and Tell session
#SUPI
Show and Tell 12.05-12.35
3 Exeter SUPI
2 Bristol SUPI
1 Aberystwyth
SUPI
4 Brilliant Club
5 OU SUPI
6 Strathclyde
SUPI
7 Southampton
SUPI
8 Lancaster
SUPI
#SUPI
Show and Tell 12.45-13.15
3 QUB SUPI
2 Manchester
SUPI
1 Cardiff SUPI
4 UEA SUPI
5 School Science
6 Myscience
7 Imperial
SUPI
8 Strathclyde
SUPI
#SUPI
Workshop 1 Here:
‘Eureka! Exploring the value of bringing contemporary research into classrooms’
Lindsay Wager (Southampton SUPI)
Boardroom:
‘A Positive Pairing? EPQ mentoring schemes learning from what has worked’ Jane Taylor (Lancaster SUPI) and Chloe Anderson (Bristol SUPI)
#SUPI
Schools
• Pupils see where researchers work
• Pupils practice techniques used in research
• Pupils are supported by researchers with chance for informal conversation
• Pupils are helped to think of themselves as researchers
• Teachers meet enthusiastic and able young people working in their subject
• Teachers and pupils have experiences they wouldn’t have in the classroom
Researchers
• Opportunity to explain their work to a different audience
• Professional development
• Can lead to collaborations with colleagues in other areas
• Inspiring the next generation of researcher
Schools
• Pupils think about what research actually is, why people do it and how it is relevant to their lives
• Pupils see that researchers are ‘real people’
• Pupils given the chance to think up questions in advance
• Teachers have in depth examples to refer to in their lessons
Researchers
• Training given on how to talk to young people and not ask the ‘obvious questions’ when conversation is slow
• Allows them to give thought to how they can present their work
• Professional development
• Inspiring the next generation of researchers
Schools
• Pupils think about what research actually is, why people do it and how it is relevant to their lives
• Pupils see themselves as researchers
• Pupils see that researchers are ‘real people’
• Teachers have in depth examples to refer to in their lessons
• Fewer issues with planning and organisation for teachers
Researchers
• Allows them to give thought to how they can present their work
• Professional development
• Inspiring the next generation of researchers
‘Before they (the pupils) came (on the trip) a lot
of the pupils just though you get the lap tops out and you look things up on the internet. I don’t
think they are aware of the practical side of things and how much work goes into research.’
Teacher
‘A lot of them, by the end of the day here,
particularly the visit to the pathology lab, realised what cancer was, how it is diagnosed and the role that university based medical research plays in that. Definitely just making them more aware of the role of science in their everyday lives.’ Teacher
What we already know
‘research is not boring and repetitive but is
entertaining and productive’
Pupil
‘research is a long process, which takes a lot of
dedication’ Pupil
‘I thought researchers only used computers and
books. However, I have found out that they do a
lot of practical work’
Pupil
‘I wouldn’t get involved in things that didn’t have positive impact’
PhD student
‘Outreach builds presentation and communication skills and its fun! It gives your research exposure and raises interest. It is also for our future. Women in Science and Engineering.’ Engineering ECR
BUT, beyond raising aspiration, why is it important that pupils have a better understanding of what academic research is?
Workshop 2 Here:
‘Successful collaborations: Developing and sustaining mutually beneficial partnerships’
Sophie Duncan (NCCPE)
Boardroom:
‘How was it for you? An exchange of teacher and researcher evaluation know-how’ Gareth Davies and Helen Brown (Open University SUPI)
#SUPI
Successful collaborations: Developing and sustaining mutually beneficial
partnerships
Sophie Duncan (NCCPE)
#SUPI
Sustainable Partnerships – what do
we know?
1. How are school-university partnerships perceived by different stakeholders?
2. What are the conditions required for sustainable school-university partnerships?
3. How can such partnerships secure ‘collaborative advantage’ for both parties?
4. Is there emerging evidence of shared benefits and impact? 5. Are there shared challenges and opportunities that would
benefit from further work and exploration and how might such a collaborative project be designed
SUPI Learning Project Update
Literature review 14 interviews Survey (42 people) Workshop with SUPI Learning Event to reflect on outcomes from the work
Findings from the literature review
Great hopes but big challenges. Where partnerships are more successful, the following factors seem to be present: • Power and control: all voices to be heard • Mind the gap – cultural differences • The importance of leadership • Strategic relevance and fit • Material resources
What other factors help sustain
partnership work?
• Power and control: all voices to be heard. • Mind the gap – cultural differences. • The importance of leadership. • Strategic relevance and fit • Material resources • ?? • ?? • ??
Group work
How are you embracing these factors in your SUPI work? What are you finding challenging? How might this be addressed? How can RCUK, who fund SUPI, support sustained partnerships between schools and universities?
Plenary discussion
Each group feed back either - One thing that is working well to sustain their
partnership working OR - One thing that is a challenge and if and how
this is being tackled OR - One message to RCUK about creating the
conditions for sustainable partnership work
Welcome back!
#SUPI
Final reflections and next steps
Please complete your story cards including:
• one action you will take following the Gathering
• one reflection on the day
• one wider reflection on how the programme could be extended
#SUPI
Thank you everyone and have a safe journey home
• Please leave your story cards at the registration desk and collect your certificate of participation
• We’ll be in touch soon to share learning from the event and to send a short evaluation survey, in addition to details of how two teachers per SUPI can claim travel expenses
#SUPI