Evidence informed school r ed kent

What does an evidence informed school look like?

1. What does an evidence informed school look like? Shaun Allison – Durrington Research School

2. What does it look like in the classroom? Carl Hendrick & Robin Macpherson

3. “The hard thing is stopping teachers from doing good things in order to get them to do better things” Dylan Wiliam

4. Why it matters

5. Active Ingredients “the essential principles and practices within a programme that relate to the underlying mechanism of change. What behaviour will you see when it is working ? ” Professor Jonathan Sharples , EEF

6. What isn’t it? All teachers doing ‘action research’ projects. Basing everything we do on research. Expecting teachers to read hundreds of research papers. Something that adds to teacher workload. Having one lone warrior!

7. Evidence

8. Are the SLT committed to the idea of an evidence informed approach? ?

9. Are the SLT committed to the idea of an evidence informed approach?

10. Are the SLT committed to the idea of an evidence informed approach?

11. Do we use evidence to articulate an evidence informed view of effective teaching?

12. Do we use evidence to articulate an evidence informed view of effective teaching? Know the active ingredients Tight but loose Common language Meaningful for all Supports purposeful practice

13. Do we use evidence to shape our curriculum and assessment?

14. Do we use evidence to shape our curriculum and assessment?

15. Do we use evidence to shape our curriculum and assessment?

16. Do we use evidence to shape our curriculum and assessment?

17. Do we use evidence to shape our curriculum and assessment?

18. Do we use evidence to shape our curriculum and assessment?

19. Do we use evidence to ‘filter and shape’ whole school approaches and policies? Homework Mentoring Feedback Revision Lesson observation Workload Literacy – tier 2/3 vocabulary Literacy – targeted interventions PP approaches Attendance Gender underperformance

20. Do we look out for red flags when looking at research ? Small sample size Correlation not causation Poor control Shared/commissioned by a commercial partner Author has bias, lack of credibility or vested interest Reviews that are very selective about the research they cite

21. Do we use CPD to communicate and mobilise useful evidence?

22. Do we use CPD to communicate and mobilise useful evidence? Journal Club Bright spots 15 minute forums T&L Blog INSET – realigning our approach INSET staff presentations Weekly T&L Bulletin email

23. Do we use CPD to communicate and mobilise useful evidence? Journal Club Bright spots 15 minute forums T&L Blog INSET – realigning our approach INSET staff presentations Weekly T&L Bulletin email

24. Do we use evidence to shape our CPD? Effective CPD…. Targeted Evidence based Collaborative Sustained ( Bolam & W eindling 2002, CUREE 2011, TDT 2012)

25. Do we use evidence to shape our CPD? Subject Planning & Development Sessions Every fortnight: What are we teaching over the next 2 weeks? How do we teach it well?

26. Do we model/ support evidence informed implementation?

27. How do we check fidelity, reach and acceptability? Teacher observation and drop ins Sensible use of data SPDS drop ins Line management SLT meetings CTA policy audit Ongoing conversations with teachers and students INSET presentations

28. Do we rigorously evaluate what we do in an attempt to find out if it works?

29. Do we rigorously evaluate what we do in an attempt to find out if it works?

30. Do we use evidence to make decisions around strategic spending? Explicit vocabulary instruction High expectations Focused questioning & feedback Targeted literacy interventions Attendance nudge strategies Psychological interventions PP

31. Does appraisal support disciplined inquiry for teachers?

32. Does appraisal support disciplined inquiry for teachers? What impact does interrogative questioning delivered during the course of the year have on deeper understanding of key concepts to improve attainment for my KS4 classes ? What impact does deliberate teaching of and retrieval practice of Tier 2 and 3 vocabulary delivered over a year have on quality of exam responses (4-6 mark questions) for middle ability girls in my KS4 classes ? What impact does breaking down questions using meta-cognitive techniques delivered over 1 year have on GCSE results for my Year 11 M ability students?

33. Do you stop flogging dead horses? Learning styles Green pens Observation grades

34. Why does it matter? Focusing on what works Supports workload issues Re-professionalises teachers Recruitment & retention

35. Shaun Allison @ shaun_allison [email protected] https://classteaching.wordpress.com / https://durrington.researchschool.org.uk/