LEVERAGING TEACHING SCHOOLS AND A RESEARCH MINDSET TO IMPROVE STUDENT OUTCOMES AND STAFF DEVELOPMENT MICHAEL GOVES DOES RESEARCH HAVE A PROMINENT PLACE.

LEVERAGING TEACHING SCHOOLS AND A RESEARCH MINDSET TO IMPROVE STUDENT OUTCOMES AND STAFF DEVELOPMENT

MICHAEL GOVES

DOES RESEARCH HAVE A PROMINENT PLACE IN EDUCATION?

HOW EMBEDDED SHOULD PROFESSIONAL LEARNING COMMUNITIES BE?

OVERVIEWReinforce the value of research in education.Share barriers and solutions to research in education.Share how the UK education system is changing.Evaluate the need for sharing best practice.Defining the scope of professional learning communities.How research led communities can enhance staff/student developmentEvaluate benefits and risks of professional learning communities

OfSTED: Office for Standards in Education, Children’s Services and Skills

SLT: Senior Leadership Team

NINE STRONG CLAIMS ABOUT PEDAGOGY: RESEARCH & REVIEW (HUSBANDS & PEARCE, 2012)

1. Give consideration to .

2. Focus on longer term learning outcomes as well as short term goals.

3. Depend on behaviour, knowledge and belief.

4. Use a range of approaches; whole class, structured group work and guided individual activity.

5. Embed as well as .

6. Make use of to develop higher order thinking and .

7. Are inclusive of the diverse needs of learners and student equity.

8. Build on pupils’ prior learning experience.

9. Scaffold pupil learning.

pupil voice

assessment for learning assessment for teaching

metacognitiondialogue & questioning

IS RESEARCH USEFUL?

Initial teacher education? Teachers’ continuing professional development

(CPD)? School improvement? International differences in engagement? International differences in effectiveness?

Most effective in…?

#2. THE CONTRIBUTION OF RESEARCH TO HIGH-PERFORMING SYSTEMS

Singapore and Finland consistently ‘come out on top’.

Develop & embed capacity from the bottom up.

Rigorous research-based knowledge to inform their practice.

Maria Teresa Tatto

#3. PHILOSOPHICAL REFLECTIONS ON THE CONTRIBUTION OF RESEARCH TO TEACHER EDUCATION

Inform and enhance teachers’ technical knowledge. Rich reflection required in practical deliberation and professional judgement.

Professional knowledge ≈ + technical knowledge + practical wisdom

Christopher Winch, Janet Orchard and Alis Oancea

critical reflection

#4. INTEGRATED ITE PROGRAMMES BASED ON ‘RESEARCH-INFORMED CLINICAL PRACTICE’

Make explicit the reasoning of experienced teachers.Develop and extend decision-making capacities in student teachers.Quality of the clinical experience that matters.

Katharine Burn and Trevor Mutton

#5. THE CONTRIBUTION OF RESEARCH TO TEACHERS’ CPD

Engagement in collaborative enquiry.Professional dialogue and reciprocal risk taking.Let teachers explore why things do and don’t work in different

contexts.Create the conditions for enquiry-oriented teaching.

Philippa Cordingley

#6. BUILDING COLLECTIVE CAPACITY FOR IMPROVEMENT AT A SCHOOL & SYSTEM LEVEL

Teachers matter, making the most difference for lower-achieving students.

Research has come centre stage as a pillar of school improvement.

Problematic in the absence of a co-ordinated strategy.

Monica Mincu

BARRIERS

1. Particularly around lack of time2. Capacity and commitment due to heavy workloads3. Pressure to meet the demands of accountability4. Expertise to conduct research effectively

RESEARCH AND OUR ROLE

Question answer

Question answer

√

√

X

X

??

Experts on learning (metacognition)

STRESSValue system: outcome and attainment? Progress? Well being? Student wants success but experiences failure (why did I get this wrong?).Teacher wants success but experiences failure (why don’t you understand?).Real danger of devaluing our role/our value system…Students (even parents) mirror our behaviours.We both become frustrated and stressed etc etcUnderstanding the ‘?’ could be more efficient by getting to the answer more quickly instead of eventually – building our confidence and value system

WHAT NEXT?

vs

WHAT NEXT? Quality over Quantity: More ≠ Better!

