The practicalities of using research evidence 14 November 2014

Welcome and Introduction LSRN event planning group Andrew Morris Anne Thompson

The event is hosted by Pearson and supported by the Education & Training Foundation. Organisation was by NFER in liaison with Pearson.

News from the Sector

Sheila Kearney Head of Research

Professional Standards for Teachers and Trainers in England Set out clear expectations of effective practice in education and training Enable teachers and trainers to identify areas for their own professional development Support initial teacher education Provide a national reference point that organisations can use to support the development of their staff

Professional Standards Update 15,000 downloads and shares of the Standards since the launch. Available Spring 2015: Up to 10 ‘How to’ Guides to illustrate how the Professional Standards are being embedded across the sector Updated Guidance

The Foundation’s Practitioner Research Programme participants recruited across the emCETT and SUNCETT programmes All types of sector provision represented Many types of sector roles represented

The Foundation’s Practitioner Research Programme emCETT blended learning programme emCETT programme resources and completed projects available here:

The Foundation’s Practitioner Research Programme emCETT blended learning programme emCETT programme resources and completed projects available here:

The Foundation’s Practitioner Research Programme SUNCETT RDF programme resources and projects awaiting publication RDF Community, developing since 2009

Participants’ Achievements 4 SUNCETT participants invited to present at EAPRIL conference, Cyprus November 2014 ; Dawn Webb and Joanne Mills, Gateshead College; and Michael Smith, and Paul Roberts, Barking and Dagenham College. emCETT participant Richard Gallen, Tower Hamlets College, article in the journal of NATECLA (The National Association for Teaching English and Other Community Language to Adults) and presenting ct at the International Annual English Language Teaching Conference (IATEFL) in Manchester, April 2015.” SUNCETT participant Faye Power, Leeds College of Art invited to present at the Inclusive Assessment in Practice Conference at University of Plymouth in November.

Using Research Recent developments  Across the sectors ‒“implementation” network ‒Alliance for Useful Evidence ‒What Works Centres  Global –Ontario, NZ, USA, EIPPEE.....  School sector –EEF, ResearchEd, teaching schools, College of Teachers

Using Research sector developments  In the L&S sector ‒Action research via RDFs and individuals ‒New BIS Research Centre for big data ‒Potential of a VET Centre? ‒Transfer of IFL ‒Loss of Inside Evidence ‒Little action on use of evidence

Using Research Challenges  Leaders and practitioners demanding evidence  Commissioners synthesising what is already known  Adapting the EEF Toolkit and other sources  Participating in the upsurge in other public services  An LSRN Evidence Users’ Network?

Applying evidence in practice: definitions and approaches Julie Nelson, NFER 14 th November 2014 Presentation for LSRN workshop: ‘the practicalities of research ’

Evidence-informed practice: a coming together of professional skills, attributes and knowledge Adapted from The Education and Training Foundation (2014). Professional Standards for Teachers and Trainers in Education and Training – England [online]. Available: A4_4-2.pdfhttp:// A4_4-2.pdf

Evidence-informed practice: a coming together of research and practice evidence Practitioner assessments Management/ performance data Professional expertise/ tacit knowledge Research evidence EIP

What is ‘research evidence’? Case study Meta analysis Literature review Longitudinal study Randomised control trial External evidence Professional research Reflective practice Practitioner enquiry Action research Academic research

A system for creating and applying ‘academic’ research Adapted from Sharples, J. (2013). Evidence for the Frontline. London: Alliance for Useful Evidence.Evidence for the Frontline

Approaches to sharing and embedding ‘academic research’ Knowledge producers disseminate their knowledge Research, Development, Diffusion Problem-solving Practitioners identify problems and ask researchers to find answers Intermediaries help to translate evidence into guidance for practice Linkage Social interaction Researchers and practitioners work as ‘co- producers’ and users of evidence Adapted from Becheikh, N., Ziam, S., Idrissi, O., Castonguay, Y. and Landry, R. (2009). ‘How to improve knowledge transfer strategies and practices in education? Answers from a systematic literature review’, Research in Higher Education Journal, 7, 1–21.

Academic research and practitioner enquiry For impact across a number of colleges? To support one college’s development? To aid personal development? What is the purpose of the research? Statistically representative research for system- wide impact Smaller-scale or case study based for personal development What methods suit it best? Statistically-representative research - professional research lead Research for college/staff development - conducted internally/in collaboration Who is best placed to conduct it?

