Dorset Leadership Conference, 2013 Using evidence to inform your leadership approach and support...
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Transcript of Dorset Leadership Conference, 2013 Using evidence to inform your leadership approach and support...
Dorset Leadership Conference, 2013Using evidence to inform your leadership approach and support school improvement
James Richardson5th November 2013
[email protected] www.educationendowmentfoundation.org.uk
@EducEndowFoundn
Introduction
• In 2011 the Education Endowment Foundation was set up by Sutton Trust as lead charity in partnership with the Impetus Trust. The EEF is funded by a Department for Education grant of £125m and will spend over £200m over its fifteen year lifespan.
• The EEF is an independent charity dedicated to breaking the link between family income and educational achievement.
Achieving our mission: The EEF strategy
We aim to raise the attainment of children facing disadvantage by:• Building the evidence for what works in schools by
identifying and rigorously evaluating evidence-based approaches to teaching and learning
• Sharing the evidence with schools by providing independent and accessible information through the Teaching and Learning Toolkit
• Promoting the use of evidence-based practice through our projects, events and resources such as the DIY Evaluation Guide for schools
EEF Projects
• We are working to fund, develop and evaluate projects that:
• Build on existing evidence.
• Will generate significant new understanding of what works.
• Can be replicated cost effectively if proven to work.
• Examples: Saturday schools, teaching assistants, impact of learning a musical instrument?
Catch Up Numeracy
• One to one intervention with children in Years 2 to 6 who are struggling with numeracy
• Previous research showed an effect size of 0.3• Trial in 50 schools with 300
pupils and 100 teaching assistants randomised
• Effect on attainment measured using standardised maths tests
• Independent evaluation by NFER
• Observations and interviews to inform scale up http://educationendowmentfoundation.org.uk/proje
cts/category/primary
The EEF approach
Synthesise existing
evidence
Make grants
Evaluate projects
The EEF-Sutton Trust Teaching and Learning Toolkit
• The Toolkit is an accessible, teacher-friendly summaries of educational research
• Practice focused: giving schools the information they need to make informed decisions and narrow the gap
• Based on meta-analyses provided by Durham University
A Pupil Premium Scenario
What do you decide to spend the money on?How do you decide what the money should be spent on?
Number on Roll %FSM Pupil Premium Allocation
750 10% £67,500
Parents Class size reduction
Head of EnglishOne to one tuition
SENCOEmploy more
Teaching Assistants
The Toolkit is a starting point for making decisions
Using the Toolkit
Use the evidence as a starting point for discussion.
Dig deeper into what the evidence actually says
Understand the ‘active ingredients’ of implementation
Teaching Assistants
Implementation
• Identifying activities where TAs can support learning, rather than simply managing tasks.
• Ensuring that TAs are focused on learning as opposed to just ensuring that pupils finish their work.
Approach Potential Gain Cost ApplicabilityEvidence estimate
Summary
Teaching Assistants
0 months ££££Pri, Sec,
Maths, Eng, SciVery low/no impact for
high cost
One to One Tuition
Implementation
• Short periods (5-10 weeks) of intensive sessions (up to an hour 3 or 4 times a week) tend to have greater impact.
• Tuition should be explicitly linked to what happens in class.
Approach Potential Gain Cost ApplicabilityEvidence estimate
Summary
One to One 5 months ££££Pri, Sec,
Maths, Eng, SciHigh impact for high
cost
Reducing Class Size
Implementation
• Smaller classes will not make a difference to learning unless the teacher or pupils do something differently in the smaller class.
• Opportunities for an increase in the quality or quantity of feedback accounts for learning gains.
• Small reductions (e.g. from 30 to 25 pupils) are unlikely to be cost-effective relative to other strategies.
Approach Potential Gain Cost ApplicabilityEvidence estimate
Summary
Reducing class size
3 months £££££Pri, Sec,
Maths, Eng, SciModerate impact for a
very high cost
Overview of value for money
Cost per pupil
Effe
ct S
ize
(mon
ths
gain
)
£00
10
£1000
Feedback
Meta-cognitive
Peer tutoring Pre-school
1-1 tutoringHomeworkICT
AfL Parental involvement
Sports
Summer schools
After school
Individualised learning
Learning styles
ArtsPerformance
pay
Teaching assistants
Smaller classes
Ability grouping
Promising
May be worth it
Requires careful consideration
Applying evidence in practice
External evidence summarised in the Toolkit can be used to inform choices.
Step 2: Identify Potential Solutions
Evaluate the impact of your decisions and identify potential improvements for the
future.
Step 4: Evaluation
Mobilise the knowledge and use the findings to inform the work of the school to
grow or stop the intervention.
Step 5: Embedding Change
Applying the ingredients of effective implementation.
Step 3: Implementation
Identify school priorities using internal data and professional judgement.
Step 1: Identify School Priorities
15
Step 1: Identify School Priorities
Generate a question using data, professional judgement and values.
Does one-to-one oral feedback have an impact on writing outcomes in Year 9
English at Huntington school?
Step 1: Decide what you want to achieve
Step 2: Identify Potential Solutions
Ensure that you start from the best position by seeking internal and external
knowledge.
What evidence is there on the use of oral feedback in improving outcomes?
Step 2: Identify potential solutions
Step 3: Implementation
? Is there disruption to other learning?
How will you organise the feedback during classtime?
How much training do teachers need?
Implementation matters: have you thought about what the approach means for teaching and
learning?
What are the ‘active ingredients’ for effective implementation?
Step 3: Give the idea the best chance of success
Step 4: Evaluation
Did the approach work, what made it work, and how can it be improved next time?
Can you isolate the variable you are interested in (in this case the nature of
feedback) by keeping everything else as similar as you can?
Step 4: Put energy into evaluation
Supporting “DIY evaluation”
• We’ve published a DIY Evaluation Guide with Durham University, which introduces the principles of evaluation.
Step 5: Embedding Change
Moving from what we know to what we do.
Have we captured and embedded oral feedback in English?
Could it make an impact in other areas?
Step 5: Making innovation stick
Applying evidence in practice
External evidence summarised in the Toolkit can be used to inform choices.
Step 2: Identify Potential Solutions
Evaluate the impact of your decisions and identify potential improvements for the
future.
Step 4: Evaluation
Mobilise the knowledge and use the findings to inform the work of the school to
grow or stop the intervention.
Step 5: Embedding Change
Applying the ingredients of effective implementation.
Step 3: Implementation
Identify school priorities using internal data and professional judgement.
Step 1: Identify School Priorities
22
Internal Data
Research Evidence
Evaluate
Closing reflection
What are the challenges of using evidence to inform your approach to school improvement?
Taking part in EEF research: [email protected]
£36mgranted to projects
2,200schools
participating in projects
440,000pupils involved in
EEF projects