1. National strategy2. Research-informed clinical practice3. All institutional settingsD

ata

use

2014

1994

SUMMARY SO FAR…There is significant difference between excellent and poor teaching.High performing systems make excellent use of data and research.High performing educators make excellent use of data and research.

Variation across schools Variation within schools

Variation within schools

Variation between schools

0

10

20

30

40

50

60

Outstanding Good Satisfactory Inadequate

THE UK EDUCATION SYSTEM

OECD, 2009

VARIATION AT EVERY LEVEL

1. Greater variation in effectiveness within a teacher’s sets than between groups of teachers’ classes.

2. Teachers tend to believe they are more effective with high-ability groups than with low-ability groups.

National Teacher Enquiry Network (NTEN)

DEVELOPMENT WITHIN

FOCUS ON TEACHER DEVELOPMENT

Sources of Variance in Student Achievement

Source: Hattie (2003)

Largest effect we can influence: the most efficient area to concentrate on.

START ………. SMALL

LESSON STUDYNTENNational Teacher Enquiry Network

1. Plan• Plan a lesson together. • Address each activity to

your enquiry question and predict how pupils will react and how you will assess this.

• Pick 3 case pupils.

3. Reflect & Plan• As soon after the lesson as

possible, reflect how each activity elicited the sought-after change. Were your predictions correct? Why?

2. Observe• Teach the lesson with your

colleagues observing.• Pay particular attention to

the case pupils.• Conduct any

assessments and/or interviews during & after.

PILOT IN BIOLOGY Issue: Scientific literacy in year 12 students RQ: Is application of key terms more effective than defining key terms?

Findings: 1) Application regime mean was higher (lower ability benefited the most). 2) Staff attitude to students’ learning was more positive; practice was more personalised, more reflective.

RANDOM CONTROL TRIALS: BARRIERS

1. The controls

2. Student ability over time

As students get older, the range of achievement tends to increase (Black & William, 2007)

3. Sticking to the intervention

4. Concluding

Effect size = the difference in mean achievement of the treatment and control groups

population standard deviation

Randomised Control Trials

• Helsinki declaration• Informed consent given• All variables controlled for• Trained staff• Effect size significant• Causal effect theorised

• Alternative regime untested• Bias vs ethical questions• Natural variation• Training inconsistent• Statistical question marks• Causal effect contextualised only

QUALITY NOT QUANTITY

Bad News: You can’t control everything.

Good News: You don’t have to!

MAKING RESEARCH HAPPEN

Centre for the Use of Research and Evidence in Education (CUREE)

Toolkits Case studies Resources Continuum

MAKING RESEARCH HAPPEN

Teachers Researchers

Teaching

Use expert help Build in time Contextualise

findings

RANDOM CONTROL TRIALS: SOLUTIONS

“If there is one thing more unethical than running a randomised trial, it’s not running the trial.”

Tim Harford: Author of “The Undercover Economist Strikes Back”

SUMMARY SO FAR…There is significant difference between excellent and poor teaching.High performing systems make excellent use of data and research.High performing educators make excellent use of data and research.

Variation is greater within than between – systems; schools; classrooms.The process of research is often more valuable than the results it generates (critical reflection).

DEVELOPMENT ACROSS

National Support Schools

Federations

ACROSS SCHOOLS

Improvement in 5 A*-Cs (2009-2011)

Academies in chain

% point increase

3 or more 15

2 11

1 12

ACROSS SCHOOLS

“School-to-school support structures will become increasingly common…their effectiveness will be a critical determinant of school improvement.”

Ofsted Annual Report 2010/11

ACCOUNTABILITY: COLLABORATION VS ISOLATION

Autonomy leads to ‘system wide’ success when combined with an emphasis on accountability.

PISA in focus, October 2011

“While there were some exciting pockets of change they remained pockets.”

