Day 2 – Identifying your issue and a plan to address it Sue Lownsbrough and Ann Haig-Smith

1. Day 2 – Identifying your issue and a plan to address it Sue Lownsbrough and Ann Haig-Smith

2. Outcomes for day 2 Outline key changes that you can make to maths and English provision, building on what you have already achieved Clarify your vision Identify who are the key influencers and their role in your vision, and how you can project your voice within your organisation so that they assume their role proactively to support improvements in maths and English Explain how practices can be transformed as a result of research Identify and sharpen your wicked problem into a small achievable goal defined as a PICO question

3. Self Assessment Task Complete your self assessment task. Mark yourself on a grade of 0-5 against each of the learning outcomes. We will re-visit this at lunch and at the end of the day. This is a simple but effective way your tutors can monitor learners’ views of their progress and learners can begin to take responsibility for their learning.

4. Activity – Mapping the issues and solutions On the long sheets of paper map out the English and maths learner journey starting from schooldays to the results day in their post 16 provider. On the top half note the issues that arise at key points and what the root causes are. On the lower half suggest any possible solutions to the issues identified.

5. Think about the positives you can draw on “Thinking is about learning, enquiring, reflecting, creating, experimenting and innovating.”

6. Clarity of Vision – Sir David Brailsford Watch the video and make notes. • How effective is your vision? • Are there any gaps? • Does your vision follow the advice given on the video? http://bit.ly/2efK3n0

7. Ambassador of Clarity 3-4 key priorities to achieve the goal(s) Communicate priorities on regular basis Tell the team they are doing a good job Each team member can meticulously: • Articulate the priorities • Define their role and their responsibilities

8. Communicating your vision Describe your vision with passion and commitment Notice non verbal clues that they have engaged in your passion Use the listening environment

9. Questions to consider Does your wicked problem require a change in approach from yourself, from others, or from both? Who are you leading?

10. Break time!

11. What puts you in the danger zone?

12. Whole Organisational Approach • The structures and relationships that must be in place for change to be sustained • Listen to and consider the views of every stakeholder in the maths and English agenda • What are the local conditions? • Who is outside their comfort zone? • What do you need to do to address that? • Who can help? • What already works?

13. Case Study – Consider the chart

14. Case Study - Assumptions Assumptions: • Each tutor teaches eight 3 hour classes • Maths and English tutors have eight groups of 20 • Vocational tutors have two groups of 20 • Attendance is 80% for all lessons • The tutors give learners one piece of work to mark each week. Discuss: 1. Your initial thoughts; 2. The impact on the maths and English tutors; and 3. A possible alternative model.

15. Activity In groups consider your case study • Work towards a possible approach to resolve the issue • Consider the positives from your experience • Consider roles and responsibilities in the organisation • Share your experiences • Prepare a summary of your issue and possible approaches to feedback to the group

16. “Developing the leadership of thinking involved a gradual, subtle, conceptual process, which was sometimes invisible as it was taking place. This amounted to a cultural shift, and the results could be a more profound change in leadership behaviours…..change is more likely to last than sudden changes of approach which are often unsettling and maybe seen as faddish”. (AELP/FETL p.26)

17. Inspiration Watch the video and note the comments on marginal gains. How can you apply this to your Wicked Problem? http://bit.ly/2eqx4T8

18. Creating your vision! Thinking time! Use your preferred learning style – discuss, mind map, go for a walk, doodle to visualise: Your Utopian vision”

19. Consider • Positives you can draw on • Clarity of your vision • Who do you manage? • What are their roles and responsibilities? • Do they know that? • Are they proactive in those roles? • What marginal gain can you make that will make a difference? Now complete your self assessment record

21. Gaining confidence in evidence-based practice Educational Excellence Everywhere – March 2016 84 references to evidence 24 references to evidence-based 3 references to evidence-informed ‘Increasing the volume of high quality evidence available which can directly impact teachers’ practice in the classroom.’

