Narrowing the Gap Effective use of the pupil

Narrowing the Gap Effective use of the pupil premium

About this presentation David Weston - @informed_edu Chief Executive, Teacher Development Trust. Former teacher, data consultant, author, ITT trainer, Visiting Fellow at the Institute of Education Teacher Development Trust - @Teacher. Dev. Trust http: //TDTrust. org/ The national CPD charity National Teacher Enquiry Network

Why focus on teaching? Source: Sutton Trust (2011)

Source: Robinson (2009)

Which tools? Hard choices… • Uniform improvements • Building improvements • Hire more Teaching Assistants • Curriculum change • Buy new computers • One day conferences • Smaller classes / splitting classes Improving feedback Improving questioning Learning to learn Frequent formative assessment • Quality of explanation • Co-operative learning *and* Direct instruction • Training teaching assistants • •

Sutton Trust-EEF Toolkit http: //educationendowmentfoundation. org. uk/toolkit

Sutton Trust-EEF Toolkit

Sutton Trust-EEF Toolkit

A word about Teaching Assistants Source: Sutton Trust (2011)

A word about Teaching Assistants Likelihood ineffective Teaching Assistants Effectiveness in previous studies

No guarantees Factors to consider • Probability of success: never/always vs rarely/usually • Cost: time and money • Pick your battles: buy-in & focus • Context: know your needs, strengths and weaknesses

Maximising success 1. 2. 3. 4. 5. 6. Focus on learning, evaluate learning Ensure teacher (and governor) buy-in Start with high-probability ideas Sustain intense, sharp focus on improvement Enquiry learning: theory refined practice External support and challenge

1 a. Focus on specific learning Don’t focus on the means…. • Differentiation • Feedback • Classroom management • Use of voice • Use of interactive white-board • Use of learning objectives • Marking

1 a. Focus on specific learning Focus on the ends: Learning or behaviour issue, e. g. • Improving reading • Improve engagement in lessons • Improving structure of essays • Improving spoken fluency • Improving conceptual understanding of forces • Improving ability to manipulate algebraic expressions • Improving speed of hand-writing • Reduce disruptive behaviour Focus cohort of pupils, e. g. • Quiet FSM boys in Year 5 • All FSM pupils in Year 3 • Under-achieving girls in class B • Looked after children in reception • Pupils with EAL in French class 8 Y 2 • BME pupils with an English target grade lower than D in Year 11 • Pupils in Maths group 7 M 5 who have struggled with geometry

1 a. Evaluate the learning Unreliable evaluation: • 1. Students are busy: lots of work is done (especially written work) • 2. Students are engaged, interested, motivated • 3. Students are getting attention: feedback, explanations • 4. Classroom is ordered, calm, under control • 5. Curriculum has been ‘covered’ 6. (At least some) students have supplied correct answers (whether or not they really understood them or could reproduce them independently) Source Coe (2013)

1 a. Evaluate the learning A more reliable mix Objective Subjective true/false & one-correct-answer test, measurable performance thresholds, attendance teacher-judged grade of essay answers, peer assessment of artistic performances, self-evaluation of confidence Direct Indirect measuring relevant learning e. g. exam question, oral explanation measuring outcomes that may hint at success e. g. attendance rate, furtherstudy take-up, hours spent on homework Quantitative Qualitative numeric e. g. number of correct questions, self-rating on scale of 1 -10, percentage of students graduating description of enthusiasm for subject, observation of pupil learning strengths, focus group interview for course feedback

2. Ensure teacher buy-in • Involve teachers in evaluating needs • Involve teachers in value and impact judgements • Give some room for flexibility • Lead by example – take the first step • Build trust & relationships • Connect to values

2. Ensure governor buy-in Explain: • How you identified needs • How you chose interventions • Your implementation plan • Your evaluation plan • Comparison to best practice

3. Start with high probability ideas Likelihood ineffective Smaller Classes Learning to Learn Effectiveness in previous studies

4. Sustain intense focus on improvement • • One or two things at a time Intensive focus: every week Sustained focus: 30 to 50 hours (yes really) The main thing is to keep the main thing

5. Enquiry Learning Choose an Enquiry Goal Set up Design your evaluation Investigate the issue, get a baseline Enquiry, e. g. Lesson Study Try an intervention Interim review & expert input Refine your intervention Finish evaluation Design your evaluation Write a summary Dissemination & Sharing

5. Enquiry Learning – lesson study 1. Plan • • • Plan a lesson together. Address each activity to your Learning Goal and predict how pupils will react and how you will assess this. Pick 3 case pupils. 2. Observe • • • Teach the lesson with your colleagues observing. Pay particular attention to the case pupils Conduct any assessments and/or interviews during & after. 3. Reflect & Plan • As soon after the lesson as possible, reflect how each activity elicited the sought-after change. Were your predictions correct? Why?

6. External support and challenge

6. External support and challenge The expert needs to be: • Someone who genuinely understands the intervention • Someone who has experience of solving the problem • Someone outside your institution (or possible department) • Someone you all trust and respect

A few other thoughts • Get in early – invest for the future • Rebuild learning foundations • Vocabulary, language and oral skills are often overlooked • Engage parents • Build networks

Your next steps • Audit your approach to Pupil Premium and CPD • Identify expert partners • Create a focused action and evaluation plan

@informed_edu What are we doing about it? • free national database of training with reviews, linked to Research in to closing the gap • National Teacher Enquiry Network. a network of schools who are collaborating to share and develop world-leading practice in CPD and R&D

http: //Good. CPDGuide. com

NTEN National Teacher Enquiry Network CPD Quality Peer Audit NTEN Lesson Study A peer-audit against our CPD Quality Framework with Bronze, Silver and Gold awards for excellent practice & policies. Comprehensive tools and support to implement a world-leading system of Joint Practice Development. Peer-to-peer support National & Local Events Connect with like-minded schools to observe and develop outstanding practice. Share latest practice and learn from experts at our six national conferences and local member events. Support for R&D + closing the gap A powerful voice Engage in both small and large-scale research, access evidence, implement quality evaluations and interventions. Have your views around staff development represented at the highest levels. We are currently inviting applications for membership. Membership is graded according to institution size and starts from just £ 1000. http: //TDTrust. o

http: //TDTrust. org/

Get in touch David. Weston@TDTrust. org @informed_edu @Teacher. Dev. Trust http: //www. TDTrust. org/ http: //www. Good. CPDGuide. com/ 020 7250 8276