1. The ins and outs of the fellowship space
Dr Gary Jones
13 January 2016

5. A school-based problem

6. What’s going on for your pupils?

7. what’s going on for your colleagues?

8. what’s going on for your community?

9. Questions that matter to your school

10. A school-based problem
How does feedback improve student achievement?
How can we improve student behaviour?
How can we improve pupil attendance?
What are the benefits of e-learning?
When is the best-time to give students diagnostic tests?
Who is best placed to undertake performance reviews and appraisals?
Where can you find examples of effective 'flipped' learning?

12. Developing a well-formulated and answerable question

13. THe Pico Format
P —  Pupil or Problem. How would you describe the group of pupils or problem?
I  —  Intervention. What are you planning to do with your pupils?
C —  Comparison. What is the alternative to the intervention/action/innovations
O —  Outcomes. What are the effects of the intervention/action/intervention?

14. PICO questions
For pupils requiring additional learning support (P) how does the provision of 1 to 1 support (I) compared with group support (C) affect achievement rates (O).
For pupils aged 16 who failed to achieve at least at a grade C in GCSE English (P) and subsequently retake GCSE English (I) at the end of the academic year, how well do they achieve (O) compared to students who have been prepared and entered for iGCSE English (C)

15. Activity 1
P — Pupil or Problem. How would you describe the group of pupils or problem?
I — Intervention. What are you planning to do with your pupils?
C — Comparison. What is the alternative to the intervention/action/innovations
O — Outcomes. What are the effects of the intervention/action/intervention?

16. CIMO Format
Context Which individuals, relationships, institutional settings or wider systems are being studied?
Intervention – The effects of what event, action or activity are being studied?
Mechanisms – What are the mechanisms that explain the relationship between interventions and outcomes? Under what circumstances are these mechanisms activated or not activated?
Outcomes — What are the effects of the intervention? How will the outcomes be measured? What are the intended and unintended effects?

17. CIMO Examples
Under what circumstances does a secondary school’s middle managers’s leadership styles influence the academic performance of students, and what are the mechanisms of middle management leadership style which affect student performance (adapted from (Denyer & Tranfield, 2009)
Under what conditions does re-taking GCSE English provide an effective mechanism for developing 16 year old full-time further education students’ English skills, where those students previously achieved a grade D?  What are the processes associated with re-sitting GCSE English which affect English skills 

18. Activity 2 - CIMO Format
Context Which individuals, relationships, institutional settings or wider systems are being studied?
Intervention – The effects of what event, action or activity are being studied?
Mechanisms – What are the mechanisms that explain the relationship between interventions and outcomes? Under what circumstances are these mechanisms activated or not activated?
Outcomes — What are the effects of the intervention? How will the outcomes be measured? What are the intended and unintended effects?

20. Accessing evidence

22. Why all four sources of evidence are needed
Wider perspective
Professional mastery and expertise
Impact
People matter

24. Formulate a school improvement plan

25. Four key elements Resources Leadership
Building capacity and capability
External support

27. what are the implications for you as
Evidence-informed practitioners
Someone ‘influencing/leading’ evidence informed practice

28. To conclude Well formulated and answerable questions
EIP is about improving rather than proving
You can do this for yourself

29. @DrGaryJones