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Consider the evidence: How to use this resource
- How to use this resource
- Introduction – Evidence-driven decision making
- What is meant by "data and other evidence"
- What evidence does a school have?
- What can we do with evidence?
- Evidence-driven strategic planning
- The evidence-driven decision making cycle
- Evaluation and reflection
- Types of analysis
- Terminology
- Resources
From web pages to workshops schools can explore a number of ways to use the materials in this resource. It is envisaged that the presentations will be used in workshops within schools. Following such a workshop, the next step should be for the group to discuss how this model can be applied in this school, department, or faculty.
This should include a discussion about what evidence already exists in the school, how this is collected and recorded, and how well equipped the school is to analyse and use it in the interests of improving student achievement.
Beware of collecting data and other evidence that you might not need. If the school thinks ahead about how to make evidence-based decisions, you will know what data and other evidence you should collect.
Web pages and presentations contain similar content.
The web pages are intended as reference and background reading for facilitators, school leaders, teachers, trustees, etc. They contain narrative text describing the full process, with examples and links to case studies and other resources.
The presentations are intended as resources for meetings or workshops involving teachers – probably run by school leaders – and possibly including parents, trustees, students, etc.
Facilitators are advised to read the web pages before preparing presentations. The web pages provide links to other materials that do not appear in the presentation formats.
Except for the overview, all presentations include suggested workshop activities. Notes for facilitators are provided within all presentations. These notes include a "script" that could be used within workshops and explanatory notes to assist facilitators.
In many cases facilitators will be able to use examples from their own experience, or scenarios from their own schools, in place of those provided in this resource.
The full presentation format follows the same sequence and the same content as the web pages. In general, only the web links are omitted. The other presentations are drawn from the full presentation. Introductory and concluding slides have been provided to create stand-alone presentations.
The full presentation covers the whole topic in detail and consists of about 100 slides. It is too large and complex for a single session. Facilitators could use the full presentation over three or four workshops, create their own presentation by selecting slides from the full presentation, or use some or all of the other presentation formats.
The overview presentation is a condensed version of the full presentation. It omits most of the detail, the examples and workshop activities.
The modular presentations break the topic into self-contained sections. Each module is designed to stand-alone. You can select modules to suit the aim of your workshop, the group you are working with, or where your school is up to in terms of data analysis.
To download and use the presentations, you will need PowerPoint software.
Possible workshop activities are indicated in presentation notes (apart from the overview) by this symbol. Activities are designed to stimulate thinking and discussion. They can be used with the whole workshop group, smaller groups or individuals. Encourage participants to think about the topic in question but also your school’s own situation. It can be effective to get participants to note down their own thoughts, even if they don’t share them with others.