Types of practitioner enquiry – synergy with academic research? Collecting views of learners/staff on an approach or strategy Understanding learner needs Understanding (locally created for local use) Identifying, developing and monitoring new pedagogical approaches Taking a disciplined approach to ‘scale up’ Scope for future larger-scale evaluation Innovation (locally created – pipeline for future research) Taking key ingredients of a ‘proven’ evidence-based approach Implementing these at local level Monitoring, evaluating and reviewing the results Implementation (externally created – locally applied and evaluated)

A system for creating and applying academic research Adapted from Sharples, J. (2013). Evidence for the Frontline. London: Alliance for Useful Evidence.Evidence for the Frontline Innovation

We need more evidence of what works best! Published/shared examples of approachesEvaluations of effectiveness Evidence about the impact of different approaches on learner outcomes

Summary of themes and messages Effective use of evidence requires system wide change Systemic issues and solutions Socially interactive approaches seem more beneficial than linear models Sharing and embedding academic research First think purpose, then method, then producer. Scope for synergy with academic research through innovation and implementation Practitioner enquiry More examples of approach, and more evidence of their effectiveness, are needed The evidence base – what works and why?

Over to you! How do we actually use research evidence in practice? Could your approaches be applied more widely across the system? How? What could others learn from your approaches? What would you like to do differently, or better? Share your experiences of using research and conducting enquiry

NFER provides evidence for excellence through its independence and insights, the breadth of its work, its connections, and a focus on outcomes. National Foundation for Educational Research The Mere, Upton Park Slough, Berks SL1 2DQ T: F: E:

Discussion group one: – Group A red dot, conference room Group B blue dot, glass room Lunch in the foyer Reconvene 13.30

FURTHER EDUCATION TRUST FOR LEADERSHIP LSRN 14 November 2014 Ayub Khan Trustee

The FETL funded programme

The ideas are out there... what is the relationship between quality and leadership in FE? how can we foster a creative leadership culture in FE? what leadership styles best support a dispersed workforce? what is the attitude to risk by leaders in FE? how to address the challenges faced by third sector leaders?

Contact details

Learning and Skills Research Network Discussion Workshop Using evidence for good in an FE environment ‘Turning a place of learning into a learning workplace’ (IFL In-Tuition Spring 2012) Chris Davies Director of Curriculum Quality and Support South Staffordshire College

Some useful background Shape of presentation Background to the FE sector post incorporation and the challenge of the new landscape The relationship between the individual and the organisation (Teacher agency vs social structure) Positioning yourself and the organisation – The developmental philosophy Some examples of changes to practice and policy Some examples of changes to resources

Three areas of influence in my use and development of research within my current role My own doctoral research into Teacher Identity within FE Mechanisms to develop teacher interest and motivation in research linked to notions of professionalism The development and introduction of a new approach to lesson observations and performance reviews

Some context Changes in FE post incorporation Smith (2007) refers to the marketisation of education post incorporation and the change in teacher roles / values, which have impacted directly on teacher agency and professionalism

Tangible changes to teacher roles These changes have included: The testing and measurement of educational outcomes Focusing on demonstrable, observable and performance aspects of teachers’ work Requiring teachers to be increasingly explicit about what it is they do (ranking, rating and comparing) Smyth (1995) The development of a ‘culture of performativity’ Ball (2003)

My positioning Maclure (1993) feels that the teacher-as-person, describes a slant or posture towards research that ‘places the biographical subject and her or his lived experience at the centre of the analytic frame. Teachers personal and professional identities are constantly being reconstructed through the historical, cultural, sociological and psychological influences which all shape the meaning of being a teacher’ (p311)

Where is the sector 20 years after incorporation? ‘It seems to us likely that these interventions have, in the name of control and accountability, weakened the very characteristics successive governments have wished to nourish: good governance; self-reliance in academic quality assurance and continuous improvement The sector has matured beyond a need for such interventions in our view; they are now widely resented. There is some evidence that this ‘command and control’ environment has infiltrated relations between some FE providers and their staff, on whom a good service to customers relies.’ Lingfield Review 2012

The relationship between employers and teachers Issues of identity and professionalism Individual AgencyStructure This includes - organisational conditions cultural practices situational demands/constraints/opportunities This includes – Being able to make occupational choices related to your core role based on your own interests and motivation Professional Identity WSS SSS (Littleton et al. 2008)

