Adrienne Alton-Lee, PhD, Dip Tchg (Distinction) Iterative Best Evidence Synthesis Programme

  • View

  • Download

Embed Size (px)


The Use of Evidence to Improve Education and Serve the Public Good? University of Cambridge 1 November 2012 . Adrienne Alton-Lee, PhD, Dip Tchg (Distinction) Iterative Best Evidence Synthesis Programme Hei Kete Raukura Ministry of Education New Zealand - PowerPoint PPT Presentation

Text of Adrienne Alton-Lee, PhD, Dip Tchg (Distinction) Iterative Best Evidence Synthesis Programme

The Use of Evidence to Improve Education and Serve the Public Good

The Use of Evidence to Improve Education and Serve the Public Good?

University of Cambridge1 November 2012

Adrienne Alton-Lee, PhD, Dip Tchg (Distinction) Iterative Best Evidence Synthesis ProgrammeHei Kete Raukura Ministry of Education New Zealand

1Beyond Platos Myth of the Metals the role of teachers as one of maintaining inequalities in society by educating children differently gold, brass or iron education for gold, iron and brass children Sorting via education as a peaceful alternative to a military regime in maintaining differential status and access to material wealth in society

What works for valued outcomes for diverse (all) learners?Why?How?What doesnt work? First do no harm in education What makes a bigger difference in areas of need?

Fit-for-purpose methodology Influences on valued student outcomes Trustworthy bodies of evidence Rigorous eclecticism iterative process Comparative magnitude of impact Effect sizes impact & equity index Critical role of theory Case & vignette Context matters

Inquiry & Knowledge Building Cycles

Early Best Evidence Synthesis iterations The complexity of community & family influences e.g. Poverty Pre-school access to experiences Undiagnosed hearing loss Family interactions Television Effective school-home partnerships Collaborative Knowledge Building & Use for Ongoing Improvement

Primary Teachers Union NZEI Te Riu Roa welcomes the opportunity to comment on this Best Evidence Synthesis.Drawing widely and systematically from national and international research on social sciences education, its authors have sought evidence of what works, for which students, and in what circumstances. The synthesis of findings contributes to our understanding of the relationship between pedagogy and outcomes and the importance of context. Teachers will welcome the many practical ways in which to strengthen practice a particular feature of the BES Programme.

National President, New Zealand Educational Institute, 2008. Secondary Principals Association The Leadership BES already has significant traction in New Zealand secondary schools and is well regarded by the profession as being both aspirational and practical in content. We are proud to have been involved with it from the beginning and commend it to you as a well-researched, clear and detailed way forward for leaders at any level of the schooling system. We hope it gives principals in particular a focus for their work as well as being a useful tool to help us all find ways to improve student outcomes.

President of the New Zealand Secondary Principals Association, 2011.

12,472School Trustees Association (School Governance) ...the final document reflects only a small proportion of the influence that this work has had for those of us who have been involved in its development. The process of developing the BES has triggered new learnings. It has built stronger links, within and across the sector, between academics and practitioners, and it has provided springboards for new initiatives in of all, we found that unpicking each section , as we reviewed it, raised questions in our own minds and those of our colleagues and helped us to think in a more disciplined way about what matters; our students, and how leadership contributes to enhancing their achievements...President, Manager Training and Development & Manager, Service Delivery, New Zealand School Trustees Association School Leadership & Student outcomes: Identifying what works and why: Best evidence synthesis

Backward mapping Ensure administrative decisions are informed by knowledge about effective pedagogy Engage in constructive problem talk Engage in open-to-learning conversations Analyse and solve complex problems Select, develop and use smart tools Build relational trust Create a community that learns how to improve student success Formative Quality Assurers warning

We believe that any school leader, or system leader, or anyone with an interest in education improvement or leadership, will find this report stimulating and valuable. Certainly both of us did. Having such a high quality review is an important accomplishment, but it is not enoughThe challenge for all partners in New Zealand (and beyond) will be to make sure that the lessons and implications of this review leap off the pages and become part of the fabric of education in the country.

