Download - Network of Excellence Universities Meeting
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Network of Excellence Universities Meeting
Thursday 19th SeptemberBCS London
Sue Sentance & Simon Humphreys
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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
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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
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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
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Update on the Network of Excellence
Simon Humphreys
• The NOE team• Where are we now?• Recruitment of Master Teachers
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The Network of Excellence TeamSimon Humphreys Mark DorlingSue Sentance Nick Cook Debbie Smith
… plus 8 regional coordinators and 1 primary coordinator
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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
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Headlines• 770 registered schools • 200 Lead Schools• 79 Master Teachers • 33 Trainee Master Teachers• Further support from both industry and the education sector
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Regional Coordinators
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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.
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Quality Assurance - feedbackOur feedback loop will involve: • Participants • Trainers • Peers • Pupils
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Quality Assurance - feedback
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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
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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
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“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.
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Universities and the Network of Excellence
Sue Sentance
New programme of studyDifferent ways universities can contributeNew systems for running NOE-badged CPD events
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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
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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
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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
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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
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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
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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
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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.
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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
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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
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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.
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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
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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
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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
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Next session: Working together in the NOE
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Regions (for this exercise only!!)North
South
West East
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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
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Feedback
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Tea break
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Next session: Delivery of CPD
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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”
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“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.
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Discussion: Three/four groups
Education Computer ScienceComputer
ScienceComputer Science
More of you!
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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
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Feedback on activity
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Final session: Going forward (Sue)
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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
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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
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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)
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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)
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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
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Final words from Simon
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Thanks!