Visible classroom evaluation

INTERVENTION: The trial is a two‐arm, school‐level cluster randomised trial. The two arms are (1) ‘business as usual’ control arm, and (2) the Visible Classroom intervention. Approximately 140 schools will be recruited to this trial. Following recruitment of schools, schools will be randomised to either the control or treatment arm. This will be conducted using data analysis and statistical software Stata. The randomisation will follow a two‐stage process: 1. The schools will be stratified on the basis of the proportion of FSM students (split across the median sample proportion), 2010‐11 Key Stage 1 (KS1) Average Point Score (split across the median sample score), and whether schools were offered entry into the trial on a capped or uncapped basis. This last stratification covariate is included due to a decision after school recruitment began to begin capping the number of teachers per school who could be involved in the trial. This decision was made to avoid a cost overrun in the delivery team’s budget. As capped schools may select which teachers can be involved in this trial on the basis of merit or some other element correlated with student attainment, we made the decision to include this covariate in our stratification. 2. A random number will be generated within each block to ensure that the proportion of FSM students, KS1 results, and number of and capped and uncapped schools are balanced across trial arms. We will use data from DfE’s Performance Tables to determine the blocking characteristics, and SSAT will note which schools are offered capped entry during recruitment. The randomisation will occur following recruitment and after baseline data collection. The Stata code used for the randomisation will be recorded in the final report. Control group: The control or ‘business as usual’ arm will not have any intervention provided. Intervention group: The intervention, or Visible Classroom (VC) arm, involves teachers audio recording lessons and receiving detailed feedback CONDITION: Academic attainment ; Not Applicable ; Academic attainment INCLUSION CRITERIA: School INCLUSION CRITERIA: 1. Upfront transfer of data to the evaluators including eligible student UPNs 2. A completed MOU 3. Agreement that teachers in both the VC intervention and control arm complete a survey at the end of the trial period 4. Inclusion of both Y5 & Y6 in the intervention, with a minimum of two teachers providing baseline data and attending the training session 5. Access to an iPad/smartphone and sufficient internet connection to upload recording (internet connection to be verified at baseline data gathering) 6. The schools must not be using Visible Learning plus, a similar intervention designed by the University of Melbourne Project Team PRIMARY OUTCOME: Combined maths and English KS 2 results for Year 5 and 6 is measured using results from national Key Stage 2 examinations. If results are consistent, the analysis will be done on the combined Y5 & Y6 data. Taking into account potential issues of implementation for Y6, as it is a ‘high‐stakes’ year, we will alternatively report two headline findings recorded one year apart for Y5 and Y6 individually.; ; For the year 6 cohort the outcome measure collection will come 7 months after randomisation and the intervention begins. For the year 5 cohort, who sit their KS2 exams one year later, outcome measures will be collected 19 months after randomisation. Analysis of both outcomes will incorporate a pre‐randomisation record of student results utilising KS1 teacher assessments, which are held on record for each participant. SECONDARY OUTCOME: These secondary measures assess student results in KS2 exams on a year level and subject specific basis (for a total of 4 outcomes). The time of measurement is the same as for the primary outcome measures. ; 1. KS2 English results for Y5; 2. KS2 English results for Y6; 3. KS2 maths results for Y5; 4. KS2 maths results for Y6; 2. FSM and teacher subgroup analysis; For FSM students and for the teacher subgroup analysis, the empirical strategy (and outcome measures) will remain the same with the addition of interaction analysis considering the interaction between the intervention and the FSM students and teachers who are deemed high on adherence to the rubric at baseline; 3. Dosage analysis (IV approach) of the combined time the teacher spends recording lessons and using the online feedback which is available for teachers on their online dashboard is measured using survey responses collected in May 2017; 4. Way that self‐reported changes in teaching practice moderate any effect on attainment are assessed using the survey of teacher practice in May 2017