The BES report on leadership will be for nought unless there is a concerted plan to develop the core capacities of effective leadership in all New Zealand schools. This for us would not mean merely deriving a plan from the findings, but rather taking a concrete problem, such as raising the bar and closing the gap in literacy in New Zealand schools and incorporating the key leadership capacities into the implementation of the very problem to be addressed. It is always better to start with the concrete and incorporate what is needed to make specific improvements.

Teacher Professional Learning & Development BES

Timperley, H., & Alton-Lee, A. (2008). Reframing teacher professional learning: An alternative policy approach to strengthening valued outcomes for diverse learners. Review of Research in Education 32, 328 369.

Much teacher professional development has no effect on valued student outcomes Some professional development has negative effects A comparative magnitude of impact analysis shows some outstanding professional development can lift achievement for all and accelerate progress of lowest 20% of achievers 3-6 times the rate of business-as-usual practice

14,145 Teacher Professional Learning and Development What works What doesnt work Focus on valued student outcomes

Ensure worthwhile content Assume rather than check influences on valued outcomes for diverse (all) learnerIntegrate knowledge and skills Use a skills-only focus without theory Use assessment for professional inquiry Use assessment for sorting or labelling Fail to develop adaptive expertiseEnsure multiple opportunities to learn and apply in ways that ensure trust & challenge

1-2 years for deep change Sit and get US Teacher: I hope I die during an in-service session because the transition between life and death would be so subtle. Ensure responsiveness to teachersBy-pass teachers theories

Teacher Professional Learning and Development What works What doesnt work Provide opportunities to process new learning with othersLittle opportunity to learn with others

Professional communities that are not engaging with impacts on learners Knowledgeable expertise external to group of participating teachers Ignore complexity of teachingLow or narrow expertise risks ve effects Ensure active leadership of designated leaders to create conditions for change Fail to involve active support of leadership for ongoing improvement Maintain momentum through self-regulation Where am I going? How am I doing? Where to next? Move on to the next fad without integrating the learning into practice

A Perspective from the Auditor General 3.21 Various stakeholders told us that the Ministry did not consistently base its decisions about funding and providing professional development initiatives on the evidence it has.3.22 In our view, it would be helpful for the Ministry to review the professional development initiatives it funds against its BES evidence and any other relevant evidence on effective professional development.Office of the Auditor General 2008

Quality teaching for diverse (all) learners Overview of Findings Cross-curricula The use of evidence to improve education and serve the public good

19,276 copies requested in NZ 2500 schools To 140 countries from UNESCO Effective Pedagogy in Social Sciences

10,221 copies requested in NZ

High Impact Pedagogies for Multiple Valued Outcomes Highly effective pedagogies in areas of need Approaches that simultaneously advance a range of valued outcomes cognitive, well-being, social Developed through several iterations of collaborative research & development Disciplined innovation by the profession as a resource for improvement

BES Exemplars Response to feedback from the profession Explain the complexity of teaching and the how Use of student and teacher voice Not just teaching - professional learning and leadership supports An inquiry and knowledge building approach to improvement Implementation alerts Access to trusted resources, smart tools, DVDs, websites Access to Research Behind BES

Think alouds

High Impact Pedagogies

Accelerated improvement in areas of need for underserved or disadvantaged learners BES Exemplar 1: Developing Communities of Mathematical Inquiry Dr Roberta Hunter Students are scaffolded to engage with the teacher and peers in mathematical inquiry, reasoning & argumentation 4-5 years of achievement acceleration in one year Dont dis her, man, when shes taking a risk.BES Exemplar 1: Developing Communities of mathematical inquiry Bes Exemplar 5 Learning Logs Jennifer GlennThames high school Teacher feedback Then students read and respond to these questions.

What do you think Ive said about your writing?How do you feel about the outcomes/comment?Set three goals for the next similar piece of writing?

Wendy: I like using this blue book [learning log] because it makes you really think about what you need to improve John: This is the best thing that ever happened to my writing Brian: We cover things