Fit for purpose: making research and evidence work for all your

learnersPhilippa Cordingley

Centre for the Use of Research and Evidence in Education

Tackling wicked issues - Palfrey schoolA primary serving a vulnerable community in the Black CountryHad tried many interventions for vulnerable pupilsOpted for Response to Intervention (RTI) to help (25%) year 6 pupils to level 4 after summer half term as part of EEF funded RCTHad really impressive results, especially for pupils for whom other interventions hadn’t worked. Some made 9 months progress in 5 weeksSchool now uses RTI across years 4, 5 and 6 and in all classes with sustained success

http://www.curee.co.uk/our-projects/randomised-control-trial-response-intervention-rti-achievement-all

Keeping Excellent schools learning

St Thomas More secondary school, outstanding for 17 years doubted it would be under the new frameworkCommissioned research into effectiveness of learning environment for both staff and pupils. Findings included need to:

Build diagnostics and differentiation into CPD activitiesConnect staff and pupil learning through evidence about progress towards aspirations for learners as an explicit part of CPDLIncrease use of enquiry based learning/ micro enquiries eg via research tasters, research lesson study, peer observation and coaching to secure depth of analysis

Report , follow up action and evidence important in convincing OFSTED that this is NOT a complacent school and retaining Outstanding grades across the piece

R&D as glue and insurance – Wroxham TSAAlison Peacock, keen researcher, “creating learning beyond limits”, and research user ( CPU network)Alliance is helping primary schools to use new National Curriculum – to move beyond crude levellingUsed others’ research re CPDL, assessment and curriculum design to clarify starting points, aims and an action plan via sessions with school leaders and researchersUsing R&D to evidence close attention to pupil progress, building tools to pilot across the schools

From little acorns –Romey Tacon and Numicon Mathematics

National teacher research award2 teacher researchers with deep concerns about mathematics for vulnerable learnersStarted from Catherine Stern on Number relationsDeveloped, trialled and tested resources for “dialling in” number relations visuallyDramatic improvements proved infectiousDeveloped into a mainstream approach for mathematics and boosting vulnerable learners

5

Romey Tacon and Numicon

Waves of supported researchGrew to be a regional movement – great results for struggling learners- becameNumicon Mathematics taken up by schools and local authorities, eventually published by OUPChanging expectations for pupils re: mathematicsNow being trialled via Closing the gap test and learn programme

6

Patterns?

What was the driver for Engaging with and/or in R&D in these different cases?What is similar and different about:

What drove the work?The approach to evidence?Whose evidence is being used?The outcomes?

Conditions that enabled progress?A “wicked” issue - linked to aspirations for pupilsA strong evidence base on which to buildUsing evidence from existing research and current practiceClarity & rigour re: role of evidence & qualityAn emphasis on needs of users from the startSustained, collaborative supportMeeting needs of vulnerable pupils, especially important as work spreads beyond one schoolSpecialist support

e.g. research based tools and resources, in-school champions, externally collected/ validated evidence to challenge orthodoxies, coaching e.g. in designing evidence collection, analysis or writing up research

8

Use of research and CPDL research reviewsComprehensive electronic literature searchesScreened titles & abstracts against published criteriaRetrieved full studies applied 3 levels of filteringCompleted maps of the literatureDouble blind data extractionAssessment for weight of evidence for synthesisSynthesised evidence for review questionsCommissioned anonymous peer reviewImplications explored in-depth with usersSynthesised in BERA commissioned paper

http://www.curee.co.uk/news/2013/09/bera-2013

9

This evidence highlights importance for schools of:

Linking pupil and teacher learning about real concernsSpecialists providing sustained, structured support, modelling high leverage approachesSustained peer support/reciprocal vulnerability to embed learningLearning to learn from lookingStructured dialogue about evidence from experimentsAmbitious goals – can be prescribed with peer supportDeveloping theory and practice side by sideLeaders modelling support by e.g.

Providing time for teachers to plan & reflect, and encouraging experimentation and learning

11

Benefits of engaging in and with research and evidence to support development

Sustained benefits for pupils re:motivation, responses to subjects & curricula performance e.g. test results and specific skillsquestioning skills, thinking & responses to stimuliorganisation e.g. collaboration, choosing strategies

Improvements in teachers’: self-confidence e.g. in taking risks and efficacywillingness & ability to make changes to practiceknowledge & understanding of subject & pedagogyrepertoire and skills in matching to pupils’ needswillingness to continue professional learning

‘ needs12

The nature of the supportRange of Support was crucial & provided through:

Training – including instruction in key components and rationale for new approaches

Modelling – demonstrating strategies & enquiry

Sustained, critical friendship, mentoring or coaching for research and enquiry based learning

Provision of tools and resources such as observation frameworks, questionnaires, analysis grids

13

Barriers to success includedTime e.g. for induction in new strategies & elapsed time for interpreting/adapting for context

Diverse foci – teachers struggled to engage in or with others’ research if exploring too many different things

Inadequate facilitation and/or external support – e.g.

too little support or lack of expertise in content;

process (e.g. poor research instruments, weak organisation e.g. re: time management)

Practicalities of enquiry, testing new approaches out in classrooms – NB power of Video

14

What does all this mean for school leaders?

