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Fit for purpose: making research and evidence work for all your learners. Philippa Cordingley Centre for the Use of Research and Evidence in Education. Tackling wicked issues - Palfrey school. A primary serving a vulnerable community in the Black Country
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Fit for purpose: making research and evidence work for all your learners Philippa Cordingley Centre for the Use of Research and Evidence in Education
Tackling wicked issues - Palfrey school • A primary serving a vulnerable community in the Black Country • Had tried many interventions for vulnerable pupils • Opted for Response to Intervention (RTI) to help (25%) year 6 pupils to level 4 after summer half term as part of EEF funded RCT • Had really impressive results, especially for pupils for whom other interventions hadn’t worked. Some made 9 months progress in 5 weeks • School 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 framework • Commissioned research into effectiveness of learning environment for both staff and pupils. Findings included need to: • Build diagnostics and differentiation into CPD activities • Connect staff and pupil learning through evidence about progress towards aspirations for learners as an explicit part of CPDL • Increase 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 TSA • Alison 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 levelling • Used others’ research re CPDL, assessment and curriculum design to clarify starting points, aims and an action plan via sessions with school leaders and researchers • Using 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 award • 2 teacher researchers with deep concerns about mathematics for vulnerable learners • Started from Catherine Stern on Number relations • Developed, trialled and tested resources for “dialling in” number relations visually • Dramatic improvements proved infectious • Developed into a mainstream approach for mathematics and boosting vulnerable learners
Romey Tacon and Numicon • Waves of supported research • Grew to be a regional movement – great results for struggling learners- became • Numicon Mathematics taken up by schools and local authorities, eventually published by OUP • Changing expectations for pupils re: mathematics • Now being trialled via Closing the gap test and learn programme
Patterns? • What was the driver forEngaging 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 pupils • A strong evidence base on which to build • Using evidence from existing research and current practice • Clarity & rigour re: role of evidence & quality • An emphasis on needs of users from the start • Sustained, collaborative support • Meeting needs of vulnerable pupils, especially important as work spreads beyond one school • Specialist 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
Use of research and CPDL research reviews • Comprehensive electronic literature searches • Screened titles & abstracts against published criteria • Retrieved full studies applied 3 levels of filtering • Completed maps of the literature • Double blind data extraction • Assessment for weight of evidence for synthesis • Synthesised evidence for review questions • Commissioned anonymous peer review • Implications explored in-depth with users • Synthesised in BERA commissioned paper http://www.curee.co.uk/news/2013/09/bera-2013
This evidence highlights importance for schools of: • Linking pupil and teacher learning about real concerns • Specialists providing sustained, structured support, modelling high leverage approaches • Sustained peer support/reciprocal vulnerability to embed learning • Learning to learn from looking • Structured dialogue about evidence from experiments • Ambitious goals – can be prescribed with peer support • Developing theory and practice side by side • Leaders modelling support by e.g. • Providing time for teachers to plan & reflect, and • encouraging experimentation and learning
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 skills • questioning skills, thinking & responses to stimuli • organisation e.g. collaboration, choosing strategies • Improvements in teachers’: • self-confidence e.g. in taking risks and efficacy • willingness & ability to make changes to practice • knowledge & understanding of subject & pedagogy • repertoire and skills in matching to pupils’ needs • willingness to continue professional learning
The nature of the support Range 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
Barriers to success included • Time 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
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 environment • Establishing goals and expectations • Planning, co-ordinating and evaluating teaching and the curriculum • Promoting and participating in teacher learning • Strategic resourcing – aligning efforts of all kinds • All 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 needs • Modelling & 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 supported • Acknowledge the existing understandings of those at whom the tools are targeted • Signals likely misconceptions • Connects abstract principles with detailed illustration and practical examples • Embedded in documents that are logically structured around a clear and unambiguous purpose.
An in-school example • Think of a recent or impending significant development with a neighbour • Which of these features of leadership are already priorities - share an example you are excited about • Which 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 communities • Funded by Teach First to help them identify how to differentiate support for TF participants
The evidence base • 6 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; and • the analysis of an online student survey
Professional learning (PL) environment • Exceptional schools invested more systematically in PL • PL in strong schools was more centrally led; less consistent teacher ownership of responsibility for PL • Exceptional 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 schools • Subject 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 pedagogy • More 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 teachersless 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 Goose • Too much focus on teaching teachers instead of focussing on their learning about their pupils’ learning • Learning for leaders, staff and pupils means recognising, reviewing, and building on what people believe, understand, and do • It means “learning how to learn” skills for ALL learners • And 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 paper http://www.curee-paccts.com/files/shared/Response%20to%20Intervention%202014.pdf http://www.curee.co.uk/events/2010/04/2010-aera-conferenceTF report http://www.curee.co.uk/publication/characteristics-high-performing-schools-teach-first-research-report Romey Tacon NTRP summary http://www.ntrp.org.uk/node/62 Formative assessment for all - Pearson/NESTA report http://www.nesta.org.uk/publications/good-intentions-real-impact-rethinking-role-evidence-education-businesses This Presentation
Contact Details philippa.cordingley@curee.co.uk www.curee.co.uk Centre for the Use of Research and Evidence in Education 8th Floor Eaton House Eaton Road Coventry CV1 2FJ 024 7652 4036 @PhilippaCcuree @curee_official