Transcript Document

Disciplined innovation:
the implications of harnessing evidence to drive improved outcomes
for children and inform the design of the curriculum they are offered
Kevan Collins
[email protected]
www.educationendowmentfoundation.org.uk
Autonomy for a purpose…
Context I
•
•
Performance
Variation
400
100
Increasing
autonomy
90
Non-FSM
Increasing
fundingFSM
80
London FSM
70
Average GCSE point score of KS4 cohort
•
Attainment gap
% Achieving 5A*-C
•
350
300
Increasing focus on low income students250
60
+6
50
+23
40
30
+7
20
10
0
200
150
100
50
0
2006
2013
Proportion of intake eligible for free school meals
By international standards, outcomes in England are good.
However, despite some bright spots – notably in London – the attainment gap remains wide
and there is considerable inconsistency both between and within schools.
Context II
Attainment gap
Expenditure
Autonomy
•
Increasing autonomy
4500
•
4000
Increasing funding
•
Spending per pupil (2010 £GBP)
•
Increasing
focus on low income students
5000
6000
4500
4000
Number of academies
5500
3500
3000
2500
2000
1500
1000
500
3500
0
2011
2014
Expenditure and school level autonomy have increased in recent years.
In return, the expectation that schools should deliver for all students has intensified.
Innovation for a purpose
1. Start from what we know
the toolkit and other sources of evidence provide a platform for
professional dialogue. If not evidence then what….
2. Put energy into evaluation
we need to keep innovating but be much smarter and robust about
the impact particularly for the most disadvantaged – bringing
wisdom not ideology to the system
3. Sharing success – and failure!
We need to build greater trust right across the system and build up
from the evidence rather than the one off events that mask the lived
education of our children
True or false?
The current state of evidence base suggests that…
a) Drinking six to eight glasses of water per day improves pupil outcomes
b) Feedback on how pupils complete a task is more effective than general praise
c) Reducing class size is one of the most cost-effective ways to increase learning
d) The greatest impact on pupil progress is teaching quality
e) Grouping pupils by ability improves outcomes for all pupils
f) Peer tutoring works better for the tutee than the tutor
g) Individuals learn better when they receive information in their preferred learning style (eg auditory, visual,
kinaesthetic)
Teaching and Learning Toolkit
• The Toolkit is an accessible,
teacher-friendly summary of
educational research. ‘Which?’
for education
• Practice focused: tries to give
schools the information they
need to make informed
decisions and narrow the gap
• Based on meta-analyses
conducted by Durham University
Teaching and Learning Toolkit
Three rules of thumb
1. Use the evidence as a
starting point for
discussion
2. Dig deeper into what the
evidence actually says
3. Understand the ‘active
ingredients’ of
implementation
Supporting decision-making
The Toolkit aims to support evidence-informed decision making in
schools by providing accessible summaries of evidence.
The Toolkit summarises the average impact, cost and strength of evidence in 34 areas.
Applying evidence in practice
Step 1: Decide what you want to achieve
Identify school priorities using data and
professional judgement.
Step 5: Securing and spreading change
Mobilise the knowledge and use the findings to
inform the work of the school to grow or stop the
intervention.
Step 4: Evaluating impact
Determine the impact of change and identify
potential improvements for the future.
Step 2: Identify possible solutions
Consider a range of evidence summarised in the
Toolkit to inform choices.
Step 3: Giving the idea the best chance of success
Identify and apply the ingredients of
effective implementation.
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Sharing success
• Millions of pounds are spend each year on educational research, but
important results can take decades to make an impact in the classroom.
• Key questions:
1. How can schools overcome the
barriers to using research well?
2. How can research
organisations and others
effectively communicate
their findings?
3. What support from networks
and mediators do schools need
to access and embed research?
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The EEF Families of Schools
Database
Aims:
• Help schools understand
the size and nature of their
attainment gaps
• Identify where similar
schools are performing
better
• Encourage learning
(remotely or face to face)
between similar schools in
similar circumstances
E.g.
The importance of
case studies to
capture what other
schools are doing
The default measure is Best 8 average points score
Successes
• Appetite for evidence: 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 28
evaluation reports have been published, including
24 randomised controlled trials.
• Informed innovation: The pipeline of new ideas
is strong and the willingness of schools to take
part in future research is high.
Challenges
• Mobilising knowledge: Effective use of research
requires local ownership, but accountability can
cause shallow compliance.
• Evaluation takes time: Finding out what works
takes time, but autonomous systems can move
quickly.
• Not everything works: Not every approach works
and not every trial is conclusive. Presenting
negative and complex findings can be challenging.
Conclusions
1. The new focus on evidence will support informed professional debate
- it’s not a panacea
2. Adopting an evidence led approach brings opportunities for your
leadership - building professional trust and authentic authority
3. Adopting an evidence led approach carries new leadership
obligations - informing and leading the professional debate
4. Autonomy is about freedom at every level to enquire, examine,
evaluate and adapt
5. Enduring question - why is the education sector so weak at spreading
and sharing lessons from disciplined and informed innovation?
How to get involved
Apply for funding
Our current funding round closes on the 1st April. Visit:
http://educationendowmentfoundation.org.uk/apply-for-funding/
Volunteer to take part
We are always looking for schools to take part in EEF-funded projects.
Visit: http://educationendowmentfoundation.org.uk/projects/how-can-i-get-involved/
Do it yourself
Our DIY Evaluation Guide, developed with Durham University, is a resource
intended to help teachers and schools understand whether a particular intervention
is effective within your own school context.
Visit: http://educationendowmentfoundation.org.uk/evaluation/diy-evaluation-guide/