Podcasts about education endowment foundation eef

This episode is supported by the University of Warwick's Centre for Teacher Education. Click here to learn more.In this episode, I share a powerful tool to unlock the power of professional development in schools. I introduce the Education Endowment Foundation (EEF) and their report on effective professional development. I explain the three ways to identify professional development: forms, programs, and mechanisms. I then dive into the 14 mechanisms identified by the EEF that make professional development effective. Additionally, I suggest four additional mechanisms that are relevant to international schools and conclude by introducing a PD scorecard for gamifying professional development.Click here to download your free PD Scorecard!TakeawaysThe Education Endowment Foundation provides a valuable resource for understanding and improving professional development in schools.Professional development can be categorized into forms, programs, and mechanisms, each playing a role in its effectiveness.The EEF has identified 14 mechanisms that increase the chances of success in professional development.International schools face unique challenges in implementing sustainable and effective professional development, and additional mechanisms should be considered.Chapters01:04 The Education Endowment Foundation02:03 Forms, Programs, and Mechanisms of PD03:00 The 14 Mechanisms of Effective PD08:21 Additional Mechanisms for International Schools14:55 Gamifying Professional DevelopmentThank you for tuning in, and as always, if you found this episode useful, please share your experience. You can find me online on X (@leaningshane), and LinkedIN. My website is shaneleaning.com. For international school leadership tips, subscribe to my newsletter here. About the hostShane Leaning is a passionate organisational development coach with over 15 years of international teaching and leadership experience. His approach to coaching and professional development is all about approachability and attentiveness to the unique strengths and contexts of schools and educators. Shane believes that empowerment fosters growth and success for both educators and students alike.

Embark on a three-decade journey of professional growth and resilience as Hanneke Smits takes us through her incredible career in a male-dominated field while prioritizing what matters most to her along the way. She emphasizes the role of self-reflection, learning new things, seeking diverse perspectives, and utilizing both mentors and sponsors. These elements, combined with the tenacity to overcome hurdles, teaches us what is possible in career trajectory and achieving leadership roles. In this episode, you'll find tips in: Mastering the Art of Navigating Male-Dominated Industries: Learning how to thrive and excel in traditionally male-dominated workplaces as a woman. Elevating Your Career with Mentorship and Sponsorship: Unlocking the secrets to accelerating your professional growth through the power of mentorship and sponsorship. Unleashing Transferable Skills for Career Development: Discovering how to leverage your existing skills to pivot and succeed in new career paths. Embracing Self-Reflection for Personal Growth: Exploring the transformative potential of self-reflection in achieving personal and professional growth. Unveiling Time Management and Productivity Strategies: Uncovering effective strategies to maximize your productivity and time management skills for career advancement. Highlights: [00:03] Introduction [00:35] A Reflection by Hanneke [01:48] Meet Hanneke Smits [04:11] Foundation of Success [10:12] Navigating a Male-Dominated Industry [16:01] Mastery of Skills and Learning from Mistakes [18:17] Leveraging Strengths for Effectiveness [23:50] Embracing Feedback and Learning from Mistakes [29:05] Taking a Career Break and Finding Clarity [29:50] Self-Reflection and Identifying the Next North Star [35:00] Lightning Round Questions Quotes: Being ruthless about calendar management can be very freeing. Learn to say no as much as you say yes. - Hanneke Smits Feedback is a gift. - Hanneke Smits Thinking through the transferability of the aspects of your skills is critical when you get to a fork in the road. It's how you build on from what you've learned. - Hanneke Smits Lightning Round Questions: Q: What book has greatly influenced you? A: Snow Windows and Travelers in the Third Reich (not favorites but current reads) Q: What is your favorite inspiring quote or saying? A: Feedback is a gift. Q: What is one word or moniker you would use to describe yourself? A: Direct Truth Teller Q: What is one change you've implemented that made your life better? A: Being ruthless about calendar management. Q: What power song would you want playing as you walk out onto a stage? A: Saturday Night Fever. About Hanneke Smits: Hanneke Smits is Senior Executive Vice President and Global Head of Investment Management and a member of BNY Mellon's Executive Committee. With over 30 years of investment experience, Hanneke was previously CEO of Newton Investment Management, a BNY Mellon Investment Management firm, from 2016 to 2020. Prior to Newton, she served on the Executive Committee at private equity firm Adams Street Partners from 2001 to 2014, having been Chief Investment Officer from 2008 to 2014. She joined Adams Street in 1997 to build out its global investment capabilities, and successfully launched its presence in Europe and Asia. Before joining Adams Street, she was an investment manager at Pantheon Ventures, and worked for Philips China Hong Kong Group.  Hanneke is the Global Chair of the 30% Club, a role she assumed in February 2023. Additionally, Hanneke is the Executive Sponsor for PRISM, BNY Mellon's LGBTQ+ Employee Resource Group and serves as Chair of Impetus, a venture philanthropy organization which backs charities to transform the lives of disadvantaged young people. As part of her role with Impetus, she is Trustee of the Education Endowment Foundation (EEF), founded in 2011 by The Sutton Trust in partnership with Impetus. Hanneke was also a Non-Executive Director to the Court of the Bank of England, and a co-founder and first Chair of Level 20, a not-for-profit organization set up in 2015 to inspire women to join and succeed in the private equity industry. Originally from the Netherlands, Hanneke has a BBA from Nijenrode University and an MBA from the London Business School. LinkedIn Website

