Do Now

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Reflect on your Training Programme journey:

•What did the reality of teaching teach you about yourself?

•What has personally and professionally challenged you the most since you began the programme?

•What can you identify as a key area of development?

•What currently inspires you?

Today‘s Timetable

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09:00-11:00: Session 1

11:15-11:45: Break

11:45-12:45: Reading Group preparation time

12:45-13:15: Ambassador Presentations/Q&A

13:15-14:00: Lunch

14:00-15:45: Reading Group feedback & Session 2

16:00-16:15: Break

16:15-17:30: Session 2 continued

The Structure of this Module

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Date Event Notes

04/02/20

05/02/20

5.1 University led day Module Introduction, assignment briefing,

inclusion & inclusive practice, methodology,

design process and ethics

07/03/20 5.2 Teach First led day Defining enquiry idea, implementation, effective

influencing and reading group

31/03/20

01/04/20

5.3 University led day Developing and improving inclusive practice

02/05/20 5.4 Teach First led day Sharing initial research findings, preparing for

your presentation and planning for the future

15/06/20 Assignment Hand in

M5.2 (Today)

Main sessions:

• Consideration of individual ‘journey’ and what you have learnt about school’s community and context

• Overview of the design-implementation-review cycle

• Successful implementation

• Start to shape your idea and test your rationale

• Time to begin creating a timeline for each stage of their project

• Reading group activity

• Research around influence and styles of influencing.

To have effectively communicated their systematic reflective

rationale, progress and impact of their research

M5.4 (Saturday 2nd May)

No pre-work

Main sessions:

• Reflection of progress thus far – any initial findings and consideration of any refinements

• Further input on influence – doing this in practice

• Preparing for your presentations

• Looking ahead – future opportunities

28/02/2020 5

Extending Impact and Influencing OthersSession 1: Project Implementation and Research Skills

Session objectives

• To define the factors which may contribute to hindering your pupils’ learning

• To begin building a systematic reflective rationale of your enquiry idea

• To consider how to select research to underpin your enquiry

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Your Training Programme journey: Novice towards Intermediate

8

Pre-employment

stage

Summer Institute

Teaching for two years in

school

Becoming an ambassador

Activity: In pairs, share and discuss your reflections from the Do Now

• What did the reality of teaching teach you about yourself?

• What has personally and professionally challenged you the most since you

began the programme?

• What can you identify as a key area of development?

• What currently inspires you?

What? So what? Now what?

9Driscoll J (2000) Practising Clinical Supervision: A Reflective Approach.

• What did the reality of teaching teach you

about yourself? So what does that mean

for you now as a teacher?

• What has personally and professionally

challenged you the most since you began

this programme? So what does that

mean for your teacher persona now?

• What can you identify as a key area of

development? So what does that mean

for your focus now as a teacher?

• What currently inspires you? So what

does that mean for you and your

pupils?

Barriers to learning

• What would you describe as the main barrier to learning for your pupils?

• What are the contributing factors for this barrier to learning?

• What data indicates this barrier to learning is a worthwhile focus for your enquiry idea?

• What difference will overcoming this barrier to learning make?

• What are the changes that need to happen in order to begin overcoming this barrier to learning?

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Vision building

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EPTL

“What do I believe in?”

LLIC

“What are my aspirations for

my pupils?”

CLD

“What is the vision for my classroom?”

EIIO

“How can I turn my vision into a reality?”

Extending Impact and Influencing Others: Phases

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Phase 1

Identification of barrier

Review of literature

Design of enquiry

Phase 2

Build links with key stakeholder

Phase 3

Conduct enquiry

Phase 4

Analysis of findings

Phase 5

Presentation to key stakeholder

Phase 6

Written assignment

Implementation Process

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Diagram from

EEF,

Implementation

Guidance Report

(2018)

Introduction to Implementation

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Implementation Activity 1

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➢Complete the implementation card sort activity, separating out characteristics

of effective, and less effective, implementation.

➢Reflect on how these statements relate to any implementation practices you

have experienced at your school.

➢Discuss these questions:➢ Think of a project you were involved with, that, despite the best intentions, lost

momentum and faded away. Why do you think this happened?

➢ When have you experienced successful implementation? What lessons can we learn

from this?

➢These may be at your own school or in other settings/non-school examples

15 minutes

Foundations for Successful Implementation

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Treat implementation as a process, not an event; plan and execute it in stages

Explore

• Specify a clear priority that is amenable to change

• Make evidence-informed decisions on what to implement

• Judge the feasibility of various options in the school’s

context.

• Develop a specific enquiry questions

Prepare

• Develop a clear, logical, and well-specified plan

• Practical preparations

Explore Stage

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Reliable research

‘the statistical methods of educational research have become highly sophisticated. But the quality of the statistical analysis is much higher than its practical utility… classroom-based research (as contrasted with laboratory research) has not been able to rid itself of uncontrolled influences called “noise” that have made it impossible to tease out the relative contributions of the various factors that have led to “statistically significant” results. Hirsch argues that this is a chief reason for the unreliability and fruitlessness of current classroom research’.

