UCET Annual Conference Tuesday 10 th November 2009 Jenny Carpenter & Madelaine Lockwood.
Developing teaching as an evidence informed profession UCET Annual Conference Kevan Collins - Chief...
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Transcript of Developing teaching as an evidence informed profession UCET Annual Conference Kevan Collins - Chief...
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Developing teaching as an evidence informed professionUCET Annual Conference
Kevan Collins - Chief Executivekevan,[email protected]
www.educationendowmentfoundation.org.uk
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• The Education Endowment Foundation is an independent grant-making charity dedicated to breaking the link between family income and educational achievement for children aged 3-16.
• The EEF was founded in 2011 by lead charity the Sutton Trust, in partnership with Impetus, with a £125m founding grant from the UK Department for Education.
• In 2013, the EEF and the Sutton Trust joined the What Works Network, as the government-designated What Works Centre for Improving Education Outcomes for School-aged Children.
• Since its launch the EEF has awarded £65 million to fund 115 projects working with over 700,000 children across England.
About the EEF
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The attainment gap
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%
42%
63%
45%
69%
81%
64%
27%
18%
19%
Gap Non-FSM pupils reaching expected level FSM reaching expected level
School readinessat 5
Attainment at 11
Attainment at 16
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How evidence can help to:
• focus our effort where it will make the most difference to children
• capture the maximum possible benefit from effort and resources
• resist fads and fakes
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Building the evidence base
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Teaching and Learning Toolkit
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The Early Years Toolkit
Screenshot to be added
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Self-regulation in the Early Years
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Using the Toolkit (or any other source of evidence)
• What are our priorities for better learning?• Where should we focus our efforts?• What change do we want to make?
Understanding your context
• Who tells us what to do?• Where do get our ideas from?• Who do we trust?
Seeking independent, high quality information
• How will it work in practice?• Can we deliver this in our setting?• Should we stop doing that?
Promoting professional
conversations
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EEF-funded projects: what we’re looking for
We fund ideas that:
• Focus on narrowing the gap;
• Build on existing evidence;
• Can be scaled up cost-effectively if shown to work.
We are looking to generate significant new understanding of ‘what works’.
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Some ideas we’re trialling…
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• Does teaching children to play chess boost their attainment in Maths?
• Can peer observation by teachers, using a programme called Lesson Study, improve practice?
• Do pupils respond to financial or other rewards?
• Do summer schools improve attainment?
• What are the best ways of training and supporting Teaching Assistants?
• Does training parents to read with their children improve attainment?
• What are the best ways of grouping students, and what impact does this have on attainment?
• What impact, if any, does giving children breakfast in schools have?
• Does delaying school start times for adolescents (combined with a sleep education programme) boost Key Stage 4 attainment?
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EEF’s approach to evaluation
All projects are robustly evaluated:• Independent evaluation
All projects evaluated by a member of our 26-strong panel of evaluation experts• Quantitative measures
Effect on attainment and cost—so we can compare and contrast between projects• Qualitative and process evaluations also crucial
To find out if/how it works in real world school conditions• Focus on longitudinal impact
All pupils will be tracked using the National Pupil Database
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EEF approach to evaluating intervention impact
Control v. Treatment(keep everything constant apart from the thing we are testing)
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Chatterbooks
• An extracurricular reading initiative that aimed to increase a child’s motivation to read.
• Weekly 1-hour sessions where pupils read and discussed an age-appropriate book.
• Delivered by trained graduates to pupils who had not achieved expected level at the end of primary school.
Accelerated Reader
• A whole-group programme that aims to foster the habit of independent reading.
• Online system screens pupils according to their reading levels, and suggests books that match their reading age and interests.
• Pupils take computerised quizzes on the books they have read and earn ‘points’ related to difficulty.
Group Months’ progress
All pupils +3 months
FSM-eligible +5 months
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Group Months’ progress
All pupils -2 months
FSM-eligible -4 months
Finding out what works (and what doesn’t)
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Reporting our results
• All results published on EEF website
• Report on impact and security of findings
• Attempt to convey technical findings in a way that is accessible to schools
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The TA Guidance Report
• Integrating established and emerging research
• Bridging the gap between research and practice
• Acting on the evidence - Providing actionable, evidence-based recommendations
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7 recommendations on ‘Making best use of TAs’
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Successes
• Reception for the Toolkit from schools has been very positive. The most recent survey found that 64% of school leaders are using the Toolkit.
• Rigorous evaluations are possible. Our first 44 evaluation reports have been published building the evidence of what works.
• The appetite to participate in future research from schools across the country is high.
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Challenges and reflections
• Mobilising knowledge
Ensuring lessons from research are shared and consistently applied, while avoiding shallow compliance?
• Evidence for leaning Building confidence and trust to support disciplined innovation in a compliance and high stakes accountability culture
• Evaluation takes time
Finding out what works takes time, but policy-making moves quickly
• The nature of education evidenceNot every approach works and not every trial is conclusive. Presenting negative and complex findings is challenging