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

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 effectivelyPossible 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