cpd follow up 14 january
TRANSCRIPT
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!
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