Sustaining Developments in a De-centralised System, Lessons from New Zealand, 2003, p.3

ENTER: TEACHING SCHOOLS

1 Play a greater role in training new entrants to the profession.

2 Lead peer-to-peer professional and leadership development.

3 Identify and develop leadership potential.

4 Provide support for other schools.

5 Designate and broker Specialist Leaders of Education (SLEs).

6 Engage in research and development.

PROFESSOR CHRIS HUSBANDS, DIRECTOR, INSTITUTE OF EDUCATION, UNIVERSITY OF LONDON

Schools In Which High Performance Is The Norm

PROVISION CULTURES

THE SETTING

High expectations with a clear understanding of what excellence

looks like

A culture of coaching, mentoring and support

PRACTICE Evidence, data and insight to

inform practicesAn inquiry orientation:

teaching as clinical practice

LINKS Technologies as ambientExternal research and

development partners

FOREST WAY Struggling special needs school in the midlands in 2008 Teaching School in 2011 (cohort one) Second ‘outstanding’ rating by Ofsted in 2013 2014: leads an alliance of 45 schools (across all phases) Annual health check for every alliance school Beacon of best practice praised by National College of Teaching & Leadership

Source: NCTL, Teaching school alliances: developing a school-led system (May 2014)

HARGREAVES MATURITY MODEL

AIM HOW ACHIEVED

JOINT PRACTISE Development across school research projects

High social capital TRUST develops when working together on common areas

Evaluation & engagement Reciprocal CHALLENGE is established

Disciplined innovation Outcomes of innovation fed into CPD to ensure transfer

Use technology wisely!

RESEARCH POSSIBILITIES

Investigating the effects of online peer collaboration to improve attainment Learning decay during extended holidays

SUMMARY SO FAR…There is significant difference between excellent and poor teaching.

High performing systems make excellent use of data and research.

High performing educators make excellent use of data and research.

Variation is greater within than between – systems; schools; classrooms.

The process of research is often more valuable than the results it generates (critical reflection).

Schools supporting schools (system leadership) raises attainment and staff capability.Barriers overcome by joint practise development and effective use of technology.

FINANCIALLY SUSTAINABLE? Q: Fee-paying model versus revenue-generating courses?

A: Alliance dependent.

Develop staff (CPD). Offer a leadership continuum. Underpinned by research.

Commitment to set a new professional standard for the benefit of students & staff

TAKE AWAY POINTSAim to improve our own practice.We know what issues we face.Collaborate to solve them.Simultaneously building our expertise and leadership potential.Becoming more coordinated/efficient.Raise the profile of our profession.Future proof our students by valuing learning and learners.

SUMMARY SO FAR…There is significant difference between excellent and poor teaching.

High performing systems make excellent use of data and research.

High performing educators make excellent use of data and research.

Variation is greater within than between – systems; schools; classrooms.

The process of research is often more valuable than the results it generates (critical reflection).

Schools supporting schools (system leadership) raises attainment and staff capability.

Barriers overcome by joint practise development and showing pedagogical value.

Progress is fluid: it evolves…start with why, then how, and be relentlessly determined.

SOURCES AND LINKS Nine strong claims about pedagogy: research and review (Husbands and Pearce 2012)

The Role Of Research In Teacher Education: Reviewing The Evidence Interim Report Of The Bera-rsa Inquiry www.bera.ac.uk

Leadership for a self-improving system (23rd June 2012), Steve Munby, National College

A Study of the impact of federation on student outcomes, National College, 2011

Teacher development:

Sutton Trust: http://www.suttontrust.com/public/documents/1teachers-impact-report-final.pdf

Hattie: http://www.acer.edu.au/documents/Hattie_TeachersMakeADifference.pdf

Timperley (‘07): http://edcounts.squiz.net.nz/__data/assets/pdf_file/0005/16817/851_Literacy_PD.pdf

Robinson (‘09): http://www.curee.co.uk/files/publication/1260453707/Robinson%20Summary%20Extended%20Version.pdf