disseminating inquiry-based science and ... - Fibonacci-Project

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44 FIBONACCI CONFERENCE 2012 ∙ FRIDAY 27 TH APRIL Fibonacci Conference, University of Leicester
9.30am – 11.00am Rothley & Oakham Suite, John Foster Hall FIBONACCI CONFERENCE 2012 ∙ FRIDAY 27 TH APRIL: 9.30AM – 11.00AM 45 Designing and measuring the impact of whole school primary science continuing professional development Sue Bull and Phil Hingley Science Learning Centre East Midlands, University of Leicester The Science Learning Centre East Midlands is part of the national network of Science Learning Centres funded by the Department for Education. The remit of the Centre is to provide high quality continuing professional development (CPD) for all those involved in science education including the design and development of tailor made bespoke CPD for schools. During the academic year 2010-2011 the Science Learning Centre East Midlands delivered 5 bespoke versions of a ‘Creative Cross Curricular’ primary course to schools across the region. These were unusual in that they explored relating science to several different areas of the curriculum. Their bespoke nature also meant that the content of the course was designed for the specific needs of each school. The courses were delivered to primary schools in counties throughout the Midlands: Derbyshire, Nottinghamshire, Leicestershire, Leicester City and Northamptonshire to a total of 93 teachers and teaching assistants and were described as being ‘whole school’ CPD episodes as all staff attended. The ‘whole school’ approach involved everyone in the school: headteacher, senior management, teachers and classroom assistants. It is rare in England to be able to provide CPD to more than 1 or 2 teachers from a school at any one time. Four of the schools had never engaged with the Centre prior to the bespoke CPD episode and the fifth had only engaged once before, five years previously. Several months after the CPD intervention, schools were revisited to research and identify the impacts of the ‘whole school’ CPD through questionnaires and interviews focussing on the following questions: What was the main driver for engaging in bespoke science CPD? Why was a whole school approach taken? What were the benefits of this approach? Has a whole school approach to science CPD aided pupils’ learning? In the session some of the findings and the benefits of a ‘whole school’ approach to CPD will be discussed, as well as how the episodes were designed, developed and delivered. How each school implemented aspects of the CPD within their teaching schemes and the effects on pupils’ learning will also be covered. WITH THE SUPPORT OF
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