22. Defining evidence-based practice: the medical model Conscientious, explicit and judicious use of current best evidence in making decisions about the care of individual patients 1 EBP requires that decisions about health care are based on the best available current, valid and relevant evidence 2 1. Sackett et. al. 1996. Evidence-based medicine: what it is and what is isn’t. British Medical Journal, 312, 71-72 2. Dawes et. al. 2005. Sicily statement on evidence-based practice. British Medical Education

23. Misconceptions around evidence-based practice Evidence-based practice is the same as research-informed practice – RCTs Evidence-based practice ignores the expertise of teachers, managers and leaders Evidence-based practice involves teachers undertaking research Evidence based practice is all about numbers and statistics Good quality evidence gives you the answer to the problem

24. Sources of evidence for evidence-based practice

25. Activity – Reviewing the evidence base In pairs review one piece of research relating to maths or English. Answer these questions: • What is the title of the research programme? • Who conducted the research? • When and where was it published? • What does the research tell us? • What are the unanswered questions? • How well does it relate to our post-16 setting? • What is the gap in the evidence that you could fill? https://padlet.com/joss_kang/Research_Summaries

26. Ethical considerations Use BERA guidelines https://www.bera.ac.uk/researchers-resources/resources-for-researchers • Voluntary informed consent • Openness and disclosure • Children, vulnerable young people and vulnerable …adults • Incentives • Detriment • Privacy • Disclosure

27. Wicked Problems “Wicked Problems are challenging because they are difficult to define; there is not a correct solution, they are inextricably linked to the context, there may be no obvious cause and effect and they are likely to lead to much debate, disagreement and conflict.” • Rittel and Webber 1974 p.12

28. What is your wicked issue?

29. Now time to think! Take 5 minutes to consider things. Go for a walk, make notes, chat to your neighbour.

30. Thinking Pair In pairs, listen to your partner for 3 minutes as they explain their freshest thinking on their ‘wicked’ problem and how they might go about finding a way to solve it.

31. What is your problem? • How big is your problem? • Who does is involve? • How will you get everyone to fully commit? • Is it too big? • What are the barriers? • What will the impact be?

32. Moving from uncertainty to an answerable question The chance of finding out something useful depends on the quality of the question that is asked in the first place Need to ask really specific questions about a particular action, intervention or innovation For example: Does timetabling students into single gender classes, as compared to mixed gender classes, lead to improved final GCSE results?

33. The PICO format P – Person or problem. How would you describe the people involved or the problem? I – Intervention. What are you planning to do? C – Comparison. What is the alternative to the intervention/ action/innovation? O – Outcomes. What are the effects of the intervention/ outcome/innovation?

34. Examples of the PICO format in use • For learners identified with dyslexia (P), how does the provision of 1:1 support (I) compared to group support (C) affect in-year assessment marks (O)? • For learners aged 16-18 taking GCSE Maths (P) who have access to a specific digital maths site (I), how well do they achieve on end of module assessments (O) in comparison to those who did not have access (C)? • For adult learners taking functional skills English (P) who experience blended learning as part of their programme (I), how well do they achieve FS assessments at their first attempt (O), in comparison to those on more traditional programmes (C)?

35. Activity - Create your own PICO question P – Person or problem. How would you describe the people involved or the problem? I – Intervention. What are you planning to do? C – Comparison. What is the alternative to the intervention/ action/innovation? O – Outcomes. What are the effects of the intervention/ outcome/innovation?

36. Approaches You may take a research group and have another group as a control You may change a policy or procedure and have evidence from earlier to measure against The change you want to make is up to you – teaching and learning, roles and responsibilities, administration, use of data It is your wicked problem!

37. Activity – Action planning

38. Looking forward to Day 3 What to expect on Day 3 In the meantime: • mentor support; • and bring PICO progress to date on day 3 (notes, poster etc is fine)

39. Academic Posters summarising Action Research http://maths.excellencegateway.org.uk/practitioner-led-action-research-posters

40. Self Assessment What is your freshest thinking relating to the leadership of Maths and English? Self Assessment – how much have you learnt? Complete your evaluation Any questions? Thank you from all the team