On this edition of the Sky News Daily podcast, Jonathan Samuels looks at the huge challenge facing Britain's children, after months of lost learning. With the UK's COVID alert level lowered, and the government pledging £1bn for catch-up help, is a full return to schools in September achievable?We are joined by Geoff Barton, general secretary of the Association of School & College Leaders (ASCL); Professor Becky Francis, chief executive of the Education Endowment Foundation (EEF); and Tamara Cohen, Sky's political correspondent. Plus, we bring you the story of 'Ben', a 14-year-old boy who ran away from home at the height of the pandemic, and was dragged further into gang life. Credits:Producer – Kit BradshawAssistant producer – Sabah ChoudhryInterviews producer – Oli Foster

In this latest episode, Sir Kevan Collins, the departing chief executive of the Education Endowment Foundation (EEF), is interviewed by Evidence Based Education’s Jamie Scott about his eight years in the role – taking the EEF from a small start-up with three employees (“and a decent bank balance”) to becoming a global leader in generating and using evidence to improve educational outcomes for children and young people. Sir Kevan discusses the appetite for such research among teachers and policy makers, the EEF’s successes and challenges, and identifies the top five changes he’d make as education secretary.

In this latest episode, 'is teaching becoming more evidence-informed?', Sir Kevan Collins, the departing chief executive of the Education Endowment Foundation (EEF), is interviewed by Evidence Based Education’s Jamie Scott about his eight years in the role – taking the EEF from a small start-up with three employees (“and a decent bank balance”) to becoming a global leader in generating and using evidence to improve educational outcomes for children and young people. Sir Kevan Collins discusses the appetite for such research among teachers and policy makers, the EEF’s successes and challenges, and identifies the top five changes he’d make as education secretary. All of our podcasts can be found in our podcast archive and we have a host of free eBooks, videos and webinars in our Resource Library!

