Headlines for this session What do we mean by evidence-informed - - PDF document
16/11/2019 Slow-burn Leadership: What is it and one schools attempt at it Roger Higgins @QuarkEpoch / @NorwichRS Director of Norwich Research School Headlines for this session What do we mean by evidence-informed leadership? What do
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Roger Higgins @QuarkEpoch / @NorwichRS Director of Norwich Research School
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B. Participates in Research trials C. Focussed on high impact Teaching principles
E. Has a Research Lead role F. Meaningfully evaluate choices made
I. Leaders modelling professional inquiry
Cosmetic Essential
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Essential Evidence-informed traits Not evidence-informed traits
what it says in more detail than ‘metacognition is good’
methodologies and their limitations Belief in ‘a recipe’: if research says it works, assuming that it will be simple to replicate that locally
Essential Evidence-informed traits Not evidence-informed traits Testing the why: identifying testable theories for why research show something to be a ‘best bet’ and then testing whether it works in our own school(s). Instructing your staff: compliance is unlikely to be evidence-based, if it leaves no room for professional judgement or adaptation
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Essential Evidence-informed traits Not evidence-informed traits Being critical: questioning the seemingly obvious, whilst checking for one’s own biases Oversimplified view of the world: failure to recognise a wide range
appropriate weight to each
Essential Evidence-informed traits Not evidence-informed traits Prioritising evaluation
not work here’
Using formative monitoring to help you evaluate ‘it is working in our school?’ Disempowering teachers: using ‘evidence’ to taking agency away from teachers.
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Essential Evidence-informed traits Not evidence-informed traits Changing with the evidence (at least some of the time) Consistently dismissed the evidence
Essential Leadership model use of evidence
aspects of our work to benefit our pupils.
Notre Dame staff will aim to utilise practice that doesn’t just ‘work’ but ‘works best’ and ‘works best at Notre Dame’.
Articulated view of teaching Evidenced Curriculum & Assessment Filter and shape policies & approaches CPD: what and how
Implementation
Evaluation Justify strategic spending
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“pause to know more, to find the heartbeat”
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“pause to know more, to find the heartbeat”
“pause to know more, to find the heartbeat”
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“pause to know more, to find the heartbeat”
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Forcing a pause having made a decision
Framing an adoption decision in the form of question forces you to:
What do they look like?
How effective is <written feedback + DIRT time> for <improving extended writing performance> in <year 7 English> classes compared to teacher whole-class verbal feedback? Develop a range of Feedback techniques to improve writing performance in year 7 English How effective is <Feedback> for <improving writing performance> in <year 7 English> classes?
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An answerable question which encapsulates:
A definition
Leadership model use of evidence CPD: what and how
Implementation
Evaluation
Link with our school’s ‘active ingredients’
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We frame each whole school priority like this What impact does [intervention] delivered [duration] have on [outcome] for [student group]? It’s not straightforward / easy:
directed supervised study have on progress, attitudes and outcomes for disadvantaged KS5 students?
We frame each whole school priority like this What impact does [intervention] delivered [duration] have on [outcome] for [student group]? More examples:
withdrawn from GCSE subjects and their attitude to learning grades, after they start their courses for LPA students as a result of a Key Stage 4 curriculum review
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We frame each whole school priority like this What impact does [intervention] delivered [duration] have on [outcome] for [student group]? More examples:
attitudes to learning of engaging Year 7 Pupils in the GR8 AS UR mental wellbeing programme, compared to business as usual, over the course of 2019-20?
We frame each whole school priority like this What impact does [intervention] delivered [duration] have on [outcome] for [student group]? More examples:
focus on evidence-informed Pedagogy [Memory, Metacognition and Literacy] have on the attainment
duration of 2019-20, as measured using GL assessments?
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Critique your neighbour’s draft:
clearly described?
targeted clear?
defined?
measured?
answerable?
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Ask lots of questions: problem before solution
Using a logic model approach when preparing for change:
capacity needed for the change
Situation Inputs Outputs Outcomes Use the information available (e.g. school level data, teacher
etc.) to develop a clear understanding
Define what you would like the situation to be. Identify the time and resources which will be needed to deliver the
Define the activities you will use to meet the
Define the short, medium and long term
which will lead to meeting the goal.
A B C D E
Goal
We plan for each whole-school priority like this:
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Takeaway examples
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your school development plan (SIDP)?
aims are listed within it?
work in ‘packs’ or as islands?
look to your teachers?
NDHS SIDP 2018-19
11 pages long Mainly for reporting to Govs 21 aims
Where we were:
intra-LT collaboration varied
isolation
for members of LT
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“Build leadership capacity through Implementation teams” “Good coaching and mentoring practices are instrumental”
NDHS SIDP 2019-20
2 pages long How we share priorities with staff 7 aims
Where we are:
Senior Leaders trained on Implementation & Evaluation Senior Leaders trained on Implementation & Evaluation Each person write a logic model implementation plan Each person write a logic model implementation plan ‘Expert review’ by HT and Research School SIDP an abstract summary of all 7 logic models SIDP an abstract summary of all 7 logic models Monthly peer support / challenge: monitoring plans Monthly peer support / challenge: monitoring plans
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Essential Leading a school to be evidence-informed:
implementation and evaluation
Inquiry questions help, but don’t underestimate how effortful they are / training required Evaluation isn’t easy either, yet without it you just keep adding more to the list
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Essential Leadership model use of evidence
We’d probably RAG ourselves like this at present:
Articulated view of teaching Evidenced Curriculum & Assessment Filter and shape policies & approaches CPD: what and how
Implementation
Evaluation Justify strategic spending
assessments
measures
In-class outcome evaluation
moderated classroom assessments
from previous year(s)for comparison
Matched outcome evaluation
/ students as control group
Randomised controlled trial
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https://researchschool.org.uk/norwich/
Roger Higgins @QuarkEpoch / @NorwichRS Director of Norwich Research School