1. Making Evidence-Based Education Policy Ontario Research Chairs in Public Policy Symposium Carol Campbell Ontario Institute for Studies in Education, University of Toronto E-mail: Carol.Campbell@utoronto.caCarol.Campbell@utoronto.ca @CarolCampbell4

2. Research-Informed Policy? Rigor Relationships Relevance Reality

3. Building Capacities for Research Impact and Educational Improvement Engaging in and/or with research evidence AWARENESS: being aware, informed, cognizant, conscious, know ACTION: Something that is done, the process or action of doing (activity, effect) UNDERSTANDING: comprehend, apprehend meaning, grasp the idea

4. Education Research & Evaluation Strategy

5. Main Types of Research, Evaluation and Data Conducted and Used within Ontario Ministry of Education Literature reviews on areas of policy and/or program interests to inform priority goals School-based action research to inform ministry about locally contextualized initiatives implemented in Ontario Research and evaluation with multiple schools and districts of “successful practices” for priority initiatives to identify, share and foster these practices more widely Research on policy questions /issues/ areas of concern Development of data, analytical tools and information systems to support decisions Large-scale policy and program evaluations

6. Examining When Ontario Ministry of Education Uses Research, Evaluation and Data Emphasis in evidence-based literature on use of evidence at point of decision and research to inform these decisions Importance and use of evidence also: –throughout policy process –throughout stages of program development, implementation and review –for evaluating policies once implemented –in operational and strategic planning and development –to foster, identify and support effective practices throughout system –to support professional capacity building –in communications, reporting and issues management

7. Key Insights Leading: Policy-makers and researchers seeking to improve research use need to pay attention to both an infrastructure and culture which values and demands evidence. Combining dedicated and distributed leadership. Applying: A basic but vital starting point is conducting research designed to contribute to policy and practice knowledge and ensuring that this research is made accessible and communicated effectively Building Capacity: No matter how much research is available, it is futile if accompanying attention is not also paid to building capacity to access, understand, critique and apply such evidence. Networking: Opportunities for researchers, policy-makers and educators to engage supports shared learning, awareness and knowledge for connecting research/policy/practice, and trust for reciprocal relationships. Communicating: You can never pay enough attention to communication. Contributing: Commitment to research use involves enthusiasm to contribute to inquiry, debate, scholarship, bodies of evidence and action.

8. Evidence-Informed Practice: Using Research to Improve Services for Children and Young People (Nutley, 2010) 7 Lessons: 1. Improve the supply of relevant, credible and accessible research but don’t stop there 2. Shape – as well as respond to – the demand for research in policy and practice settings 3. Develop coherent, multifaceted strategies and initiatives that address the interface between the supply and demand for research 4. Draw on guiding principles that are consistently associated with successful strategies (translation, local ownership, enthusiasm, context, credibility, leadership, support, integration)

9. Evidence-Informed Practice: Using Research to Improve Services for Children & Young People (Nutley, 2010) 7 Lessons cont.: 5. Surface and question underlying assumptions about the nature of evidence-based practice and how it is best achieved, particularly the common assumption that frontline practitioners are the main consumers of research 6. Recognize that dedicated intermediary knowledge broker organizations or networks can play an important role in promoting and facilitating research use 7. Evaluate the effectiveness of strategies and interventions to improve research use and continue to learn from these evaluations.

10. Academics and Government Working: In… For… With… As an intermediary to… Against…