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@EducEndowFoundn
Generating evidence,
Using evidence
Designated Teachers for Children Looked After conference
12 October 2017
@EducEndowFoundn
G e n e r a t i n g e v i d e n c e , U s i n g e v i d e n c e
The EEF was set up in 2011 by The Sutton Trust,
as lead charity in partnership with Impetus Trust
(now part of Impetus–PEF)...
… with a £125m founding grant from the DfE
The EEF and Sutton Trust are, together, the
government-designated What Works Centre for
Education.
The EEF is a charity dedicated to breaking the
link between family income and educational
achievement.
@EducEndowFoundn
G e n e r a t i n g e v i d e n c e , U s i n g e v i d e n c e
Attainment at Key Stage 2 Attainment at Key Stage 4
Progress at Key Stage 2 (reading) Progress at Key Stage 4
‘Outcomes for children
looked after by local
authorities in England, 31
March 2016’ (DfE, 2017)
The attainment gap is BIG. The progress gap w i d e n s .
@EducEndowFoundn
G e n e r a t i n g e v i d e n c e , U s i n g e v i d e n c e
The challenge facing schools
• Getting value for money The schools funding climate will be tighter – but the Pupil Premium will be protected.
• Continuing school improvement School autonomy means an increasing expectation that individual schools will deliver for all their students – higher attainment, narrower gaps.
So: how to do MORE with LESS?
@EducEndowFoundn
The key: informed use of evidence
“Research can never replace professional
experience and teachers’ understanding
of their schools and students.
“But it can be a powerful supplement to
these important skills.
“Used intelligently, evidence is the
teacher’s friend.”
Sir Kevan Collins, EEF
@EducEndowFoundn
3 big worries in schools right now (and how evidence can
help):
Money is tighter
Workload is a concern
Avoid fads and fakes
G e n e r a t i n g e v i d e n c e , U s i n g e v i d e n c e
“How I learned to stop worrying and love evidence”
@EducEndowFoundn
G e n e r a t i n g e v i d e n c e , U s i n g e v i d e n c e
Scaling up
evidence
Generating
evidence
Communicating
evidence
@EducEndowFoundn
C o m m u n i c a t i n g e v i d e n c e
EE
F-S
utt
on
Tru
st
Te
ac
hin
g a
nd
Le
arn
ing
To
olk
it
@EducEndowFoundn
C o m m u n i c a t i n g e v i d e n c e
@EducEndowFoundn
C o m m u n i c a t i n g e v i d e n c e
-ve * When TAs substitute rather than supplement teaching from teachers; * When adequate training / support for TAs not provided.
+ve * When TAs are trained to deliver
a clearly specified approach; * When teachers / TAs plan work together (eg, by making time for
discussion before and after lessons).
@EducEndowFoundn
C o m m u n i c a t i n g e v i d e n c e
@EducEndowFoundn
C o m m u n i c a t i n g e v i d e n c e
@EducEndowFoundn
C o m m u n i c a t i n g e v i d e n c e
Two other practical EEF tools to help you decide what to focus on:
At school level… Families of Schools database
At pupil level… Assessing and Monitoring Pupil Performance guide
Supports schools to dig deep into their data and understand their attainment gaps
Helps ensure that the evidence put to use in schools has the best possible chance of targeting the right pupils at the right time
@EducEndowFoundn
Assessing
and
Monitoring
Pupil
Performance
guide
Early
Years
Toolkit
Making
Best Use
of Teaching
Assistants
Literacy
Guidance,
Key
Stages 1
and 2
Evidence
on
Written
Marking
10
School
Themes
10 evidence
reviews -
digital tech,
arts ed, EAL,
careers ed
C o m m u n i c a t i n g e v i d e n c e
@EducEndowFoundn
G e n e r a t i n g e v i d e n c e , U s i n g e v i d e n c e
Scaling up
evidence
Generating
evidence
Communicating
evidence
@EducEndowFoundn
G e n e r a t i n g e v i d e n c e
EEF-funded projects - what we’re looking for:
We fund high-potential ideas that:
• Focus on raising attainment to close
the gap;
• Build on existing evidence;
• Can be scaled up cost-effectively if
shown to work.
@EducEndowFoundn
G e n e r a t i n g e v i d e n c e
We directly involve schools, as
well as early years and post-16
settings, in trialling high-potential
projects.
Together, we are generating
significant new understanding of
‘what works’.
@EducEndowFoundn
G e n e r a t i n g e v i d e n c e
Correlation does NOT imply causation!