Teacher Identity defined Individuals’ perceptions of themselves as actors – including a sense of belonging, notions of commitment and values regarding education’ (Bejjard et al. 2004) It is held to be negotiated in the course of an individuals’ biography It is based on those elements which give a sense of meaning and commitment to people in their work It is influenced by future prospects (Littleton et al. 2008)

Professionalism within FE The five inter-related parts of the professional self Self-image: how teachers describe themselves though their career stories; Self-esteem: the evolution of self as a teacher, how good or otherwise as defined by self or others; Job-motivation: what makes teachers choose, remain committed to or leave the job; Task perception: how teachers define their jobs; Future perspective: teachers’ expectations for the future development of their jobs Geert Kelchtermans (1993, pp. 449–450)

The developmental Philosophy Changing teacher professionalism and allowing staff to enact their own identity Developmental Empowering Both parties have a role/say Engages the teacher Focused on Change & improvement Encourages Self reflection Key Focus on (process) of change not just the outcome of the observation (product) Involves taking ownership for improvements

The concept of the Total Learning College (Outstanding Teaching and Learning Conference October 2012 – Leading learning and letting go 157 publication 2013) We need to consider tangible and intangible aspects of any changes Identifying key components of the teaching role – re thinking the professional lecturer Dedicated time for staff development Professional Development Centres at each campus Developmental approach to lesson observations Establishing opportunities for new ways of working and thinking about teaching and learning

What is the focus of the teacher role within your college? Outcomes of professional lecturer project at BMET (reported in IFL research publication Leading Learning and letting go 2013) Over 40% of non teaching time spent undertaking activities not associated with teaching and learning The project identified the need for lecturers to have more time to focus on high value added activities associated with the core role of a teacher. (planning/preparing and delivering learning) As part of this process the project identified a number of non-core activities that could be changed/removed from the lecturer role in order to create the time and space for a greater focus on teaching and learning.

Development of a research culture ‘Teacher as Researcher’ (LSIS Inside Evidence Summer 2012) Scholarly activity conferences and networking events – Staff and students within and outside the college Supported experiments – encouraging staff to research specific aspects of their role (experience the benefits of small scale action research into vocational practice) CPD linked to specific targets (Not just lesson observations – updating vocational knowledge – vocational connectivity – achievement of Director plans) Technology enabled solutions to T&L issues (Social collaborative learning – The flipped classroom – Targets linked to % of curriculum delivered using technology enabled delivery

Developing a new lesson observation policy and procedure (LSIS Inside Evidence Spring 2013 & AOC National conference 2012) Pre Observation Pre-observation meeting – To review planning, thinking and documentation (Lesson plan scheme of work group profile) Actual Observation Key strengths Areas for improvement Post lesson action plan Key targets for improvement with dates and method of review Review of action plan Review of progress against targets Sign off of development plan

Some key questions we considered Should the observation team be managers or excellent teachers? Should we let teachers know when they are being observed? Should they be required to prepare lesson plans for the week or just the observed session? Is our focus the product or the process?

The importance of technology to enable learning (Key Note address LSIS Technology for Success Conference February 2012 I’m in Birmingham but my students are global –Independent February 12 th 2012) Specialist resources for staff collaboration and to provide the opportunity for trying out new technology 4D Room at Cannock Campus Social Collaborative Learning space

The development of an integrated professional enhancement system Targets linked to: Curriculum plan/new courses/course development E-Portfolio of evidence linked to key themes and previous review Lesson Observation Action Plan Personal Development Plan APR process  Initial review and target setting  Mid-year review  End of year review Professional lecturer key generic criteria:  Vocational connectivity  Development of materials  CPD - organisational - personal  Professional updating

Current issues for the sector related to CPD 157 Leading Learning Report identified the need to : Have a clear leadership focus on teaching and learning Develop a supportive culture within organisations with actions that focus on teaching and learning Develop the skills and space for staff to engage in self reflection linked to improving teaching and learning

Some possible goals of a research culture Ensuring that staff are fully engaged and working towards college goals by fully utilising their skills and capacities Further develop a culture which encourages staff to reflect on their professional practice and exercise their professional judgement and autonomy Develop new notions of what it means to be a professional lecturer within the FE sector

Discussion group two: – Group A red dot, conference room Group B blue dot, glass room Refreshments in foyer Plenary in conference room

LSRN purpose is – “to help people engage with research and development” Workshops aim to influence practice by – debating the evidence – developing messages – actively communicating them