researched scotland 2015 - how well am i doing as an evidence-informed practitioner
TRANSCRIPT
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How well am I doing as an evidence-informed practitioner?
Dr Gary Jones, August 2015
Evidence Informed Practice
+By the end of this session I hope to have Provided a working definition of
evidence-informed/based practice Evaluated two frameworks for evaluating the use of
evidence Offered an alternative evaluative-check list Shared a technique for asking well-formulated
questions Generated curiosity
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+Dr. Chris Brown and Dr. Sue Rogers, Institute of Education, University of London Knowledge creation as
an approach to facilitating evidence informed practice in early years settings: examining ways to measure the success of using this method with early years practitioners in camden (London).
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+Levels of expertise
Non-use to novice – I have made concrete plans to use research evidence – I am waiting for the opportunity
Competent – I now regularly use research findings in my day to day practice
Expert – I frequently use research evidence in my practice, often in an intuitive manner
Level of Expertise
Descriptor
Novice A novice is someone who has identified a professional problem and begins to use readily available evidence to engage in professional dialogue that leads to minor changes in practice.
Advanced Beginner
An Advanced Beginner is someone who routinely seeks out evidence for use in professional dialogue aimed at improving practice, sometimes involving reference to experienced colleagues beyond their own setting (e.g. Fellows, university personnel, UoB librarians, TeachMeet or ResearchEd colleagues). This results in more refined changes in practice.
Basic Competence
Someone who has achieved Basic Competence is consistently using evidence to improve professional practice, has a growing awareness of authoritative sources of evidence (e.g. online journals, university partnership staff, MESHguides, the RSA, NFER, EEF). They regularly use these as part of well structured changes that are monitored as part of a planned evaluation process. At this level practitioners may begin to write up the results of their intervention as part of a contribution to wider professional development.
Proficiency Someone who has achieved proficiency will have a well developed knowledge of evidence sources and have a broad network of contacts to approach for guidance and advice; they will have a growing appreciation of good quality evidence and systematically incorporate this into development planning, using sophisticated evaluation processes. At this level, practitioners periodically contribute their findings and reflections in appropriate media.
Expert An expert in this field will be an authoritative figure within a network of research-aware professionals who works intuitively to access and use high quality research evidence; they will take a lead in both formulating and implementing proposals with a rigorous research focus. They regularly speak and write on the issue of evidence informed practice. They are happy to share their expertise beyond the Fellowship and provide guidance and advice to others.
+Levels of expertise – Advanced Beginner Someone who routinely seeks out evidence for use in
professional dialogue aimed at improving practice, sometimes involving reference to experienced colleagues beyond their own setting (e.g. Fellows, university personnel, UoB librarians, TeachMeet or ResearchEd colleagues). This results in more refined changes in practice
+Level of expertise – basic competence Someone who has achieved proficiency will have a well
developed knowledge of evidence sources and have a broad network of contacts to approach for guidance and advice; they will have a growing appreciation of good quality evidence and systematically incorporate this into development planning, using sophisticated evaluation processes. At this level, practitioners periodically contribute their findings and reflections in appropriate media.
+Levels of expertise - Expert
Someone who is an authoritative figure within a network of research-aware professionals who works intuitively to access and use high quality research evidence; they will take a lead in both formulating and implementing proposals with a rigorous research focus. They regularly speak and write on the issue of evidence informed practice. They are happy to share their expertise beyond the Fellowship and provide guidance and advice to others.
+Limitations of existing definitions of EIP expertise Little or no reference to pupils’ preferences Over-reliance on research evidence at the expense of
other sources of evidence Mis-interpretation and mis-application of research
evidence Nature of evidence-informed practice makes it difficult
to be an intuitive process No reference to favourable outcomes for pupils or
others Inherent limitations with the Dreyfus model
+How well are you doing as an
Evidence-informed practitioner
Leader and teacher of evidence-informed practice
+Five steps to evaluate your practice as an evidence-informed practitioner Step 1 - converting the need for information into an answerable
question. Step 2 - tracking down the best evidence with which to answer that
question. Step 3 - critically appraise the evidence for its validity impact and
applicability. Step 4 - integrating our critical appraisal with our teaching expertise
and taking into account our pupil’s values, circumstances and preferences - alongside the views of other important stakeholders.
Step 5 - evaluating our effectiveness and efficiency in executing steps 1 to 4 and seeking ways to improve next time (Adapted from Straus et al 2011, p3).
+Self-evaluation of converting the need for information into an answerable question Am I asking questions about either my teaching and/or
management practice? Am I asking focused and answerable questions? How do I go about systematically identifying the gaps in
both my knowledge and skills? If stuck, how do I go about 'unstuck' when asking
questions? How do I go about saving my questions for future
investigation.
+Asking better questions
A question root (who, what, how, when, how ) with a verb
An issue or matter of interest
How does homework improve student achievement?
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
Background questions Examples
+Asking better questions
Asks far more specific questions about a particular action, intervention or innovation,
Does 24/7 access to iPads as compared to Chromebooks, improve the timely completion of homework tasks?
Foreground questions Examples
+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?
+Using the PICO format
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.
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)
+A moment of reflection
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?
+Self-evaluation of changing teaching or management practice When the evidence
suggests a change in teaching or management practice am I identifying 'inhibitors and nourishers' for this change.
Have I evaluated the impact on pupil learning outcomes of any changes in practice?
Am I considering the sustainability of any changes I am putting into practice?
Am I teaching and modelling the integration of pupil's and other stakeholder's preferences within my own teaching and managerial practice?
Am I developing new ways of evaluating the effectiveness of my teaching of evidence-informed practice?
Am I working to create a mutually supportive yet self-critical network of colleagues in both schools and other settings?
+Some final comments
Development of expertise takes time Development of expertise requires practice Think big, start-small It’s about pupil learning and outcomes STUPID
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http://evidencebasededucationalleadership.blogspot.co.uk
@DrGaryJones
+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?
+Using the PICO format
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.
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)
+A self-evaluation in teaching of evidence-informed practice Am I teaching and modelling the integration of best evidence
within my teaching or managerial practice? Am I teaching and modelling the integration of pupil's and other
stakeholder's preferences within my own teaching and managerial practice?
Am I developing new ways of evaluating the effectiveness of my teaching of evidence-informed practice?
Am I working - through the use of evidence-informed practice - to create mutually supportive yet challenging relationships with colleagues within the school?
Am I working to create a mutually supportive yet self-critical network of colleagues in both schools and other settings?