The project aims to support teachers to engage with scientific evidence and embrace a Evidence informed practice in order to be able to ensure that all children can realise their potential or enter society ascompetent, responsible citizens, regardless of background and situation. Similarly, teachers will be ill-equipped to prepare the students of today to be the workforce of tomorrow, when the nature of the work theywill be doing and the skills required to do it are uncertain. The project designed, prototyped and experimented innovative solutions for teachers and schools’ stakeholders (educational counsellors, inspectors, public administrators, delegates) to address students’ equityand inclusion through the use of evidence informed practice approach. Concretely the project aims are: 1) Capture the teachers perceptions regarding the benefits, costs and significance of the use of evidence to support their decisions regarding teaching and address pupils needs in diverse context 2) To developing teachers and schools’ capacity to improve classroom practice based on the best available evidence. 3) To building local capacity to support the use of evidence and evidence informed practices, through the promotion of a school development coaching plan and guidelines for education policy makers. At the end of the project, we have achieved an improved collaboration between school teachers and local policymakers a closer relationship between the university context and the practitioners context, throughthe collaboration between school teachers and academics and school inspectors and educational councillors. During the project and according to the project aims and expected results we have conducted the following activities: 1) We have surveyed teachers to detect their needs in terms of use of educational evidence to support their teaching practice. Based on it we have elaborated a set of criteria and indicators for the resources tobe elaborated in the following phases of the project 2) The design of the EIPSI hub was based on a SCRUM method involving all the actors (teachers, school leaders, school inspectors, researchers, school counselors and school administrators). In addition, wehave selected in the pilot schools relevant experiences of teaching based on evidence and they were uploaded in the EIPSI hub designed (the repository) 3) A capacity building plan was based on a systematic and rigorous process consisted in an analysis of the local training program addressing the topics of inclusion, evidence informed practices. We havedesigned a training programmes for self- training and we have conducted a series of 4 workshops in each country to collaboratively engage teachers in EIP activities. A total of 109 schools and 208 teachers wereinvolved in the project workshops. 4) We have designed an Evidence informed practice for inclusion pack of resources including a self-assessment tool, coaching plan and resources for school leaders; 5) Finally we have collected examples of good policy initiatives in the promotion of inclusive measure at local, national and international level. All of them were included in the guidelines for policymakes. The project produced tangible results in five domains by producing five intellectual outputs, including: 1) A systematic datasets of criteria and indicators for teachers and school leaders and policymakers on evidence and research informed practices for school inclusion. 2) An electronic hub (Repository of resources) (good and innovative teaching practices) for diverse classrooms piloted and scaleup and a digital prototype to engage teachers with quality and validated evidenceand to facilitate the creation of multidisciplinary partnerships and networks an interactive workspace for school cooperation and information packs; This hub is available here: https://evidenceforteaching.org/ 3) A capacity building training programme containing materials and resources for teachers and school leaders to engage with research evidence in practice ein diverse schools. Training platform is available here:https://eipsi-project.eu/intellectual-outputs/. The platform is available in all the project languages and the materials can be also accessed here: https://ddd.uab.cat/record/275324?ln=ca 4) A school development plan including intervention guidelines, materials and structures. This resource package comprises a self-assessment tool, EIP general guidelines, EIP implementation guidelines, acoaching plan and an EIP resource package dedicated to school leaders and to schools, aimed at improving EIP for inclusion and at guiding them through their EIP journey. Available here: https://eipsi-project.eu/intellectual-outputs/ Io4 5) European guidelines for policymakers and community stakeholders on how to foster networks and awareness level of evidence informed decisions in the field of school inclusion and equity. Available here:https://eipsi-project.eu/intellectual-outputs/ IO5
In this project we have pursuit the following objectives: To design, prototype and experiment innovative solutions for teachers and schools’ stakeholders (educational counsellors, inspectors, public administrators, delegates) to address students’ equity and inclusion through the use of evidence informed practice approach. Concretely the project aims are: 1) Capture the teachers perceptions regarding the benefits, costs and significance of the use of evidence to support their decisions regarding teaching and address pupils needs in diverse context 2) To developing teachers and schools’ capacity to improve classroom practice based on the best available evidence. 3) To building local capacity to support the use of evidence and evidence informed practices, through the promotion of a school development coaching plan and guidelines for education policy makers. At the end of the project, we have achieved an improved collaboration between school teachers and local policymakers a closer relationship between the university context and the practitioners context, through the collaboration between school teachers and academics and school inspectors and educational councillors.
So, as society constantly changes, then so too must teachers. We need educators to be continuously updating their skills and knowledge if they are to adapt to fast changing social and economic-related educational imperatives of the modern age. In other words, relying solely on limited experiential understanding will, over time, only ever result in less effective decision making as: 1) situations emerge that educators have not been previously encountered; and 2) educators fail to turn to the huge well-spring of contemporary knowledge (such as research findings) that they might employ to help them better understand and tackle such situations. So, the project aims to support teachers to engage with scientific evidence and embrace a Evidence informed practice in order to be able to ensure that all children can realise their potential or enter society as competent, responsible citizens, regardless of background and situation. Similarly, teachers will be ill-equipped to prepare the students of today to be the workforce of tomorrow, when the nature of the work they will be doing and the skills required to do it are uncertain. So the project designed, prototyped and experimented innovative solutions for teachers and schools’ stakeholders (educational counsellors, inspectors, public administrators, delegates) to address students’ equity and inclusion through the use of evidence informed practice approach. The arguments are based on at least 3 categories of needs: The first one is the need to adopt educational measure to overcome social inequalities and school inclusion at all levels. Socio-economic status (SES) are one of the strongest determinants of students’ academic performance. The second need is related to the capacity teachers have to collect and use evidence adapted to the context to drive their pedagogical decisions. EIPSI project contributed to: 1) aid teachers in the design of new bespoke strategies for teaching and learning in order tackle specific identified problems; 2) provide teachers with ideas for how to improve aspects of their practice by drawing on approaches that research has shown to be effective; 3) provide teachers with specific programs or guidelines, shown by research to be effective, which set out how to engage in various aspects of teaching or specific approaches to improve learning. Where research is used as part of high quality initial teacher education and ongoing professional development, it is associated with higher teacher, school and system performance. The third need was to develop school environments able to implement effective strategies, resources and structures to enhance school inclusion. So engaging the schools and school inspection and councillors support center in the project contributed to approach the school inclusion and teachers properness for it from a systemic approach.