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Using Evidence in the Classroom for Professional Learning Ontario Education Research Symposium 17 - 19 February 2010 Helen Timperley University of Auckland.

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Presentation on theme: "Using Evidence in the Classroom for Professional Learning Ontario Education Research Symposium 17 - 19 February 2010 Helen Timperley University of Auckland."— Presentation transcript:

1 Using Evidence in the Classroom for Professional Learning Ontario Education Research Symposium February 2010 Helen Timperley University of Auckland

2 Required Conditions Relevant evidence Beliefs, knowledge and skills of teachers Beliefs, knowledge and skills of school leaders Relationships of respect and challenge

3 Relevant Evidence Evidence from own students (formal and informal) Evidence of own practice (link to evidence from students) Evidence from others’ research to inform practice

4 Beliefs, knowledge and skills of teachers Inquiry habit of mind –Evidence as a source of information for teaching and learning (not labels for students) Knowledge and skills –The meaning of the evidence for practice –Sufficient PCK from research to make relevant adjustments to practice

5 Beliefs, knowledge and skills of leaders Inquiry habit of mind –Evidence as a source of information for teaching, learning and leading Knowledge and skills –The meaning of the evidence for teaching and leadership practice –Sufficient PCK from research to make relevant adjustments to practice –Skills to engage in difficult conversations about the evidence with teachers

6 Relationships of Respect and Challenge Systems change using evidence requires learning together in relationships that : –Probe meanings, challenge interpretation of the evidence and underpinning reasoning –Respect the capacity of all to learn and improve

7 Relationships of Respect and Challenge Inquiry Habit of Mind Using Relevant Evidence Evidence-informed Conversations Evidence-Informed Conversations Earl and Timperley (2000)

8 How the Process Can Work: Two Sources of Evidence THE THEORY Professional Learning and Development Best Evidence Synthesis iteration (2008) THE PRACTICE Literacy Professional Development Project (LPDP) in New Zealand –300 schools –On average 2-3 times expected rate of progress –Bottom 20% 3-4 times expected rate of progress

9 What knowledge and skills do our students need? What knowledge and skills do we as teachers need? What has been the impact of our changed actions? Deepen professional knowledge and refine skills Engage students in new learning experiences Teacher inquiry and knowledge-building cycle to promote valued student outcomes

10 Evidence from Students What do the students already know? How adequate are the sources of evidence we have used? What do the students need to learn and do? How do we build on what they know?

11 Within the LPDP Project Students assessed using curriculum-based assessment Facilitated interpretation of how to score it and what the results mean with teachers and leaders - at the same time as…

12 What knowledge and skills do our students need? What knowledge and skills do we as teachers need? What has been the impact of our changed actions? Deepen professional knowledge and refine skills Engage students in new learning experiences Teacher inquiry and knowledge-building cycle to promote valued student outcomes

13 Evidence of Effectiveness of Own Knowledge and Practice How we have contributed to existing student outcomes? What do we already know that we can use to promote improved outcomes for students? What do we need to learn and do to promote these outcomes? What sources of evidence / knowledge can we utilise?

14 Within the LPDP Project With expert facilitators, the teachers: Relate student data to programme emphases; Respond to a scenario of (mostly ineffective) practice and discuss results; Discuss strengths and weaknesses of practice from classroom observations.

15 What knowledge and skills do our students need? What knowledge and skills do we as teachers need? What has been the impact of our changed actions? Deepen professional knowledge and refine skills Engage students in new learning experiences Teacher inquiry and knowledge-building cycle to promote valued student outcomes

16 Deepen Professional Knowledge and Refine Skills Important considerations: Consider research findings about different approaches –Integrate knowledge, skills and theory Curriculum, assessment, pedagogy –Focus on the teaching / learning links; Discuss existing ideas about students, assessment, curriculum and how to teach it

17 Three Fields of Knowledge (NCSL) What Is Known The knowledge from theory, research and best practice What We Know The knowledge of those involved. What practitioners know New Knowledge The new knowledge that we can create together through collaborative work

18 Within the LPDP Project Students are the “touchstone” throughout; Understand theory and practice – research on pedagogical content knowledge; Develop adaptive expertise; Engage teachers’ beliefs (theories of practice)

19 Promoting change in teachers’ beliefs and assumptions

20 What knowledge and skills do our students need? What knowledge and skills do we as teachers need? What has been the impact of our changed actions? Deepen professional knowledge and refine skills Engage students in new learning experiences Teacher inquiry and knowledge-building cycle to promote valued student outcomes

21 Judging Impact What evidence is there that any changes made promote our students’ learning and well-being? What reasons lie behind improvement or lack of it? –Means the ongoing use of evidence on a daily, weekly, term by term and annual basis Using a range of assessment tools

22 The use of evidence for professional learning CANNOT be a single event Pervades all aspects of the cycle –Identifying what students know and need to learn –Identifying what teachers know and need to learn –Deciding what might be most effective –Checking impact of changes to practice

23 Integration of Evidence Evidence from the classroom (students and teachers) PLUS Evidence of effective practice

24 Beliefs, knowledge and Skills of School Leaders Teachers cannot do it alone To lead effectively, leaders must know enough themselves to: –Use evidence to work through the inquiry and knowledge building cycles with teachers –Help teachers to use the range of evidence to improve practice

25 If Leaders are to Use Evidence to Lead Learning Must know their class of teachers using evidence to determine: –What the teachers already know and do well and what they need to learn –What the leaders need to learn and do to make a difference to teacher learning and student outcomes –How to engage the teachers to build on what they already know and can do –How to check impact

26 What knowledge and skills do our teachers need? What knowledge and skills do we as leaders need? What has been the impact of our changed actions? Deepen professional knowledge and refine skills Engage teachers in new learning experiences Leaders’ inquiry and knowledge-building cycle to promote valued teaching practices and student outcomes

27 Within the LPDP Effective leaders –Learned to interpret evidence of student learning and teaching practice And have the challenging conversations –Recognise their need to learn in order to teach others Less effective leaders –Focused on structures and processes to promote others’ learning

28 Conclusion Teachers can use evidence to improve teaching practice in ways that works for students Requires –Evidence from the classroom Student learning Teaching practice –Evidence from others’ research to inform change –Support from their leaders to: Develop the inquiry habit of mind, knowledge and skills needed to learn from evidence

29 References Earl, L. & Timperley, H. (2009). Professional Learning Conversations: Challenges in Using Evidence. Springer. Timperley, H. & Parr, J. (2009). Chain of Influence from Policy to Practice in the New Zealand Literacy Strategy. Research Papers in Education, 24(2), , Timperley, H., Wilson, A., Barrar, H. & Fung, I. (2008) Teacher Professional Learning and Development: A Best Evidence Iteration.

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