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Evidence-based teaching in Teaching Schools Juliet Brookes

Evidence-based teaching in Teaching Schools Juliet Brookes NCTL, Teaching Schools – School-based R&D. 1. Context. Evidence-based teaching is a DfE priority. By knowing what works energy will be invested in things more likely to deliver the best results; and

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Evidence-based teaching in Teaching Schools Juliet Brookes

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  1. Evidence-based teaching in Teaching Schools Juliet Brookes NCTL, Teaching Schools – School-based R&D 1

  2. Context • Evidence-based teaching is a DfE priority. • By knowing what works energy will be invested in things more likely to deliver the best results; and • Money will be invested in the right things. • Move towards the school-led system, Teaching Schools are key to this shift.

  3. What is Evidence-Based Teaching (EBT)? “Teaching practice or school-level approaches that are based upon the results of evidence about interventions or strategies that are effective in helping pupils to progress.” Nelson and O’Beirne, 2014. The ultimate test would be whether teachers could explain their choices and practice by referring to a robust evidence base and using logical argument and reasoning; rather than, for example, saying that they do it because they have been told to by Ofsted or DfE.

  4. Teaching Schools • 452 Teaching School Alliances • The Big 6: School-led ITT, CPD, Supporting other schools, Identifying and developing leadership potential, Specialist leaders of education, R&D • School-based R&D • TS R&D network large projects: Evidence-based Teaching Closing the Gap: Test and Learn

  5. Expectations The TS handbook states that each Teaching School Alliance is expected to: • build on existing research and contribute to alliance and wider priorities • base new initiatives within their alliance on existing evidence and ensure they can measure them • work with other teaching schools in their area, or nationally, where appropriate • ensure that their staff use existing evidence • allow their staff the time and support they need take part in research and development activities • share learning from research and development work with the wider school system

  6. So what are we doing to support Teaching Schools? • Large scale projects • Building capacity and capability • Disseminating • Encouraging Teaching Schools to work more closely with their HEI partner(s).

  7. Evidence-based Teaching project • This project sits within a wider EBT programme which emerged following a series of submissions to the SoS. • The aim is to encourage the teaching profession to improve its practice through rigorous use of evidence and research. • To develop expertise and explore different approaches to EBT within and across alliances

  8. Facts and figures • 2 opportunities to express interest 1st round – 93 TS alliances applied Funding available for 10 alliances. 2nd round – open now and expect similar take-up for the next 10 grants. • 2 year project • Commissioned Manchester Metropolitan University to facilitate and deliver training • Kick start was on 21st May

  9. Closing the Gap: test and learn scheme - aims • Find out which interventions help to close the attainment gap for disadvantaged schools. • Introduce schools to randomised controlled trials. • Increase knowledge and understanding of quantitative research methods across the school system • Investigate the capacity of the school system to collaborate on large-scale research projects.

  10. Facts and figures 7 randomised controlled trials running over two academic years (2013-14 & 2014-15), testing interventions chosen by schools. 11,000 pupils in over 600 schools. 180 Teaching schools collaborating with schools in their alliances to coordinate research activity.

  11. Interventions and providers • Achievement for All 3As – Achievement for All • CUREE – Response to Intervention (RTI) and Research Lesson Study (RLS) • Edgehill University – First Class at Number • Leicester City Council Education Services – Inference Training • Oxford University Press – Numicon • Portsmouth University – Growth Mindsets The schools themselves are responsible for choosing which intervention they wish to help test, booking their training in the delivery of the intervention and purchasing the pre and post-tests for the pupils.

  12. Some challenges… • Access to the evidence base • Skills • Time

  13. Some small steps… • RCT - early adopters • Special and early years contexts • Culture change • Dissemination • Appetite for R&D

  14. Contact details If you want to carry on the conversation or want to involve TSAs in your work please email juliet.brookes@education.gsi.gov.uk

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