ISRCTN - ISRCTN89620259: Evaluation of the teacher peer observation intervention

Plain English Summary

Background and study aims
The University of Bristol has developed a new method (or intervention) of teacher peer review, a system where teachers observe and critique each others skills in the classroom. It uses software called RANDA, which can be installed on a IPad tablet and it allows teachers to peer review each other using any number of customised scoring systems. The aims behind the development of this software are to improve teachers performance in the classroom and improve pupils educational attainments. This study seeks to test this new teacher peer observation intervention through a large number of teacher peer reviews in the English and mathematics departments of 120 schools over the course of two years.

Who can participate?
This project is for teachers teaching mathematics or English in GCSE classes.

What does the study involve?
Schools will be randomly selected to either be in the intervention group who take part in the new peer review intervention or the control group who continue as normal. Teachers in intervention schools will be randomly allocated to either be an observer, to be observed or to do both. Teachers carrying out observations will use an IPad (which the University of Bristol will supply) and work through a rubric (a framework on which the observations will be based which is loaded onto the IPad as an app). The observation should take about 15-20 minutes. Within each school, the mathematics and English departments will be randomly allocated to a low dose or high dose of the teacher peer review process. In low dose departments, each teacher being observed will be peer reviewed 6-9 times over a cause of a year. In high dose departments, this increases to 15-18 times a year. Students English and mathematics abilities will also be tested at the end of each school year for two years. This will be using an adapted Key Stage 3 test in year 10 and GCSE exams in year 11.

What are the possible benefits and risks of participating?
The programme may improve students abilities in mathematics and English.

Where is the study run from?
The study is being run by National Foundation for Educational Research, Slough, UK.

When is the study starting and how long is it expected to run for?
September 2014 to July 2016.

Who is funding the study?
Education Endowment Foundation (UK)

Who is the main contact?
Anneka Dawson
a.dawson@nfer.ac.uk

Trial website

http://www.nfer.ac.uk/research/projects/institute-of-education-university-of-bristol-teacher-observation.cfm

Contact information

Type

Scientific

Primary contact

Dr Anneka Dawson

ORCID ID

Contact details

The Mere
Upton Park
Slough
SL1 2DQ
United Kingdom
+ 44 (0) 1753 637218
a.dawson@nfer.ac.uk

Additional identifiers

EudraCT number

ClinicalTrials.gov number

Protocol/serial number

N/A

Study information

Scientific title

Evaluation of the teacher peer observation intervention: Cluster randomised controlled trial

Acronym

Study hypothesis

The use of the teacher peer observation intervention designed by the University of Bristol will increase Year 10 and Year 11 students' abilities in mathematics and English

Ethics approval

National Foundation for Educational Research Code of Practice Committee, 06/05/14

Study design

Cluster randomised trial

Primary study design

Interventional

Secondary study design

Randomised controlled trial

Trial setting

Other

Trial type

Quality of life

Patient information sheet

Not available in web format, please use the contact details below to request a patient information sheet

Condition

Educational attainment

Intervention

There are three levels of randomisation:
1. Schools are randomised to either intervention (55 schools) or control (65 schools continuing as normal) conditions
2. Mathematics and English departments within the intervention schools are randomised to either high dose (15-18 times a year) or low dose (6-9 times a year) of the peer observation (every school will have one low and one high observation category)
3. Teachers within the intervention schools are randomised to either be an observer, an observee or both (a third in each condition)

Intervention type

Other

Phase

Not Applicable

Drug names

Primary outcome measure

GCSE outcomes for English and mathematics will be used to measure year 11 ability.

Secondary outcome measures

Adapted Key Stage 3 tests in English and mathematics will be used to measure year 10 ability.
Analysis of the differential impact of the interventions on free school meal (FSM) and non-FSM pupils, and gender will also be carried out.

Overall trial start date

01/09/2014

Overall trial end date

30/07/2016

Reason abandoned (if study stopped)

Eligibility

Participant inclusion criteria

1. State secondary schools in England that are mixed with no boarders
2. Schools who have the top half of students eligible for free school meals (the highest percentages of FSM)
3. Students will be in year 10 and year 11
4. Schools will need to provide a list of UPNs, class lists and teacher IDs to avoid control schools resisting the data requirements after allocation
5. Headteachers will be asked to give consent on behalf of the teachers and students

Participant type

Patient

Age group

Child

Gender

Both

Target number of participants

120 schools

Total final enrolment

82

Participant exclusion criteria

Schools in Somerset, Lancashire and Merseyside as requested by the funder

Recruitment start date

01/09/2014

Recruitment end date

30/07/2016

Locations

Countries of recruitment

United Kingdom

Trial participating centre

The Mere
Slough
SL1 2DQ
United Kingdom

Sponsor information

Organisation

The Education Endowment Foundation (UK)

Sponsor type

Government

Website

http://educationendowmentfoundation.org.uk/

Funders

Funder type