Evaluation of Tom Bennett Training Behaviour Management Programme
You, or staff in your school, are taking part in the Tom Bennett Training (TBT) Teaching and Leadership Innovation Fund (TLIF) Behaviour Management Programme. This project is funded by the Department for Education (DfE) through its Teaching and Leadership Innovation Fund (TLIF), a three-year investment programme, which supports high-quality professional development for teachers and school leaders in the areas and schools in England that need it most. The programme aims to improve the outcomes of children and young people, thereby making a significant contribution towards tackling social mobility.
The National Foundation for Educational Research (NFER) and the Sheffield Institute of Education (SIoE) have been commissioned by the DfE to evaluate TLIF. The evaluation includes an overarching fund-level evaluation, and bespoke evaluations of each project that is funded as part of the programme. Each project includes a process (formative) and impact (summative) evaluation. The evaluation will be conducted between November 2017 and October 2021. The objectives of the evaluation are to:
- assess the effectiveness of the fund overall and the individual projects that have received funding
- assess the outcomes and impacts of the fund overall and the individual projects, and explore how these vary depending on the focus of the project, delivery model, and participant and school characteristics
- compare and contrast the outcomes and additionality (added value) of individual projects or types of projects across the fund
- examine how TLIF has influenced the wider CPD market, and how it has interacted with other targeted funds such as Opportunity Areas and the Strategic School Improvement Fund
- share emerging evidence with the Department on what works in teacher CPD and leadership development.
Data we will collect
During the project we will undertake:
- Three one-hour telephone interviews with TBT project managers (one each year up until the end of the programme) to understand the CPD model and gather their perspectives on the implementation of the programme.
- Five participating school case-study visits: These will be undertaken at least a half term following completion of the training programme. During the visit, we will conduct interviews and/or focus groups lasting 45 - 60 minutes with leaders and teachers who have participated in the TBT programme and 30 minute interviews or focus groups with other teachers and leaders who can comment on the impact of the programme in the school. We will also conduct a small number of focus groups (30-45 minutes) with pupils (focused tightly on any behaviour management strategies promoted through the programme). Case studies will explore participants' experiences of the programme and the impact on themselves, the school and pupils.
- Five participant school telephone case studies: These will be undertaken at least a half term following completion of the training programme. Each case will include 30-45 minute interviews with a key participant leader and a teacher. Telephone case studies will explore participants' experiences of the programme and the impact on themselves, the school and pupils.
- Five telephone interviews with senior leader participants: These will take place at least a half-term following completion of the training programme. Each interview will last 30-45 minutes. These interviews open the possibility of exploring perspectives from schools only electing to take up the senior leader training.
[All school based interviews will be audio-recorded]
In addition we use the following sources of secondary data:
- National pupil database - at the end of the evaluation, we will compare pupil outcome data - including attainment at KS2 and GCSE along with attendance/exclusion data - from participating schools with those from a comparison group of similar schools who are not receiving support through the TLIF. This will enable us to assess what would have happened if the fund had not been introduced, and to investigate the extent to which funded activities add value to existing practices.
- Schools workforce database - at the end of the evaluation we will use schools workforce data to examine the impact that the TBT TLIF programme and the fund as a whole has had on teacher retention and progression.
Ethics and data protection
As outlined in the DfE Privacy Statement that TBT will have sent participants when they started the project, teachers and leaders participating in projects funded by TLIF are required to provide personal information (such as your name, teacher number and email address) to TBT and agree for the collection and analysis of this data for research purposes. TBT is contractually bound to provide that information to DfE. This information will be shared with NFER and the SIoE for research purposes only, including linking to national data-sets such as the Schools Workforce Census. Additionally NFER/SIOE will ask TBT to pass us your contact information (for example, your email address), so that we can contact you directly in order to ask you to be involved in an interview/school case study visit. Any personal data shared between the NFER, the SIoE and DfE will be handled securely and confidentially. We set out how we will use your personal data and the legal basis for processing your personal data in the evaluation Fair Processing Notice.
Voluntary participation, confidentiality and right to withdraw
Participation in surveys, case studies and telephone interviews is voluntary. By completing the survey you will be agreeing to your data being used in an aggregated and anonymous form in reporting. All case study and telephone interview data will analysed anonymously. You can withdraw your data at any point until it has become fully anonymised and aggregated into the analysis at which point we would be unable to identify it. If you wish to withdraw your data please notify Dr Bronwen Maxwell (contact details below). Your decision to take part or withdraw from the evaluation will not influence your participation in the TLIF programme in any way. In all reporting, no individual participant or school will be identified or identifiable.
Further information on our ethics code of practice
NFER and SIoE will conduct the project in line with NFER’s Code of Practice which complies with Social Research Association (SRA) and Market Research Society (MRS) guidelines. Ethics approval has been obtained through Sheffield Hallam University's Faculty of Development and Society's Ethics Committee.
We will produce interim reports for DfE in September 2019 and September 2020 to share learning on effective CPD and inform funding prioritisation during the lifetime of the fund. These reports will not be published. A final report will be completed in September 2021 and published on the DfE website.
We may also present our findings at conferences and publish articles in professional and academic journals.
For further information about this evaluation, please contact:
Suzanne Straw (NFER Project Director)
Deputy Head of Centre for Evaluation and Consultancy
National Foundation for Educational Research, Unit G3, IT Centre
York Science Park, Heslington, York, YO10 5NP
Dr Bronwen Maxwell (SIOE Project Director)
Head of Commissioned Research and Deputy Head of Centre for Research and Knowledge Exchange
SIoE, Sheffield Hallam University
0114 225 5166