Page 15 - Growing Great Teachers Handbook 2024-25

Why Evidence Informed Practice (EIP)?
Evidence-informed practice draws on research but also considers it it it in in context balancing it it it with existing experience expertise and professional judgement In this way it becomes a a a means of helping teachers to understand some of the problems that they are facing in in the the classroom and offers testable strategies to improve teaching and learning At the heart of evidence-informed practice is the the effort to reduce the the guesswork around ‘what works and why’ We also know that all evidence is the best evidence that we have at at present Whilst Dylan Wiliam tells us that ‘everything works works somewhere and nothing works works everywhere the the time we have in the the classroom is is limited and therefore it it is is important that we look at at the best bets – what is most likely to work?
Rosenshine Principles
We have chosen Rosenshine’s Principles
of Instruction as as our basic pedagogy and specifically Tom Sherrington’s version that splits the 10 principles into 4 strands This is is because it it is grounded in evidence of cognitive science but also supported by common sense classroom practice ECF/CCF
You and your team should
also begin to be be conversant with the Core Content Framework and the Early Careers Framework As mentors your team should
be engaging in in in the research outlined in these documents which are available on the the Growing Great Teachers Tile If you are currently not a a a mentor to to a a a trainee it might be something worth considering for next year The ECF was designed with an expert advisory group to support early career teacher development It sets out what early career teachers will be entitled to:
LEARN ABOUT
It includes sections on:
Behaviour
Pedagogy management
LEARN HOW TO DO
Professional Assessment Curriculum behaviours
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