A best Evidence Synthesis from Viviane Robinson highlights 5 key areas of leaders’ work that co relate with benefits for pupils

Key contributions leaders make to pupil learning a best evidence synthesis

Ensuring an orderly and supportive learning environmentEstablishing goals and expectationsPlanning, co-ordinating and evaluating teaching and the curriculumPromoting and participating in teacher learningStrategic resourcing – aligning efforts of all kindsAll are essential. Some are particularly important at specific points. Which has the biggest effect over time?

Leadership that improves outcomes

Strongest contribution is focussing on professional learning (ES.84) via

Attending to content and process of Continuing Professional Development and Learning (CPDL)Uncovering systematically staff learning needsModelling & investing in professional learning

Effect sizes for leadership interventions

Promoting & participating in teacher learning (0.84)Planning, coordinating and evaluating teaching and the curriculum (0.42)Establishing goals and expectations (0.35)Strategic resourcing and the use of tools ( 0.34)Ensuring an orderly and supportive environment (0.27)

Robinson criteria for “smart” tools to support change

Clearly explain the rationale for the change being supportedAcknowledge the existing understandings of those at whom the tools are targetedSignals likely misconceptionsConnects abstract principles with detailed illustration and practical examplesEmbedded in documents that are logically structured around a clear and unambiguous purpose.

Stepping stones and related skills

20

An in-school example

Think of a recent or impending significant development with a neighbourWhich of these features of leadership are already priorities - share an example you are excited aboutWhich might benefit from further strengthening? Identify with a partner an area you might most usefully review/strengthen...How might modelling and investing in CPDL help?

What role might research and evidence play?

Important leadership findings No. 2

Comparison of exceptional (75% + A*-C GCSE inc. English and Maths) and strong schools succeeding in closing gaps in very vulnerable communitiesFunded by Teach First to help them identify how to differentiate support for TF participants

The evidence base6 TF schools that were classed as ‘exceptional’6 TF schools that were classed as ‘strong’ 2 non-TF (but TF eligible) ‘exceptional’ schools

The data came from:interviews with both TF and non-TF teachers;group interviews with members of the SLT; focus groups consisting of three activities, with both TF and non-TF teachers;analysis of school documentation inc progress; andthe analysis of an online student survey

Professional learning (PL) environment

Exceptional schools invested more systematically in PLPL in strong schools was more centrally led; less consistent teacher ownership of responsibility for PLExceptional schools invested more heavily in mentoring and coaching training cross-school Strong schools focused less on formal coaching and structured mentoring

Teaching and learning

Collaborative learning was more of a focus in exceptional schools, but inconsistent in strong schoolsSubject knowledge was a higher priority within exceptional schools. Strong schools felt pedagogic expertise was more important EG more use of ASTs and (evaluated) internal and external expertise Exceptional schools had a clearer focus on cross-school, explicit model of pedagogyMore teachers in the strong schools wanted more support in behaviour management

Leadership• Leaders more aware of the importance of modeling

learning in exceptional schools• Exceptional schools more extensively engaged in

networked learning than strong schools. • Policies for supporting new teachers less clear in

strong schools – in ES new recruits expected explicitly to own schools’ values and pedagogical priorities

• Most ES involved in initial teacher education

• PM used rigorously but persistent under performers left

Relationships with students, parents and the community

Exceptional schools’ leaders were more likely to work with outside organisations as a way to enrich the curriculum than strong schools and to take a leading role in networks

They were also more likely to work extremely hard at involving parents

Sauce for the GooseToo much focus on teaching teachers instead of focussing on their learning about their pupils’ learningLearning for leaders, staff and pupils means recognising, reviewing, and building on what people believe, understand, and doIt means “learning how to learn” skills for ALL learnersAnd integrating such skills and experiences systematically into the the day job

“I’ll have what he’s having!”

http://www.curee.org.uk/content/sauce-goose-learning-entitlements-work-teachers-well-their-pupils

Evidence behind this?PURR http://www.curee.co.uk/resources/publications/purr-summaries

EPPI 4 and EPPI 2 http://eppi.ioe.ac.uk

Timperley http://www.oecd.org/edu/school/48727127.pdf

Robinson : http://www.curee.co.uk/resources/publications/robinson-summary

RTI and AERA paperhttp://www.curee-paccts.com/files/shared/Response%20to%20Intervention%202014.pdf

http://www.curee.co.uk/events/2010/04/2010-aera-conferenceTF reporthttp://www.curee.co.uk/publication/characteristics-high-performing-schools-teach-first-research-report

Romey Tacon NTRP summaryhttp://www.ntrp.org.uk/node/62

Formative assessment for all - Pearson/NESTA reporthttp://www.nesta.org.uk/publications/good-intentions-real-impact-rethinking-role-evidence-education-businesses

This Presentation

Contact Detailsphilippa.cordingley@curee.co.uk

www.curee.co.ukCentre for the Use of Research and Evidence

in Education8th Floor

Eaton HouseEaton Road

CoventryCV1 2FJ

024 7652 4036

• @PhilippaCcuree • @curee_official