Research School Network: Navigate the often ​‘murky waters’ of evidence literacy. A tool to help leaders navigate the often ​‘murky waters’ of evidence literacy

To break the link between family income and educational achievement by supporting educational settings to improve teaching and learning through better use of evidence. As teachers and leaders, how do we bring this mission to life and into our settings?

When I first started to explore the use of research evidence within education, I was absolutely guilty of jumping on ​‘the next big thing’ or running with a piece of research evidence that excited me, regardless of the context of the school or students I was serving. I have also been carried away with a new educational trend without reading deeply enough to question the creditability and reliability of the research evidence in hand. Now, with many more years of experience under my belt and hopefully a little wiser than I was twenty years ago, I was thrilled when offered the role of Evidence Literacy Content Lead within the Research School Network. Am I still learning? Always! Do I feel I have some insights and ​‘best bets’ to share with teachers and leaders that want to consider how research evidence can support high quality teaching and learning, valuable professional development and prioritising the right things at the right time? I believe so!

Firstly, it’s important for us all to remind ourselves that successful use of research evidence in education is tricky as is ensuring evidence literacy in an everchanging landscape of educational ​‘fads’ and ​‘buzz’ words. This leads us to consider what it actually means to be evidence literate and avoid developing research evidence fatigue and confusion amongst staff.

Starting with the tools and strategies we can use to navigate the use of research evidence effectively feels like a good place to begin our thinking and conversations. For me, the explore tool in the EEF, ​‘A School’s Guide to Implementation’, is invaluable.

The use of research evidence does not sit in isolation but within the complex content of our schools and the communities that we serve. I have used this tool when working with many colleagues to ensure that we are starting with the most important questions when considering implementation and change management.

These are great questions to get the dialogue flowing when starting to consider your school priorities and the research evidence that underpins these. These questions, when discussed, put your setting at the centre of the conversations, aiding you to build an informed narrative that supports or challenges thinking. Both of these are key to properly unpick if whatever is in focus really will be the right priority for your setting. As a leader you could use these in so many ways but below are some suggestions that I have found useful-


> SLT meetings- to ensure the right priorities are in focus and these are amenable to change.

> Staff meetings- to engage and unite staff in the potential priorities and exploration of need.

> Review of your school plan or SDP- are the priorities identified still the right priorities and are they having impact or has need changed?

This question brings to the forefront not only the space to consider the research evidence itself but also, if it meets the needs of the school, which it may not at that time. The considerations provide further reflection points for leaders to discuss and ponder to minimise the risks that I mentioned at the beginning of my blog whilst helping us to develop a narrative that is clear and strong about what is right for our setting, being informed rather than led by the research evidence. This question and reflection points could be used in many ways including-


> During meetings with SLT/​staff to ensure a common understanding of the findings and recommendations from the research evidence. This mitigates mixed interpretations and builds a shared understanding.

> To build the ​‘why’. By considering how the research evidence relates to your setting with your colleagues, you are building clarity on the reason why this is in focus, for your pupils and for your school.

I cannot help but reflect on how much I have used this tool since it was first published to guide myself and my colleagues through the often murky waters of evidence literacy in education. If this tool had been available to me back when I first started exploring the use of research evidence, would it have helped me to make more strategic decisions that led to evidence informed practice? Absolutely! Will I continue to use it to challenge my thinking and cut through the noise that often sits around research evidence? One hundred percent!