What makes a good science faculty? (ofsted related post)

I wanted to write up my notes from the 2011 ofsted report about science education in the UK. This should help me gain an idea on how I need to lead my new faculty towards being a strong unit educating our students to the best of our ability.

According to the Ofsted subject report for science, high performing schools have:
i) clear priorities for raising standards
ii) rigorous monitoring and evaluation of performance
iii) challenging target setting for individual pupils (I read this as high expectations of pupil performance)
iv) strong focus on the improvement of the quality of teaching and learning
v) staff planning together and sharing practice

To me this list makes perfect sense. The evaluation is an important part. Do schools and departments really look at what they are doing and the impact it is making or do they hope that it is happening? What does it take for something to genuinely be embedded and how can you tell?

Good evaluation means that clear priorities can be set and monitoring means that we can work towards reaching them and not going off target.

In terms of working together and sharing practice, I have seen this happen and know what it can look like. Staff planning together formally because they team teach or are teaching the same topic and also informally as they sit in the staffroom and discuss lessons. However, not all of the schools I have worked in have had a culture of discussing teaching and learning. And I do have a question mark hanging over what makes the difference.

The ofsted report goes on to discuss the curriculum of an outstanding science department.
- The curriculum will be planned collaboratively using the best ideas from the team and there will be a forum for sharing practice.
- There is a 'plan, do, review' cycle of the curriculum plans
- There are cross curricular elements of the schemes of work, allowing students to see the uses of science in society
- Clubs are used to engage students with less focus and confidence in science
- Key stage 4 curriculum options are best suited to the students

It is interesting that the clubs can be used to engage less focused students, when often they are targeted at gifted and talented and/or students. This is something I plan to bare in mind. But it poses a challenge, how do you engage students in science during their own time when they won't engage in lessons?

The leadership and management of an outstanding science faculty has a long list of characteristics:
1. There is tracking of the progress and attainment of students
2. Intervention and planning is informed by this tracking data
3. There are clear roles and responsibilities within the faculty
4. A clear standard of the quality of teaching
5. Any evaluation takes into account the views of all the major stakeholders
6. There is a vision for the inclusion of all Learners, breaking down the barriers to engagement
7. Leadership will have good links with parents and other outside agencies
8. Departmental training is focused on areas that most teachers find problematic
9. The departmental handbook has (i) clear guidance on teaching and learning and (ii) procedures for assessment for informing planning
10. "How science works" is a significant part of the schemes of work
11. Management must challenge the performance of less effective teachers
12. There is a balanced view of the strengths and weaknesses resulting from systematic monitoring of standards
13. Tracking of students will focus on HSW as well as knowledge and understanding
14. Information on the progress of students should be passed on to the next teachers
15. Training of teachers gives subject leaders a better understanding of the issues effecting standards

From this list my main issue is with taking the views of stakeholders into account. I have managed to build relationships with parents in my current role by making myself available to them so I hope to do that in my next role.

The teaching in good science departments is described as having variety of activities such as presentations by students, investigative work, research, projects, use of models, demonstrations, use of video clips and other media resources, card sorts and group discussions. Teachers don't talk for too long, they manage time well and provide sufficient challenge in lessons. The departments also have lively and enthusiastic science teachers who are reflective and keen to improve. There is also good assessment, peer and self assessment as well as marking of work.

I will use this when I review what is happening in my science faculty. How enthusiastic are the staff and how creative are they in the types of activity they are using.

All of the comments made in the ofsted report make sense. But seeing them written in one place help to focus be mind and give me a vision for the development of my own faculty in the future.

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Science Week

This year I decided to make a real effort and have science week events in the school. Now in the middle of it I feel like a music teacher must during the Christmas concerts, and I am not even the person doing the most work!

Before the week started I wrote a news letter with various information including some descriptions of what was happening that week; some "on this day in history" facts that are science related; links to science websites that would be useful for young people; and some "did you know" facts.

On Monday and Tuesday we had science fairs for year 9. This was great for the students who engaged with the activities. Three weeks before they had started an independent enquiry project to present at the fair. I was very impressed by the students' ownership of their projects and knowledge of the scientific method according to science teaching.

In year 7 we usually run a CSI project over the time period of a few weeks. This year I instigated this starting during science week to give both the project a fresh boost and add a little bit of depth to the activities we do in science week without much effort on our part. The students investigate blood splatter, hair types, fingerprints, unknown white powders, chromatography, witness statements, phone records amongst other things.

We had a visitor from Bristol University who spoke on the topic of bioethics to a group of year 10 students and also Pete, the Big Bug Bag Man, brought his large invertebrates to school in his voluminous ruck sack who amazed some year 7s and 8s. Both visitors were cheap enough for our faculty to afford without affecting the overall budget.

We also gave five copies of the official science week quiz to tutors for them to use in tutor time. Quite a few have given them back.

Assemblies have been big hit across the school during science week. Our Head of Chemistry has been delighting the students with the properties of dry ice. The climax of the performance is him pretending to smash his thumb. The gasps from the students say it all.

I also set up and ran a treasure hunt of Einstein images. Anyone who came to me with the locations of all 20 images of Einstein could have chocolate from me. About 10 students went on the hunt, but everyone I spoke to knew about them and that it was Einstein's birthday on 14th March.

In year 8 lessons we gave the students "our world in motion" posters to research and design. This is an official competition with the deadline of 2nd April. The students have to design an all terrain vehicle that will allow competitors to race in a world wide race. Engagement has been good in the project.

The week ended with a trip to the Big Bang Science Fair. I really didn't know how it would work with all the timings and students involved. But the students had a great time and we didn't lose any. It was very busy, but we enjoyed it despite that. 40/40 students said that they would go back again next year.

Through all of this I can really see the value in National Science and Engineering Week and I can't wait to set something up in my new school.

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Location:Bristol

Being a good head of faculty

I start as a head of faculty on May 1st. I am excited and terrified in equal measures. I know that I have the knowledge required of me to be a head of science and also the support network in #asechat and my partner. However I want to do a really good job.

We have just had a new head of faculty this year and he has split the faculty and lowered morale. The two previous new heads of faculty that I have known have also struggled to hit the ground running. Hiding in the classrooms instead of leading from the front.

So what does it take to have a good start? I am massively lucky because I am going to have a light time table for the first term. I hope this will support me in finding out the strengths and weaknesses of the team and establishing myself as the leader of the team.

What makes the perfect head of science? Alessio recently asked this on the TES forum. The thread is here: http://community.tes.co.uk/forums/t/557936.aspx and my specific response is:
"Communication is really important [to be a good head of science]. Someone who talks to their staff and is aware of how they tick. A team is a group of individuals who use their strengths and interests to work together, a leader must facilitate this.
The head of faculty must be friendly and approachable, but not one of the lads/girls and certainly not have obvious favourites. Opportunities, responibsilities, top groups, praise etc need to be shared fairly.
Strong knowledge about curriculum matters and current thinking regarding pedagogy. The head of faculty doesn't need to be the best in the faculty if they have good people skills and a strong knowledge.
Most of all though a head of faculty needs to have a vision and direction for the faculty. That vision needs to be the best for the students whilst also taking consideration the work life balance of the staff."

I suppose this leads me to the question "what is my vision for science education?" which I might not be able to answer until I know more about my specific group of students and their aspirations.

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Location:Rudgleigh Ave,,United Kingdom