“Teaching should start from where the student is, not from where we would like them to be." says education professor Dylan Wiliam in this episode of Trialled and Tested, introducing how formative assessment strategies can be used in the classroom. He’s the co-developer of a professional development programme, Embedding Formative Assessment, which supports teachers to use real-time knowledge of their pupils’ strengths and weaknesses to adapt their practice. An independent evaluation funded by the Education Endowment Foundation (EEF) recently found that pupils in schools following the programme made the equivalent of +2 months’ additional progress in their Attainment 8 GCSE score. Find out more, as Evidence Based Education’s Jamie Scott spoke to some of the people behind the programme and its evaluation to find out what it is all about. Tune in to hear from: Dylan Wiliam: Start to 16:40 Emily Yeomans: 16:40 to 21:40 Corinne Settle: 21:40 to 28:52 Claire Taylor: 28:52 to 35:23 Dylan Wiliam: 35:23 to end Full length: 38m

“Teaching should start from where the student is, not from where we would like them to be." says education professor Dylan Wiliam. In this episode of Trialled and Tested: Embedding Formative Assessment, we introduce how formative assessment strategies can be used in the classroom. Dylan is the co-developer of a professional development programme, Embedding Formative Assessment, which supports teachers to use real-time knowledge of their pupils’ strengths and weaknesses to adapt their practice. The programme builds on existing evidence that formative assessment can improve students’ learning. Many schools already prioritise formative assessment, but it can be challenging to implement. An independent evaluation funded by the Education Endowment Foundation (EEF) recently found that pupils in schools following the Embedding Formative Assessment programme made the equivalent of +2 months’ additional progress in their Attainment 8 GCSE score. Find out more, as Evidence Based Education’s Jamie Scott spoke to some of the people behind the programme - Dylan Wiliam, Emily Yeomans, Corinne Settle and Claire Taylor - and its evaluation to find out what it is all about. Tune in to hear from: Dylan Wiliam: Start to 16:40 Emily Yeomans: 16:40 to 21:40 Corinne Settle: 21:40 to 28:52 Claire Taylor: 28:52 to 35:23 Dylan Wiliam: 35:23 to end Full length: 38m You can read about the Education Endowment Trust's Embedding Formative Assessment project in full here. For more podcasts, be sure to check out our podcast archive and subscribe! We also have a collection of eBooks, videos and webinars in our Resource Library, which is free to join!

ASCL General Secretary Geoff Barton talks to: • Professor Becky Francis, Director, Institute of Education: on teacher training, recruitment, and teachers using research • Russell Hobby, Chief Executive, Teach First: on the developing role of Teach First and the new leadership development programme • Mary Myatt, writer and consultant: on hopeful schools and sensible school improvement • Neil Carberry, Managing Director, Confederation of British Industry (CBI): on developing the skills of young people and what business looks for in an age of automation • Professor Sam Twiselton, Director of Sheffield Institute of Education, Sheffield Hallam University: on collaborative approaches to teacher recruitment, training and retention • Anne Murdoch, General Secretary, Principals’ Professional Council: on the work of PPC, on being a former principal of a further education college, and on the role of FE colleges in their communities • Martyn Oliver, Chief Executive, Outward Grange Academies Trust (OGAT): on the way OGAT works, on moving from headship to executive leadership, and the joy of developing the next generation of educational leaders • Jonathan Simons, Director of Policy, the Varkey Foundation: on the Global Education & Skills Forum in Dubai and the work of the Varkey Foundation • Michelle Thomas, Executive Principal, New Wave Federation, London: on fast-paced school improvement and the use of technology to improve teaching and learning • Stephen Tall, Director of Development, Education Endowment Foundation (EEF): on the ways the EEF Toolkit should be used and what research says about the impact of teaching assistants • Carolyn Roberts, Headteacher, Thomas Tallis School and Chair of the Ethical Leadership Commission: on the need for an ethical framework in education and why all schools school have an art gallery

The last thing Sir Kevan Collins, chief executive of the Education Endowment Foundation (EEF), wants teachers to do is to log on to the organisations Teaching and Learning Toolkit and read it like a prescription: do this, then this, this number of times a day.“We are absolutely not looking to nail what works – there are no absolutes in this,” he explains. “It is always about trying to reduce your uncertainty, to get a bit more confidence about what you do.” For Sir Kevan, research is only useful when it is viewed in the context of a teacher’s own classroom and is part of a much broader body of knowledge. He expands upon this theme in this episode of Tes Podagogy, discussing whether research is useful to teachers and how it should be used. He also tackles criticisms of the EEF’s work, including the use of “months progress” as a measure of potential impact of an intervention, the reliance on RCTs and the lack of analysis of specific SEND interventions. Across all these themes, though, is an insistence that research is something that should empower teachers, not dictate to them. “It should be the starting point of a conversation,” he says, “not telling you what to do” See acast.com/privacy for privacy and opt-out information.

