Working out what works…

and what doesn’t.

“It is important that education change is not driven by opinion or passing fad but

by informed expertise.

As a profession you have an obligation to be able to answer the question:

why did you do that?”

Estelle Morris

The College can move forwards reassured that the strategies we

have worked together on are “most likely” to have an impact

on student outcomes.

Teachers need to be the drivers of those innovations.

“…Practitioners who are able to justify their action by reference to evidence,

aims and principles.”

Professor Robin Alexander

“

Equivalent to over 1.5 grades at GCSE)

Tait Coles

Education Endowment Foundation Toolkit

•Based entirely on work in schools

•Looks at 33 interventions

Equivalent to over 1.5 grades at GCSE)

Stage 1: Preparation

Stage 2: Implementation

Stage 3: Analysis & Reporting

1. Frame your evaluation question

4. Conduct a pre-test

7. Analysis and interpretation

2. Decide your measure

5. Deliver the intervention

8. Report the results

3. Decide your comparison group

6. Conduct a post-test

Consider the outcomes of other studies

Stage 1: Preparation

1. Frame your evaluation question

2. Decide your measure

3. Decide your comparison group

Stage 2: Implementation

4. Conduct a pre-test

5. Deliver the intervention

6. Conduct a post-test

Stage 3: Analysis & Reporting

7. Analysis and interpretation

8. Report the results

Consider the outcomes of other studies

Introduction●Research question ●Authors

Context●Where and when the study took place ●What were the characteristics of the children involved and how were pupils selected to be included

Design●Explanation of how the comparison group was established ●Details of any random allocation or matching ●Planned timing of the tests

Intervention●Details of the intervention and how it was delivered ●Details of what the control received if anything (whether ‘business of usual’ or anything different)

Outcome Measure

●Explanation of the measures used to assess impact ●How reliable and valid the measures are ●How the data was collected ●Whether there was any data missing (e.g. due to pupils not turning up to the assessments)

Results●The effect on attainment ●Any analysis of subgroups ●Interpretation of the results

Conclusion●Summary of the study’s fit with existing evidence base●Implications and next steps

Introduc-tion

●Research question ●Authors

Context●Where and when the study took place ●What were the characteristics of the children involved and how were pupils selected to be included

Design●Explanation of how the comparison group was established ●Details of any random allocation or matching ●Planned timing of the tests

Interven-tion

●Details of the intervention and how it was delivered ●Details of what the control received if anything (whether ‘business of usual’ or anything different)

Outcome Measure

●Explanation of the measures used to assess impact ●How reliable and valid the measures are ●How the data was collected ●Whether there was any data missing (e.g. due to pupils not turning up to the assessments)

Results●The effect on attainment ●Any analysis of subgroups ●Interpretation of the results

Conclus-ion

●Summary of the study’s fit with existing evidence base●Implications and next steps

21 January – Directed Tasks

28 January – Directed Tasks

11 February – CPD (5.00pm)

4 March – Post 16 CPD/CPD

18 March – Teachmeet (5.30pm)

25 March – Directed Tasks

20 May – CPD (5.00pm)

3 June – Directed Tasks

10 June – Post 16 Presentations/CPD

17 June – Teachmeet (5.30pm)

Mile

sto

nes

& D

ead

lines

:

Those involved in post-16 CPD:

Deadline – 3rd June 2014

Those not involved in post-16 CPD:

Deadline – 10th June 2014

Teachmeet – 17 June 2014

All reports/presentations will be available on the website by the 17th.

All staff will have a choice of presenting for 3 minutes (nano) or 7 minutes (mini).

The running order will be chosen at random!

www.seatonburncpd.wordpress.com