How can development and innovation be evaluated and what is the role of teacher research Philippa Cordingley Centre for the Use of Research and Evidence.

How can development and How can development and innovation be evaluated and what innovation be evaluated and what

is the role of teacher researchis the role of teacher research

Philippa CordingleyPhilippa Cordingley

Centre for the Use of Research Centre for the Use of Research and Evidence in Educationand Evidence in Education

How can development and innovation be How can development and innovation be evaluated and what is the role of teacher evaluated and what is the role of teacher

research?research?

Purposes - what use will it be?Purposes - what use will it be? accountability & policy making (structural)accountability & policy making (structural) sharing further development (formative), sharing further development (formative), and/or supporting others’ learning (pedagogic)and/or supporting others’ learning (pedagogic)

Proportionality - re original investment and potential Proportionality - re original investment and potential outcomes. outcomes. Evaluation needs to relate the contribution of what’s Evaluation needs to relate the contribution of what’s being evaluated to students’ and developers’ learningbeing evaluated to students’ and developers’ learningFund depth of R&D v external evaluation.Fund depth of R&D v external evaluation.Teacher research is a potential link for both doing & Teacher research is a potential link for both doing & using evaluationusing evaluation

Some starting points…Some starting points…How to link activities and outcomes - given the How to link activities and outcomes - given the complex and dynamically interacting variables? complex and dynamically interacting variables? Connections if not causes Connections if not causes

EPPI review of the impact of collaboration on EPPI review of the impact of collaboration on CPD came up with 17 studies against the odds;CPD came up with 17 studies against the odds;

Pupil outcomes inspire teachers – who aren’t Pupil outcomes inspire teachers – who aren’t naïve about cause and effect; naïve about cause and effect;

Using evaluation data effectively is as hard Using evaluation data effectively is as hard collecting it - this is a learning exercise & needs collecting it - this is a learning exercise & needs just as much investment as the evaluation; just as much investment as the evaluation;

Using evaluation & research means professional Using evaluation & research means professional learning – look at CPD evidence for helplearning – look at CPD evidence for help

Brown et alBrown et al

2 years, teachers negotiated pattern of consultation 2 years, teachers negotiated pattern of consultation including access to classrooms - started with a menu including access to classrooms - started with a menu from research from which teachers selected a focusfrom research from which teachers selected a focusMonthly meetings where teachers & tutors presented Monthly meetings where teachers & tutors presented new ideas or work in progress, with tutors. Topics for new ideas or work in progress, with tutors. Topics for monthly meetings from teachers & tutorsmonthly meetings from teachers & tutorsRegular class visits, observation and feedback by tutorsRegular class visits, observation and feedback by tutorsTeachers also visited each other regularly & undertook Teachers also visited each other regularly & undertook follow up discussions in pairsfollow up discussions in pairsChanges - debriefing, new forms of exposition, teaching Changes - debriefing, new forms of exposition, teaching with less telling, students creating problems for otherswith less telling, students creating problems for othersStudy examined process in take up, effects on teacher Study examined process in take up, effects on teacher beliefs & practice, impact on students’ achievement & beliefs & practice, impact on students’ achievement & behaviour & roll out costsbehaviour & roll out costs

Peer coachingPeer coaching10-14 pairs – 24 hours with 10-14 pairs – 24 hours with specialistspecialistLearn about aspect of Learn about aspect of practice & peer coachingpractice & peer coachingBuild peer coaching Build peer coaching agreement for 12 weeks agreement for 12 weeks (min 4 cycles)(min 4 cycles)Follow up 24 hours – Follow up 24 hours – exploring students’ work & exploring students’ work & strategies & further strategies & further developmentdevelopmentE.g. AfL, consulting pupils E.g. AfL, consulting pupils about teaching and about teaching and learning, integrating ICT learning, integrating ICT into pedagogy, making into pedagogy, making effective interventions in effective interventions in behaviour; thinking skillsbehaviour; thinking skills

TTA teacher research grantsTTA teacher research grants

Awards of c £3,000Awards of c £3,000

Required from start to Required from start to work to inform otherswork to inform others

Emphasis on building Emphasis on building on what’s known, on what’s known, collaboration & collaboration & reflection on & respect reflection on & respect for evidencefor evidence

Active steering/stirringActive steering/stirring

Regular meetings to Regular meetings to share progressshare progress

Characteristics of CPD linked to significant Characteristics of CPD linked to significant teacher and pupil learningteacher and pupil learning

External expertise linked to school based activityExternal expertise linked to school based activityPeer support to create commitment & trust to Peer support to create commitment & trust to support risk taking and making needs explicitsupport risk taking and making needs explicitObservation, shared interpretation by peers and Observation, shared interpretation by peers and expert feedback – focused on explicit goalsexpert feedback – focused on explicit goalsIdentifying own CPD focus & starting pointsIdentifying own CPD focus & starting pointsProcesses to encourage, extend & focus Processes to encourage, extend & focus dialogue & reflection; anddialogue & reflection; andSustained, effective use of time to embed Sustained, effective use of time to embed practices in classrooms e.g. on-course planningpractices in classrooms e.g. on-course planning

Peer support/coaching Peer support/coaching Extending and structuring professional dialogue:Extending and structuring professional dialogue: collaborative planning of lessons & schemes of work collaborative planning of lessons & schemes of work

using the experience to refine learning goalsusing the experience to refine learning goals peer observation & shared interpretation of resulting peer observation & shared interpretation of resulting

informationinformation reaching shared explanations for teacher and pupil reaching shared explanations for teacher and pupil

actions and identifying alternative possibilitiesactions and identifying alternative possibilities developing deeper questions (& questioning skills)developing deeper questions (& questioning skills) increasing access to practice in others’ classrooms increasing access to practice in others’ classrooms

