Suggested activity

The Ministry of Education established the Iterative Best Evidence Synthesis (BES) Programme in 2003. To date (mid-2008), the programme has published six syntheses:

• The Complexity of Community and Family Influences on Children’s Achievement in New Zealand
• Professional Development in Early Childhood Settings
• Quality Teaching for Diverse Students in Schooling
• Quality Teaching: Early Foundations
• Teacher Professional Learning and Development
• Effective Pedagogy in Mathematics/Pāngarau.

Two further syntheses are forthcoming:

• Effective Pedagogy in Social Sciences/Tikanga ā Iwi
• School Leadership and Student Outcomes: Identifying What Works and Why.

Looking through the above list, which of the syntheses would be of most relevance to you in your current practice? You could then:

• Obtain a copy, scan the contents page, and get a feel for how the synthesis is organised.
• Read the introductory section and think about what the main messages may be. You may like to take notes or discuss this with a colleague.
• Decide on a section that seems to link most nearly to your current questions, problems, or dilemmas of practice. Read this section, looking for knowledge and theories that are relevant to your current needs. Consider whether and how you could build these into your own professional learning.
• Read pages 13–15 of the TPLD BES, which describe potential responses to new learning. As you read, you may like to use those ideas to monitor your own responses to the content, for example:
  • How do you feel when the writing affirms your current knowledge, theories, and practice? What do you do?
  • How do you feel when you encounter new ideas or ideas that are counter to your current knowledge, theories, and practice? What do you do?

You may like to repeat this process with one of the syntheses that seems less directly relevant to your practice as you may find information that interests you, for example:

• The BES on Effective Pedagogy in Mathematics/Pāngarau has rich information on communities of practice.
• The BES on Professional Development in Early Childhood Settings identifies eight characteristics of effective professional development.

Many ISTEs have already deeply engaged with the syntheses. With others in your community, you may wish to consider questions such as:

• What do you see as the main purpose for the Iterative Best Evidence Synthesis (BES) Programme as a whole?
• What role have the syntheses played in your own professional learning and practice to date, and what possibilities can you see for the future?

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