EEF guidance report and the ECT programme
- 1. Effective Professional Development The EEF’s new Evidence Review and Guidance Report Exploring the evidence about high- quality Professional Development 1
- 2. Effective Professional Development The EEF’s new Evidence Review and Guidance Report The systematic review led by Dr Sam Sims of UCL and Harry Fletcher-Wood of Ambition Institute, supported by the EPPI-Centre, colleagues at UCL and Ambition Institute, and CfE Research. Reviewed 104 evaluations of PD programmes from 2002 – 2020
- 4. What are the mechanisms? Broadly, we can group them under four headings: Embed practice Build knowledge Motivate teachers Develop teacher techniques
- 5. The 14 mechanisms in the guidance report… Build knowledge Motivate teachers Develop techniques (tools) Embed practice Managing cognitive load Setting and agreeing on goals Instructing teachers on how to perform a technique Providing prompts and cues Revisiting prior learning Presenting information from a credible source Arranging social support Prompting action planning Providing affirmation and reinforcement after progress Modelling the technique Encouraging monitoring Monitoring and providing feedback Prompting context- specific repetition Rehearsing the technique
- 6. The Early Career Framework Embed practice Build knowledge Motivate teachers How does the design of the ECF work to address these broad mechanisms? Develop teacher techniques
- 7. How does the design of the ECF work to address these broad mechanisms? … Build knowledge Motivate teachers Develop techniques (tools) Embed practice Managing cognitive load Setting and agreeing on goals Instructing teachers on how to perform a technique Providing prompts and cues Revisiting prior learning Presenting information from a credible source Arranging social support Prompting action planning Providing affirmation and reinforcement after progress Modelling the technique Encouraging monitoring Monitoring and providing feedback Prompting context- specific repetition Rehearsing the technique
- 8. How does the design of the new NPQs work to address these mechanisms? … Build knowledge Motivate teachers Develop techniques (tools) Embed practice Managing cognitive load Setting and agreeing on goals Instructing teachers on how to perform a technique Providing prompts and cues Revisiting prior learning Presenting information from a credible source Arranging social support Prompting action planning Providing affirmation and reinforcement after progress Modelling the technique Encouraging monitoring Monitoring and providing feedback Prompting context- specific repetition Rehearsing the technique
- 9. Implementation is a larger process. Professional Development is part of that larger process …
- 11. What we currently know