(10 mins)(10 mins)

Encouraging colleagues to take risks Encouraging colleagues to take risks Sustaining commitment through difficulties & Sustaining commitment through difficulties & against competing pressuresagainst competing pressures

An AnalogyAn Analogy

Peer supported experimentation, research and reflection

Teachers’ and pupils’ starting points

External specialist expertise, knowledge and facilitation

Capacity building - Links between Capacity building - Links between CPD and teacher researchCPD and teacher research

Peer coachingPeer coachingIdentifying an evidence informed focusIdentifying an evidence informed focusExperimenting with & interpreting new Experimenting with & interpreting new approaches for own contextapproaches for own contextObserving what happens Observing what happens Identifying shared explanationsIdentifying shared explanationsAsking excellent questionsAsking excellent questionsKeeping going over timeKeeping going over time

Examples from TTA TRGsExamples from TTA TRGs

Effective teaching with and through the internet, Alistair Effective teaching with and through the internet, Alistair WellsWells

Using ICT to support the teaching of place in Geography, Using ICT to support the teaching of place in Geography, Colin StoreyColin Storey

Cross curricular work involving mathematics using hand Cross curricular work involving mathematics using hand held technology, Peter Ransomheld technology, Peter Ransom

Access and attitudes to ICT, children, parents and Access and attitudes to ICT, children, parents and teachers from Priory Schoolteachers from Priory School

The use of ICT in Music Adrian PittsThe use of ICT in Music Adrian Pitts

How can teachers help children become originators and How can teachers help children become originators and creators rather than passive users of ICT, Lindsay Morancreators rather than passive users of ICT, Lindsay Moran

External expertise linked to External expertise linked to school-based activityschool-based activity

Bespoke specialist expertise fitted carefully to in-school Bespoke specialist expertise fitted carefully to in-school learning:learning:

Danny Doyle’s evaluation of the use of lap tops Danny Doyle’s evaluation of the use of lap tops Dan Sutch & Ros Sutherland et al on ICT and pedagogy using Dan Sutch & Ros Sutherland et al on ICT and pedagogy using

teacher researcher “equals”teacher researcher “equals”

Matching the resources demands of specialism with Matching the resources demands of specialism with small scale and tailored demands of schools and small scale and tailored demands of schools and practitioner researchers?practitioner researchers?

Going to scale - starting small and growing out from practiceGoing to scale - starting small and growing out from practice Baumfield & thinking skills, ”, Tacon & Wing, Burton Baumfield & thinking skills, ”, Tacon & Wing, Burton

Sustaining and enhancing the Sustaining and enhancing the quality of teacher research?quality of teacher research?

All of the above - especially connections with All of the above - especially connections with pupils; pluspupils; plusMake data useful at the point of collection – Make data useful at the point of collection – video, pupil learning logsvideo, pupil learning logsScaffold the bits furthest away from practiceScaffold the bits furthest away from practice Data days, analysis days, writing daysData days, analysis days, writing days Mentors specialist in focus & practitioner research – Mentors specialist in focus & practitioner research –

probably needs a networkprobably needs a network Create meaningful audiences from start & during the Create meaningful audiences from start & during the

work – others have to interpret for themselves Mmmwork – others have to interpret for themselves Mmm

Improve the quality of the evaluationsImprove the quality of the evaluations

Merlin, Arthur and professional Merlin, Arthur and professional learninglearning

The book of Merlin, T H WhiteThe book of Merlin, T H White

Merlin” said the King, “tell me the reason for your visit. Talk. Say you have come to save Merlin” said the King, “tell me the reason for your visit. Talk. Say you have come to save us from this war.”us from this war.”

““No” replied his former tutor “it is hopeless doing things for other people. The only thing No” replied his former tutor “it is hopeless doing things for other people. The only thing worth doing for the race is to increase the stock of ideas. Then, if you make worth doing for the race is to increase the stock of ideas. Then, if you make available a larger and deeper stock, the people are at liberty to help themselves from available a larger and deeper stock, the people are at liberty to help themselves from out of it . By this process the means of improvement is offered, to be accepted or out of it . By this process the means of improvement is offered, to be accepted or rejected according to their need. Such is our business, to open up new ideas (and rejected according to their need. Such is our business, to open up new ideas (and practices).”practices).”

““You did not tell me this before.” Replied Arthur “You have egged me into You did not tell me this before.” Replied Arthur “You have egged me into doing doing things all things all my life, the chivalry, the Round Table. What were these but efforts to save people my life, the chivalry, the Round Table. What were these but efforts to save people and to improve how things are done?and to improve how things are done?

““They were ideas” said Merlin firmly, “rudimentary ideas. All thought in its early stages They were ideas” said Merlin firmly, “rudimentary ideas. All thought in its early stages begins as action. The actions which you have been wading through have been ideas, begins as action. The actions which you have been wading through have been ideas, clumsy ones of course, but they had to be established before we could begin to think clumsy ones of course, but they had to be established before we could begin to think in earnest. You have been teaching man to think.”in earnest. You have been teaching man to think.”

““So my round table was not a failure Merlin?” - “Certainly not, It was an experiment”.So my round table was not a failure Merlin?” - “Certainly not, It was an experiment”.

Web linksWeb links

www.curee.org.ukwww.curee.org.uk

wwwstandards.dfes.gov.uk/ntrpwwwstandards.dfes.gov.uk/ntrp

www.gtce.org.uk/CPDRoMwww.gtce.org.uk/CPDRoM