Requirements for implementation of evidence-informed teaching are considered through evidence sufficiency, accountable decisions, corrective action and follow-up.
Application to implementation of evidence-informed teaching
Its relevance to evidence-informed teaching should be assessed against the affected jurisdiction, learner population and form of provision.
A proper review of the applicable expectation should establish the intended outcome before selecting controls or indicators. Public information on the conclusion should state the applicable scope and limitations in terms that affected users can understand, including the basis for any later correction. When examining evidence-informed teaching, a chosen approach should be justified against its context, with departures and review points under documented control.
Review of the applicable expectation should follow a stated and reproducible method. For evidence-informed teaching, records should remain protected against unauthorised alteration while legitimate amendments remain visible.
Assurance concerning the conclusion should state the scope examined, evidence relied upon and any condition preventing a complete conclusion. Unsupported elements should remain open. Useful records include workforce plans and vacancy information, observation and learner feedback, workload and allocation data, qualification and competence records, and support and supervision records. In the context of evidence-informed teaching, documents should be reconciled with observed practice and, where relevant, the experience of affected learners.
Controls for implementation of evidence-informed teaching
The public-interest assessment of the applicable requirement should consider access, learning, fair treatment and the reliability of information on which learners make consequential decisions.
A narrow control over the conclusion may create false assurance. In the present context, use of staff outside their competence, vacancies or turnover affecting continuity and workload that limits preparation and feedback may produce acceptable aggregate reporting while individual learners remain exposed to material disadvantage. For evidence-informed teaching, adverse cases should form part of the sample wherever they may reveal a material control weakness.
- Maintain continuity arrangements before using it to determine a learner or provider outcome.
- Verify competence before assignment, with responsibility, scope and timing recorded.
- Protect time for preparation and feedback.
- Prioritise support where learner need is greatest.
- Monitor workload and turnover before it informs a consequential decision.
Review of implementation of evidence-informed teaching
The review method for evidence-informed teaching should be reproducible. The method for the conclusion is to specify mandatory fields, source ownership, access rights, retention and correction procedures. Test a sample from creation through use, amendment, reporting and disposal, including records created during disruption or by a delivery partner. Across the defined scope, working papers should allow another competent reviewer to understand the evidence, judgement and treatment of material exceptions.
The final record on the control should identify the applicable expectation, the relevant scope, the evidence examined, the sampling basis, material exceptions and the reason for the conclusion. In reviewing evidence-informed teaching, if an alternative method is accepted, the record should demonstrate that it achieves the same required outcome.
The basis and limits of any conclusion concerning the applicable expectation should be explicit. For evidence-informed teaching, qualifications and participation in training are inputs. Risk assessment for the conclusion should consider severity, reach, duration, recurrence and detectability, with escalation where learner impact may be material.
The assurance record for evidence-informed teaching should retain the date of the evidence, the source responsible for it, the scope examined and the version of any instrument or definition applied.
Implications for implementation of evidence-informed teaching
In examining documenting implementation of evidence-informed teaching, accountability for evidence-informed teaching should follow decision-making authority.
For decisions concerning evidence-informed teaching, neither one indicator nor one control can establish the complete position on the applicable expectation.