Evidence-based teaching | Guidelines | Case study | Further information | Flowchart of evidence-based approach
Most schools and teachers use readymade commercial packages to support instruction across the curriculum. The following guidelines are designed to help teachers and schools:
These guidelines are based on research published in An Evaluation of the Use and Integration of Readymade Commercial Literacy Packages in Classroom Programmes, which evaluated the use and integration of the literacy packages available in New Zealand (for instance, Rainbow Reading, Jolly Phonics, PmPlus, The Sunshine Collection, and Tatari, Tautoko, Tauawhi). However, the guidelines are not restricted to any particular curriculum area or readymade commercial.
The guidelines are based on an evidence-based approach. This involves teachers using student achievement information to help them reflect on how they might make their practice more effective. Evidence-based teaching practice is about:
(Refer to Timperley and Parr, 2004, for more information.)
Teachers and schools that act as a professional learning community continually collect, analyse, and interpret information to reveal where student achievement can be improved. This information might be school-wide, or it might relate to syndicates, classes, groups of students, or individual students. It could include both informal and more formal evidence.
Informal evidence:
More formal evidence:
Identify students' specific needs
The essential first step in teaching more effectively is knowing exactly where to concentrate teaching efforts. Teachers must be able to identify specific needs if they are to help raise the achievement of students (or perhaps particular groups of students). To identify specific needs, teachers and curriculum leaders need to work together to examine student achievement data. They must then use that data to help them inform their practice.
Consider different ways to meet students' needs
Once a specific student need has been identified, schools then have to decide where to target their response - teachers, the school, or directly to the student. Whether the principal, literacy/numeracy leader, syndicate leader or the individual teacher is leading the decision-making, it is important the decision about how to best meet students' needs is made collaboratively.
One or more courses of action may be decided upon:
If providing a readymade package is an appropriate option to support teaching, then...
Identify the package that will meet students' needs
If providing a readymade package is an appropriate option to support teaching, the first step is to choose the best package for the purpose. There are likely to be several readymade commercial packages available. It is important to remember that the best package might already exist within the school, but is perhaps not being used as effectively as it could. There may be several reasons for this:
These guidelines apply whether schools are re-evaluating the use of packages they already have or whether they are considering buying a new package.
In choosing the package that will best support teaching goals, schools need to think about the following:
Plan carefully how to implement the package
Once an appropriate package has been chosen, make a detailed plan for implementing it in the school. Careful planning at this early stage ensures good data and documented evidence on which to make informed judgments about the effectiveness of the package.
An especially important part of planning is to set a process in place to ensure that the use of the package is sustainable. In particular, plan how teachers will document observations and comments about the use of the package. This could take the form of a journal or in-house handbook that details:
This documentation represents the school's collective learning about the package. It is essential that this accumulated knowledge is easily accessible to teachers new to the school if use of the package is to be sustainable.
Establish baseline data
In the planning phase, measurable goals for the learning outcomes will have been set. Ensure there is baseline data on these goals so that, at an appropriate later stage (as set out in the implementation plan), valid judgements about progress can be made.
Implement the standard package
Implement the standard package first (that is, the package as recommended by the publisher). It is possible that teacher-made changes could negatively impact on the effectiveness of the package.
Discuss and document experiences with the package
Hold regular meetings to develop everyone's skills in using the resource and to discuss experiences and observations of using the package. Record these experiences and observations in a journal or in-house handbook, as discussed above.
Collect and analyse student achievement data at the time specified in the implementation plan, and measure progress against the baseline data. Record the results in the journal together with interpretations of the results and conclusions about the package's effectiveness in raising student achievement.
Reflect on the package and decide to continue using it, refine it, or discontinue its use
Using the success criteria determined in the planning stage, and reflecting on everyone's experiences of using the package, decide on one of the following options:
Again, it is important that these are collaborative decisions involving all teachers using the package.
Continue to monitor the package
If the decision is made to continue using the package, monitor students' progress by repeating the process of:
Consider also setting in place processes to inform students, other teachers, parents, and boards of trustees about the package and the outcomes of its use in the school.
A case study, which illustrates in detail how these guidelines apply in practice, can be found in section 6 of the research by Parr, Aikman, Irving, and Glasswell (2004). A full reference is given below.
For more detailed information about the research on which these guidelines are based, see:
Parr, J., Aikman, M., Irving, E., and Glasswell, K. (2004). An evaluation of the use and integration of readymade commercial literacy packages into classroom programmes. Wellington: Ministry of Education.
Parr, J., Glasswell, K., & Aikman, M. (2004). So, it's time to buy some new teaching materials?: Effective practice in selection and implementation. Publication pending.
For more information on evidence-based teaching practice and what constitutes best practice in teaching, see:
Alton-Lee, A. (2003). Quality teaching for diverse students in schooling: Best evidence synthesis. Wellington: Ministry of Education.
Timperley, H & Parr, J. (2004). Using evidence in teaching practice: Implications for professional learning. Auckland: Hodder Moa Beckett Publishers.
Timperley, H.S. & Wiseman, J. (2003). The sustainability of professional development. Report to the Ministry of Education. Wellington: Ministry of Education.
Published on: 07 Jul 2010
