What does an evidence informed school look like?

1. What does an evidence
informed school look
like?
Shaun Allison – Durrington Research School

3. What does it look like in the classroom?
Carl Hendrick & Robin Macpherson

4. “The hard thing is
stopping teachers
from doing good
things in order to get
them to do better
things”
Dylan Wiliam

5. Why it matters

6. Active Ingredients
“the essential principles and
practices within a programme
that relate to the underlying
mechanism of change. What
behaviour will you see when it
is working?”
Professor Jonathan Sharples, EEF

7. What isn’t it?
• All teachers doing ‘action research’ projects.
• Basing everything we do on research.
• Expecting teachers to read hundreds of research
papers.
• Something that adds to teacher workload.
• Having one lone warrior!

9. Are the SLT committed to the idea of an
evidence informed approach?
?

10. Are the SLT committed to the idea of an
evidence informed approach?

11. Are the SLT committed to the idea of an
evidence informed approach?

12. Do we use evidence to articulate an evidence
informed view of effective teaching?

13. Do we use evidence to articulate an evidence
informed view of effective teaching?
• Know the active
ingredients
• Tight but loose
• Common language
• Meaningful for all
• Supports purposeful
practice

14. Do we use evidence to shape our curriculum
and assessment?

15. Do we use evidence to shape our curriculum
and assessment?

16. Do we use evidence to shape our curriculum
and assessment?

17. Do we use evidence to shape our curriculum
and assessment?

18. Do we use evidence to shape our curriculum
and assessment?

19. Do we use evidence to shape our curriculum
and assessment?

20. Do we use evidence to ‘filter and shape’ whole
school approaches and policies?
• Homework
• Mentoring
• Feedback
• Revision
• Lesson observation
• Workload
• Literacy – tier 2/3 vocabulary
• Literacy – targeted interventions
• PP approaches
• Attendance
• Gender underperformance

21. -0.4
-0.2
0
0.2
0.4
0.6
0.8
Effectsize
Approaches
Average Effects

22. Do we look out for red flags when looking
at research ?
• Small sample size
• Correlation not causation
• Poor control
• Shared/commissioned by a commercial partner
• Author has bias, lack of credibility or vested
interest
• Reviews that are very selective about the
research they cite

27. Do we use CPD to communicate and mobilise
useful evidence?

28. Do we use CPD to communicate and mobilise
useful evidence?
• Journal Club
• Bright spots
• 15 minute forums
• T&L Blog
• INSET – realigning our approach
• INSET staff presentations
• Weekly T&L Bulletin email

29. Do we use CPD to communicate and mobilise
useful evidence?
• Journal Club
• Bright spots
• 15 minute forums
• T&L Blog
• INSET – realigning our approach
• INSET staff presentations
• Weekly T&L Bulletin email

30. Do we use evidence to shape our CPD?
Effective CPD….
• Targeted
• Evidence based
• Collaborative
• Sustained
(Bolam & Weindling 2002, CUREE 2011, TDT 2012)

31. Do we use evidence to shape our CPD?
Subject Planning & Development Sessions
Every fortnight:
• What are we teaching over the next 2 weeks?
• How do we teach it well?

32. Do we model/ support evidence informed
implementation?

33. How do we check fidelity, reach and
acceptability?
• Teacher observation and drop ins
• Sensible use of data
• SPDS drop ins
• Line management
• SLT meetings
• CTA policy audit
• Ongoing conversations with teachers and students
• INSET presentations

34. Do we rigorously evaluate what we do in an
attempt to find out if it works?

35. Do we rigorously evaluate what we do in an
attempt to find out if it works?

36. Do we use evidence to make decisions around
strategic spending?
• Explicit vocabulary
instruction
• High expectations
• Focused questioning &
feedback
• Targeted literacy
interventions
• Attendance nudge strategies
• Psychological interventions
PP

37. Does appraisal support disciplined inquiry for
teachers?

38. Does appraisal support disciplined inquiry for
teachers?
What impact does interrogative questioning delivered during the course of the year
have on deeper understanding of key concepts to improve attainment for my KS4
classes?
What impact does deliberate teaching of and retrieval practice of Tier 2 and 3
vocabulary delivered over a year have on quality of exam responses (4-6 mark
questions) for middle ability girls in my KS4 classes?
What impact does breaking down questions using meta-cognitive techniques
delivered over 1 year have on GCSE results for my Year 11 M ability students?

39. Do you stop flogging dead horses?
• Learning styles
• Green pens
• Observation grades

40. Why does it matter?
• Focusing on what works
• Supports workload issues
• Re-professionalises teachers
• Recruitment & retention

42. Shaun Allison
@shaun_allison
sallison@durring.com
https://classteaching.wordpress.com/
https://durrington.researchschool.org.uk/