Moving towards advanced accreditation: Creating a research-engaged Thinking School

   High Achievement

But there’s more to it than that! E C T C R H I

How we get there! December December / January Team leaders set broad priorities for their Department Improvement Plans and submit funding bids. December Autumn DSEF, Complete Draft Development Plan January Synthesis of plans by SLT- Allocate financial commitments to actions November Implement, review & monitor Development Plans Appraisal Target Set First SIP visit February DSEF’s inform College SEF and enables college financial priorities to be set by SLT & Governors Interim review of change teams September/October Update SEF SLT, HOD’s exam analysis to Governors Performance Cycle begins Setting up Change Teams March Principal completes College Development Plan and submits budget to Governors Interim review of Targets / KPI’s Whole school planning and consultation Spring DSEF Complete June / July Development Plan and all Department / House team Development Plans to Governors 3rd SIP Visit Summer DSEF complete April New Financial Year 2nd SIP Visit Governor Department Reviews complete May Department & House Team Improvement Plans finalised Spring Term DSEF Review

Key Driver 1

Key Driver 2

Key Driver 3

Key Driver 4!

Key Driver 5!!

Setting What are the core values and purpose (or the espoused ones!) of those leading the project and are they shared by the people involved? What are the attitudes within the wider community towards academic success? What is the overall ethos regarding the possibility of educational success with this initiative?

Setting continued… What are the attitudes of the majority of staff members to innovation? Which aspects of the system are considered to be in need of change? What is the nature of the relationship between those aspects and the system as a whole? Who has decided that change is needed? For what reason?

Setting – some more…. What is the exact nature of the proposed change? How will the successful implementation of this change affect the system as a whole and individuals within it? What aspects of the system are likely to respond positively/negatively to the proposed change?

Putting the ‘I’ and ‘we’ back into the change process – ‘Living Theory’ Research Questions How can I improve the quality of collaborative group work in my Year 8 geography class? How can I foster dialogic talk in my Year 9 English class? How can we embed a range of cognitive tools across the college?

Effect Sizes – Reaction/Impact The work of John Hattie has real potential here He has worked internationally with the notion that every child deserves a year’s growth for a year’s input He has calculated that a year’s growth amounts to an effect size of 0.4 (yes we can show people what this looks like) All international measures end up with this figure – PISA, PIRLS, TIMMS (as does The Sutton Trust)

Effect Sizes in Practice – Some Options Set a test (or performance) at the beginning of the year to baseline – every subject ends up with a numerical score for GCSE. Then re-visit it after a term or a year (0.4 is expected within the year also). Set a test (or performance) at the beginning of the year or term and then ask the teacher to say what they would expect from the student at the end of the year or term.

The Effect Size Calculation for Groups   Average (post-test) – Average (pre-test) Effect size = ____________________________________ Average spread (standard deviation, or sd)

Effect Size – Group Example Cell number A B C 1 Student February Test June Test 2 David 40 35 3 Anne 25 30 4 Eeofa 45 50 5 Barry 6 Corrin 7 Hemi 60 70 8 Juliet 65 75 9 Karmo 80 10 Fred 11 Ginnie 55 85 12   13 Average 48 59 14 Spread (sd) 15 21 Average of spread 18 16 Effect size 0.6

Effect Size Calculation for Individuals Individual post-test score – Individual pre-test score Effect size = ____________________________________ Average spread (sd) for the whole class In the whole group example the average spread for the class was 18. Therefore, the effect size for David in the following table is: 35 – 40 ______ = - 0.28 18

Table for effect sizes of individuals STUDENT FEBRUARY TEST JUNE TEST EFFECT SIZE David 40 35 - 0.28 Anne 25 30 0.28 Eeofa 45 50 Barry 0.56 Corrin Hemi 60 70 Juliet 65 75 Karmo 80 Fred 1.39 Ginnie 55 85 1.67

Down to the teacher! http://www.youtube.com/watch?v=rkXE4lBwHD4 http://www.youtube.com/watch?v=RxsOVK4syxU https://eednet.wordpress.com/2014/01/31/guest-blog-put-the-self-back-into-your-practice-dr-dave-walters-clyst-vale-community-college/