The last thing Sir Kevan Collins, chief executive of the Education Endowment Foundation (EEF), wants teachers to do is to log on to the organisations https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit (Teaching and Learning Toolkit )and read it like a prescription: do this, then this, this number of times a day.“We are absolutely not looking to nail what works – there are no absolutes in this,” he explains. “It is always about trying to reduce your uncertainty, to get a bit more confidence about what you do.” For Sir Kevan, research is only useful when it is viewed in the context of a teacher's own classroom and is part of a much broader body of knowledge. He expands upon this theme in this episode of Tes Podagogy, discussing whether research is useful to teachers and how it should be used. He also tackles criticisms of the EEF's work, including the use of “months progress” as a measure of potential impact of an intervention, the reliance on RCTs and the lack of analysis of specific SEND interventions. Across all these themes, though, is an insistence that research is something that should empower teachers, not dictate to them. “It should be the starting point of a conversation,” he says, “not telling you what to do”

Matthew van Poortvliet, Grants Manager, Education Endowment Foundation, gives a talk for the Department of Education public seminar on 21st November 2016. The Education Endowment Foundation (EEF) was established in 2011 and has so far committed over £75 million to education research projects involving over 7,000 schools. It is perhaps best known for the Teaching and Learning Toolkit, a synthesis of research used by two thirds of schools in England, and for the use of RCTs in education. As EEF passes its 5th anniversary, and the publication of over 60 trial evaluations, this presentation will discuss findings from that research and lessons learnt to date. It will first highlight emerging areas of promise and some examples of projects that have been more and less effective. It will then discuss the challenges of translating these findings into practice, and how approaches can be taken to scale. Finally, it will look at priorities for EEF’s work in the future, including the challenges of conducting trials in new areas.

The Research Schools Network in the UK is a joint project involving the Education Endowment Foundation (EEF) and the Institute for Effective Education. Each school, selected as a leader in bridging the gap between research and classroom practice, receives GBP200,000 – that’s around AUD320,000 – over three years. Teacher caught up with Dr Jonathan Sharples, Senior Researcher at EEF, to find out more.

The Education Endowment Foundation (EEF) is dedicated to breaking the link between family income and educational achievement. To do that, it has a unique strategy: increasing the supply of high-quality evidence about what works in order to enable better decisions by teachers and school leaders. Launched in 2011 with a founding grant of £125 million from the […] The post How the UK’s Education Endowment Foundation (EEF) is building rigorous evidence about how to close education achievement gaps: An interview with Sir Kevan Collins, Chief Executive, EEF – Episode #130 appeared first on Gov Innovator podcast.

Sir Kevan Collins, Education Endowment Foundation, gives a talk for the Department of Education Public Seminar Series on 23rd Novemner 2015. This seminar will consider the emerging influence of ‘disciplined innovation’ and the rise of randomized controlled trials in education. The Education Endowment Foundation (EEF) is supporting over 100 research studies involving 1:4 schools in England and over 700,000 pupils. Kevan will introduce the work of the EEF and share some of the emerging findings. He will position this work against the current context of the English education system and suggest that better access to high quality evidence will build capacity for development and support schools to improve outcomes for all pupils. Reflecting on the first four years of the EEF, Kevan will set out the challenges for the next phase of its work focusing on the ambition to address social and emotional skills, learning and development in the early years and the wider use and adoption of evidence to inform practice.