Narrowing the GapEffective use of the pupil premium

About this presentation

David Weston - @informed_eduChief Executive, Teacher Development Trust.Former teacher, data consultant, author, ITT trainer, Visiting Fellow at the Institute of Education

Teacher Development Trust - @TeacherDevTrusthttp://TDTrust.org/The national CPD charityNational 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

TeachingAssistants

Effectiveness in previous studies

Like

lihoo

d

ineffective effective

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. Focus on learning, evaluate learning2. Ensure teacher (and governor) buy-in3. Start with high-probability ideas4. Sustain intense, sharp focus on improvement5. Enquiry learning: theory refined practice6. External support and challenge

1a. 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

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 8Y2•BME pupils with an English target grade lower than D in Year 11•Pupils in Maths group 7M5 who have struggled with geometry

Focus on the ends:

1a. Focus on specific learning

1a. 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)

Objectivetrue/false & one-correct-answer test, measurable performance thresholds, attendance

Directmeasuring relevant learning e.g. exam question, oral explanation

Quantitativenumeric e.g. number of correct questions, self-rating on scale of 1-10, percentage of students graduating

Subjectiveteacher-judged grade of essay answers, peer assessment of artistic performances, self-evaluation of confidence

Indirectmeasuring outcomes that may hint at success e.g. attendance rate, further-study take-up, hours spent on homework

Qualitativedescription of enthusiasm for subject, observation of pupil learning strengths, focus group interview for course feedback

1a. Evaluate the learning

A more reliable mix

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

Learning to Learn

Effectiveness in previous studies

Like

lihoo

d

ineffective effective

Smaller Classes

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 the

main thing

Choose an Enquiry Goal

Design your evaluation

Investigate the issue, get a baseline

Try an intervention

Interim review & expert input

Refine your intervention

Finish evaluation

Write a summary

Dissemination & Sharing

Set up

Enquiry, e.g.

Lesson Study

Design your evaluation

5. Enquiry Learning

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.

3. Reflect & Plan•As soon after the lesson as possible, reflect how each activity elicited the sought-after change. Were your predictions correct? Why?

2. Observe•Teach the lesson with your colleagues observing.•Pay particular attention to the case pupils•Conduct any assessments and/or interviews during & after.

5. Enquiry Learning – lesson study

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

What are we doing about it?@informed_edu

• 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://GoodCPDGuide.com

NTENNational Teacher Enquiry Network

CPD Quality Peer AuditA peer-audit against our CPD Quality Framework with Bronze, Silver and Gold awards for excellent practice & policies.

Peer-to-peer supportConnect with like-minded schools to observe and develop outstanding practice.

Support for R&D + closing the gapEngage in both small and large-scale research, access evidence, implement quality evaluations and interventions.

NTEN Lesson StudyComprehensive tools and support to implement a world-leading system of Joint Practice Development.

National & Local EventsShare latest practice and learn from experts at our six national conferences and local member events.

A powerful voiceHave 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.org/NTEN

http://TDTrust.org/

Get in touch

David.Weston@TDTrust.org@informed_edu@TeacherDevTrusthttp://www.TDTrust.org/http://www.GoodCPDGuide.com/020 7250 8276