Research School Network: Evidence Advocacy Webinar Programme Six-webinar programme

Purpose

The Evidence Advocacy Certification Programme is designed to move evidence advocates from passive recipients of research updates into active, skilled contributors who can influence teaching, leadership, and system-level decision-making within their schools and wider networks.

The programme codifies what effective evidence use looks like in practice through a Core Content Framework for Evidence Advocacy, setting out the knowledge, attitudes and behaviours required to translate research into meaningful, sustained improvement — with a particular focus on improving outcomes for disadvantaged pupils.

Session Programme

Session 1 – Evidence Literacy: Becoming an Intelligent Consumer of Evidence

When - November 12^th Thursday 3.45 – 4.45pm

Lead: David Windle and Victoria Begley

Purpose: Build foundational understanding of what counts as evidence and how to use it well.

Core content:

- Evidence-informed practice as the intersection of research, context, and professional judgement
- Types of evidence (EEF, NFER, internal data, practitioner enquiry)
- Strengths and limitations of different sources
- Misuse of evidence, including ​“lethal mutations“

Applied learning:

- Compare two approaches using the Teaching and Learning Toolkit and a guidance report

- ​“Spot the misuse” activity — identifying bad interpretations of research

- Navigating an EEF guidance report effectively

Possible outputs:

Personal evidence use checklist
Short written critique of a school improvement approach


Session 2 — Understanding Disadvantage: From Labels to Diagnosis

When - November 12^th Thursday 3.45 – 4.45pm

Lead: John Rodgers possibly paired delivery with Penny or Gareth 

Purpose: Deepen understanding of disadvantage and sharpen diagnostic thinking for school improvement.

Core content:

- Disadvantage as complex and multi-dimensional
- The tiered model: high-quality teaching as the priority lever
- The role of diagnosis versus assumptions
-Interventions: when and how to use them

Applied learning:

- Case study: diagnosing need in a school context
- Critiquing a Pupil Premium strategy
- Using TARGET or similar tools to select interventions

Possible outputs:

- Diagnostic framework for own setting
- Refined problem statement — tight, evidence-informed, and context-specific


Session 3 — Effective Implementation: Turning Evidence into Action

When - January 11^th Monday 3:45 – 4:45

Lead: Jon Eaton

Purpose: Build capability to translate evidence into sustained practice change.

Core content:

- Implementation as a staged, non-linear process: Explore → Prepare → Deliver → Sustain
- The importance of spending time in Explore and Prepare before acting
- Active ingredients versus implementation activities
- Behaviour change frameworks: COM‑B, EAST

Applied learning:

- Codify a practice into its active ingredients
- Design an implementation plan
- Identify barriers using COM‑B

Possible outputs:

- Draft implementation plan
- Defined active ingredients for a chosen approach


Session 4 — Effective Professional Development: Designing for Change

When – February 9^th Tuesday 3:45 – 4:45

Lead: Tom Colquhoun

Purpose: Understand how to design professional development that leads to teacher behaviour change.

Core content:

- The EEF definition of effective professional development
- The 14 mechanisms across four domains
- Mechanisms versus activities — understanding the distinction
- Linking PD to implementation and behaviour change

Applied learning:

- Audit an existing CPD programme against the mechanisms
- Design a PD sequence using the 14 mechanisms
- Identify missing mechanisms in common CPD models

Possible outputs:

- PD plan aligned to mechanisms
-Mechanism-mapped session design


Session 5 — Effective Facilitation: Leading Change Through Others

When – March 10^th Wednesday, 3.45 – 4.45pm

Lead: Amanda Grant

Purpose: Develop facilitation skills to influence thinking rather than simply deliver content.

Core content:

- The distinction between presenting and facilitating
- Dialogic leadership and professional trust
- Managing group dynamics and resistance
- Building buy-in and shared understanding

Applied learning:

- Facilitation rehearsals — leading discussion, handling challenge, adapting in the moment
- Using structured protocols (discussion protocols, problem-solving cycles)
- Practising responsive facilitation

Possible outputs:

- Facilitated discussion plan
-Personal facilitation ​“moves” toolkit


Session 6— Communicating Evidence: Reaching Practitioners and Leaders

When - April 20^th Tuesday 3:45pm – 4:45pm

Lead: Laura Spence 

Purpose: Develop expertise in communicating evidence effectively through a range of formats and outputs.

Core content:

- Principles of effective adult learning
- Clarity, coherence, and managing cognitive load
- Selecting and designing communication formats (blogs, videos, podcasts, webinars)
- Structuring content for engagement and retention

Applied learning:

- Practise explaining a piece of evidence clearly and accessibly
- Design or redesign a communication artefact
- Build a session using explain → model → practise → feedback

Possible outputs:

A 30 – 60 minute training session plan with slides or script
A draft blog, video outline, or podcast plan