@EducEndowFoundn
G e n e r a t i n g e v i d e n c e
Year 9 Class 29 students
Data indicates low
rates of attainment
Year 9 Class 29 students
Data indicates 32%
increased levels
29 students
receive an
intervention to
improve their
attainment
Conclusion?
Oral feedback was
responsible for the
rise in attainment
Traditional approach to measuring intervention impact
@EducEndowFoundn
G e n e r a t i n g e v i d e n c e
Answering the counter-factual question… What would have happened otherwise?
• Was 32% improvement better or worse than if you’d done nothing different (‘business as usual’)?
• Was 32% improvement better or worse than if you’d tried a different programme instead?
Answer: we have absolutely no idea.
@EducEndowFoundn
G e n e r a t i n g e v i d e n c e
Control v. Treatment (keep everything constant apart from the thing we are testing)
‘Fair test’
approach to
evaluating
intervention
impact
@EducEndowFoundn
G e n e r a t i n g e v i d e n c e
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
Group Months’ progress
All pupils -2 months
FSM-eligible -4 months
@EducEndowFoundn
G e n e r a t i n g e v i d e n c e
76 EEF evaluation reports
published so far…
Positive, negative, neutral: all reports are
available on the EEF website
@EducEndowFoundn
G e n e r a t i n g e v i d e n c e , U s i n g e v i d e n c e
Scaling up
evidence
Generating
evidence
Communicating
evidence
@EducEndowFoundn
S c a l i n g u p e v i d e n c e
Published guidance – issued to every school
Free CPD course – available online
3 guidance reports published so far – another 7 scheduled for the next year
@EducEndowFoundn
S c a l i n g u p e v i d e n c e
Not aware of the report
Read the report or aware of it
Read the report and acted on the recommendations
31%
52%
16% Source: Teacher Voice Omnibus Survey, November 2015
Publishing
guidance is just
the start…
Q: The EEF’s guidance
report, ‘Making Best Use of
Teaching Assistants’, was
published earlier this year
[2015]. To what extent are
you aware of the report?
@EducEndowFoundn
S c a l i n g u p e v i d e n c e
Campaigns to promote the effective use of evidence
1. Clear and actionable recommendations for schools (eg, guidance reports) 2. Recruiting local partners to support schools with this research (eg, teaching
schools, local authorities, charities) 3. Direct funding to promote the uptake of EEF-funded Promising Projects
Making Best Use of Teaching
Assistants
• £5 million
• Reach up to 1,000 schools in
south and west Yorkshire
Improving Primary Literacy
• £10 million (co-funded with Northern
Rock Foundation)
• All 880 primary schools in the
North East
@EducEndowFoundn
S c a l i n g u p e v i d e n c e
A network of schools which will support the use of evidence to improve teaching practice
It aims to support 2,000+ schools to embed evidence-based practice.
@EducEndowFoundn
G e n e r a t i n g e v i d e n c e , U s i n g e v i d e n c e
3 things we have learned from the EEF’s first 5 years:
1. There is real appetite among teachers and
senior leaders for clear and actionable evidence
to inform their decision-making.
2. Robust and independent evaluation of high-
potential programmes is not only possible, but a
must-have. Time and money is too scarce to
stick with programmes which don’t make a
difference.
We know enough to start making a real
difference. Which means our next big challenge
is scaling the evidence we have for the maximum
benefit of our young people.
@EducEndowFoundn
Final thought… “Teachers might now be categorised in
three groups: evidence-seekers,
compliance chasers and the disengaged.
The challenge is to cater to all of
them while recognising that, like any
tool, the Toolkit will be most useful
when in the hands of professionals.”
‘Pupil Premium: Next Steps’
(EEF / Sutton Trust, 2015)
Prof. Steve Higgins, Durham University
Dr Lee Elliot Major, Sutton Trust
@EducEndowFoundn
G e n e r a t i n g e v i d e n c e , U s i n g e v i d e n c e
Sign up for our EEF News Alerts
Hear about our latest news via email
Visit: http://bit.ly/EEFNewsSignUp
Connect with the Research School network
Supporting schools to make better use of evidence region-by-region
Visit: http://researchschool.org.uk/
Apply for funding
Our current funding round runs July – December 2017
Visit: http://educationendowmentfoundation.org.uk/funding/
Volunteer to take part
We are always looking for schools willing to take part in EEF-funded projects.
Visit: http://educationendowmentfoundation.org.uk/evaluation/projects/
How to get involved…