- Professor E. D. Hirsch

Classroom Research and Cargo Cults (2002)18

Practitioner Enquiry

Practitioner enquiry is a 'finding out' or an investigation with a rationale and

approach that can be explained or defended. The findings can then be shared so it

becomes more than reflection or personal enquiry.

Menter, I., Elliott, D., Hulme, M., Lewin, J. and Lowden K. (2011) A Guide to Practitioner research in Education. Sage

Publishing

Regular engagement in practitioner enquiry supports professional growth by

challenging or 'disrupting thinking' and 'ingrained habits of mind'. Practitioner enquiry

helps to create a space to stop and look again at existing ways of working. It is

argued that teachers who engage in research have 'better understanding of their

practice and ways to improve it’.

McLaughlin, C., Black-Hawkins, K. and McIntyre, D. (2004) Researching Teachers Researching Schools, Researching

Networks: Review of the Literature.

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6 As of the usefulness of research evidence

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Factors Sub question

Accessible Physical: Google scholar, Chartered College of Teaching and the EBSCO database, Open source journals

Direct contact with the author(s)

Who is the audience: practitioners, policymakers or researchers?

Aim:

How and why are the authors making this contribution?

Is it a contribution to policy, theory or practice?

What do the authors assume about the knowledge of the readers?

What about other issues of intellectual accessibility – easy to read, jargon-free, clear messages?

AccurateHow robust is the evidence?

Are the methods used suitable for the research aims?

To what extent are the claims made supported by others' work?

What evidence that challenges their claims is not mentioned?

Does the knowledge generated meet the specific standards of that type of knowledge?

ApplicableWhat groups of learners might benefit from the findings?

What degree of certainty do the authors make for their claims?

How generalisable are their claims?

Context: System, Age, Phase, Type of school, Subject, Content

Level of use: Teacher, Head of Department, Business Manager, Executive Head, CEO, Board of Trustees, Governing Body, Policy-maker

AcceptableWhat values stance is being adopted – are they implicit or explicit?

How might the values stances taken by the authors affect their claims and acceptability by colleagues?

To what extent are the claims consistent with my experience?

Is the research relevant to the problem which is the most interesting to you and your colleagues?

Are there any ethical issues arising from the research? Conduct, Subsequent implementation

Might you be rejecting something because it doesn't 'feel' right?

AppropriateIs the research relevant to the most recurring problems in your department, key-stage, school or multi-academy trust?

Is the research related to a problem within your sphere of influence most relevant to your sphere of influence?

Is the research relevant to problems for which resources are available? Staff, Time, Expertise and Finance

ActionableDoes the research specify causal statements – If this … then ..?

Are concrete behaviours specified to bring about the intended outcomes?

Do the teaching staff have the skills required/or can they be taught the skills required to put the research into effect?

21Amended from ‘When can you Trust the Experts?: How to Tell Good Science from Bad in Education’ (Willingham, 2012)

Strip it

Trace it

Analyse it

Should I do

it?

What specific intervention, strategy or actions is the school leader

being asked to adopt? What outcomes are being promised?

Where did the idea come from? Is the idea supported by a leading

educational authority? Do other ‘experts’ support the idea?

What are you being asked to believe? What is the evidence to

support the claims being made? How does this evidence relate to

your experience as a school leader?

Is it something which is already being done? Has it worked or

failed previously in other settings with other students? What are

the opportunity costs of doing it?

When looking at action research in education…

Be aware of the research hierarchy (not all research is equal!)

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Start your reading

hereMost experts agree that the higher up the

hierarchy the study design is positioned,

the more rigorous the methodology and

hence the more likely it is that the study

design can minimise the effect of bias on

the results of the study.

In most evidence hierarchies, current,

well designed systematic reviews and

meta-analyses are at the top of the

pyramid, and expert opinion and

anecdotal experience are at the bottom.

Generalisable

Non-generalisable

Australian National Health and Medical Research Council. (2009)

Foundations for Successful Implementation

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Treat implementation as a process, not an event; plan and execute it in stages

Explore

• Specify a clear priority that is amenable to change

• Make evidence-informed decisions on what to implement

• Judge the feasibility of various options in the school’s

context.

• Develop a specific enquiry questions

Prepare

• Develop a clear, logical, and well-specified plan

• Practical preparations

24

Implementation Activity 2

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In pairs

➢Review two of the Implementation Plan examples (printed copies)

➢Consider the following:• Is the implementation plan logical and well-specified?

• Are the active ingredients clearly defined and does the plan identify how they will be

implemented?

• Are the actions to ‘Deliver’ the project practical and logical?

• Are the intended outcomes measurable and sustainable?

15 minutes

Break

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Reading Group

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Reading Group ActivityYou will have an hour for this reading paper task (identified by UCL), and then prepare a summary with your reading group for a gallery.

• 30 minutes: Read your group’s allocated paper (individual – 30 minutes)

• 30 minutes: Discuss the key points with your group – critique the paper using the 6As model

• Record the key points/summary on a piece of flipchart for a gallery walk later

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6As

Accessible

Accurate

Applicable

Acceptable

Appropriate

Actionable

Ambassador Presentations

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Lunch - 13:15-14:00

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