Evidence-Informed Decision-Making: Enhancing Pedagogy for 21st Century
Research evidence plays a pivotal role in shaping effective teaching practices, guiding educators towards valuable avenues of exploration within the diverse contexts of their work. Examples such as Teacher Learning Communities and Developmental Observations showcase the impact of evidence-informed decision-making on professional development. The importance of collaboration, reflective practices, and continuous learning in creating a culture of improvement is highlighted through initiatives like using aspirational target setting and fostering a community of practice among educators.
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Evidence-Informed Decision-Making: from classroom to boardroom Anna Douglas Principal City and Islington College anna.douglas@candi.ac.uk
research evidence is essential to the task of improving outcomes for young people, but research will never be able to tell teachers what to do, because the contexts in which teachers work are so variable. What research can do is identify which directions are likely to be the most profitable avenues for teachers to explore.
Teachers have to improve their teaching while teaching-what one teacher called engine repair, in flight .
Evidence-Informed Decision-Making: some examples Teacher learning communities (TLCs) Developmental Observations Using aspirational target setting to improve value added (Alps) Brilliant Basics
Community of practice Teachers talk about teaching Teachers observe each other Collaborative Creative Culture of a learning organisation Teachers teach each other Teachers jointly plan and evaluate practice Coaching
process that encourages reflection professional dialogue development All types of observations QA JLOs curriculum, tutorial, ALS, probationary moderation and challenge observation windows Developmental Observations decouple from PDR 3 days with 5 days notice evidence of planning for individual learning needs line managers responsible for devising action plan with staff simplified obs form plus use of TLA matrix
Description: 21st-century-pedagogies A Diagram Of 21st Century Pedagogy by TeachThought Staff
KPI Review April 2016 Data Pack Report Type Description page Funding Summaries R08 February Actuals, Future Business and Forecast Totals 1-3 Classroom Subcontracted Summary 4 Fee and Loan Income Summary 5 Apprenticeship Funding Summary 6 Attendance Overall Summary 7 English and Maths 8 English/Maths (16-18 by CA of Core Aim) 9 Exceptions (<80% Attendance) 10 Attendance and Success 13/14 & 14/15 Banded Attendance with related Success 11 Retention College Summary inc. 14/15 Totals 12-13 Centre Summaries 14 Exceptions (<80% and <2% PGA) 15 Attrition By Centre 16 Average Class Size/Room Utilisation Average Class Size by Centre & Funding Model 17 Staff Timetabled Hours by Centre with Comparison to Contracted Hours Staff Utilisation 18 Higher Education Summary Contracted and Direct Claim Details 19-20 Part-time Study Programmes EFA Part-time Learners by Centre 21 English/Maths - Conditions of Funding Exceptions EFA Learners not meeting Conditions of Funding 22 Lesson Observations Graded and Developmental by Centre 23 Work Experience/Work Related Activity Summary Work Experience and Work Related Activity by centre (ProMonitor) 24 e-Learning Module Learner Participation e-Learning Module Participation by Centre and Age 25
we recommend that teachers change only a small number-ideally one or two, and certainly no more than three-aspects of their practice at any one time. And, more important, they should continue to focus on the aspects they have chosen until these new aspects of practices are second nature.
Butterflies Effect EFFORT Low High IMPACT High Low
Evidence-Informed Decision-Making: from classroom to boardroom Anna Douglas Principal City and Islington College anna.douglas@candi.ac.uk
