So yes, the very briefly, I'm, I'm based an organization called Education Endowment Foundation with the UK's work Center for Education. We act as an intermediary body between research, policy, and practice at a national level. And my particular interest in Nike's around the evidence, use a knowledge mobilization side of that work. And just to kinda give context to this, we did some work in 2012 with Carroll Campbell, and at that time, she was encouraging us to move from treating knowledge mobilization evidence used to have linear process by which you take the outputs of research and then translate them, communicate and disseminate them, implement them. So it kind of like outputs to use his approach to getting us to see evidence uses a more kind of complex system that involves factors relating to evidence production and mediation and use and understanding the interdependence and importance of relationships and flow of information between the issue. So let's do that kind of linear thing and more of a system. And then on the back of that, we've been trying different attempts to, I should put that, that kind of system-based approach into practice and learn something about how that plays out in reality. Bit of evidence. So I'm going to precess at here was I was involved in drafting the national guidance around making best use of teaching assistants, paraprofessionals, and review that underpin this. And we aggregated into some recommendations to the schools. And then there was a quite extensive national program of trying to disseminate this out, which was pretty successful and most had teachers are aware or at least aware of this document. Whereas course this isn't necessarily mean US or Canada implementation. So back of that, we've been playing around with various attempts to try and, and kind of bring the evidence to life, work in a more regional level, working with an intermediary partners. And we, we put a lot of thought and effort into trying to use brokers themselves embedded in the profession. So we've been referring to these as practice part, as these will typically be barriers people with warm for very much still in the teaching profession, working with them to take this piece of guidance around teaching assistant deployments and trying to bring it to life through various CAN more dynamic activities like conferences, training, workshop, school sport activities. And so getting more into supporting professional development and implementation based on the guidance and certainly hours of that, we feel is a lot of benefits in having active practitioners acting as evidence intermediaries. Another conversation to have about what we've learned about the process of doing that. But I guess in relation to this one. So for today's, we've tested some different models of working with these intermediaries. So the first kind of initial way we did it, we just can commission partners to run programs that kind of training and professional development as a kind of more traditional kind of commissioning role. We will raise my hands off. They would go away and design and put together these programs and then can live without it. There can schools. Well as independently evaluated by completely universities. And there were signs or be a variable that is having an impact on classroom and school practices and all systems science. This filtering through it's been passed on pupil outcomes. A pretty big scale, but with quite small and quite small changes. But that, so that's interest itself. But one of the things that's emerged from the commission brooch with that, whilst you might get some immediate changes once the funding it stopped and kind of pull downs. We've tended to find that we haven't seen lasting changes kind of emerge on the back of that. So it's almost into the work's being bolted on a happens, stuff gets delivered and then the system reverts back to time and afterwards a little bit. So in contrast with also try different ways of doing this. Instead of offering funding, we've offered more help and support to co-develop and design training programs, working with regional partners with the explicit aim of trying to embed that activity in their existing programs that work. So instead of running keV new stuff, trying to integrate this into what they were doing and use some of the existing infrastructure around school improvement. And in this case, I guess we've played more of that, moves more active role in this and promote broken a coordinating role. So bringing together various people with complementary roles within this, within these problems at work, what's been evaluated as well. And again, the assignee has been tacked on on classroom practices within now, the key change, a difference between this and the previous work, the change is the slowest to happen. So there's a lot more time and effort went into lining things up, planning a co-developing a lot more kind of there's this flower really into it. But when it happened, we seeing impacts a much greater scale. And crucially, unless she's 45 years later, the impacts of that has been much more sustained. So as a result of embedding it, we've seeing lasting changes in infrastructure. They're still kind of you can still sitting, been active today. So developing capacity networks, even things like your culture, changes within these regions that have a longer kind of impact, them, do the work. So we can go back to that model of flushed it very quick lift with carole campbell. What was missing perhaps from that was, that was an evidence US system here involving produces intermediates and uses that we've realized that all that evidence system sits in the context of all the wind systems outside of evidence, use the accountability system, the funding sits there and the school improvement system, local and national policy. David golfs called the small, everything else that sits outside than the inside. So this work, his efforts to influence the non evidence systems and create readiness for the evidence to use activities really pays dividends. They're not naturally setup to be receptive to the napkin She's activated. It's pretty, it's really valuable. Try and work on this link between definition activities in the work outside of that and, and also that coordinating network requires time effort, and as request specific set of skills to be able to mediate between the evidence work in that kind of wider efforts and an evaluation wrongly, Maxwell distinguishes between the school level brokerage. She is brokering here between the evidence, the intermediaries in the schools. So this is the kind of school level broke with stuff and what system level brokerage which is broken between all that work, that kind of white eye system. And pulling out the different kind of roles and skills that play out in those different roles. And this has got me thinking about the metaphors we use to talk about this. So I've previously talked a lot about ecosystems. The more I think about that, I don't know how accurate it is in terms of how evidence systems that have been Jews plays a couple of reasons. One, this is a diagram of a biological system and the arrows in this diagram represent animals eating each other. So I don't, and I feel like that's what we don't want in this activity. You know, like we don't want kind of consuming going on and kind of in a really competitive environments between organisms, between the system. And that's the first aspect, a second split. I think these systems self-organize. They find their natural balances and they can, if they don't and they just isn't that kind of coordination of this taking, taking place. Unless you believe in divine intervention that's doing that. These occur naturally self-organizing, which my experience is, and how systems can afford and sustain. So recently, referring, been talking, I think it was more kind of appropriate. And originally start talking about orchestras because there's something about the kind of complimentary but differentiated roles that you get. You did an orchestra, but then realized that in an orchestra, but it's a very kind of neat, So sheet music, Everyone follows. And of course we don't have a kind of neat piece of sheet music better than follows. So I've been referring to more about kind of bands on particular jazz bands. I think. Until they've still got people playing complementary roles, people understand the kind of, you know, the, the, the overall thread and what's going on. But of course it's still improvisation going on in this pit. People still kinda been an upper lip and in relation to this, but you still got a rhythm section that's keeping it moving, keeping in time, keeping everything kind of pull together. So it's maybe there's something that feels more appropriate in relation to this, in relation to how I think we found evidence she systems organize that needs to be coordination, understanding a complimentary roles and something that is keeping it can pull together a little bit more. I want to go to what degree do you define kind of evidence you system's form towards degree then for naturally to what degree do they self-organize? How much coordination is needed to kind of bring together the component parts in a coordinated way. And he might be best place to do that system level coordination or system level brokerage.
Who Brokers the Brokers
From Elizabeth Farley-Ripple April 02, 2021
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