What does Evidence Based Practice mean to me?

In the document Enhancing Effective Practice the New Zealand Ministry of Education identify 3 sources of evidence to support this: Educators professional practice Lived experiences of families and young people National and international research

This information is represented in the model below

http://specialistteaching.net.nz/file.php/83/5_Evidence_based_Practice/EBP-from_Minedu_Springboards_to_Practice.pdf

In her power point presentation to NZRTLB in 2011, In pursuit of culturally responsive pathways: Whaia ki te ara tika, Sonja Macfarlane offered a culturally responsive model for evidence based practice in Mori education.

www.nzrtlb.org.nz/main/conference2011/presentations/MacFarl

The purpose of this artefact is to use both these models and consider what evidence based practice means to me.

Research/Tika

Practitioner Skills/Pono

Child and Family / Aroha Whnau

Reflective Questions Where can I resource relevant research? How can I be sure it is current and empirically valid? Is it relevant to the children I am working with? Is it culturally responsive? Is there research that has been covered by the Specialist Teaching course that is relevant to my purpose? Does the research align with classroom practice? What was the subject group size for the research? Who was the researcher? Have I used work by them before? Do I have the skills, resources and time required to apply the intervention practices from the research? What do I know from previous experience that could help me in me with this intervention? Who in our school has skills and knowledge that can support me? How can I identify and prioritise goals? How will I implement this intervention, what will I need? How can I develop a collaborative approach? How can I include peers and buddies in this intervention? How will I evaluate this intervention? If this were my child would I feel comfortable about this intervention? What are the barriers and enablers to implementing this intervention? Have I set SMART goals that are specific, measurable, attainable, and relevant and time related? What are the antecedents to the childs undesired behaviours? How does the child react to similar situations in the home setting? What strategies are used with the child at home? How can family and whnau contribute to the identification of goals? How can family and whnau be given shared ownership of this intervention? Are my priorities in line with that of the family and whnau? Do the family and whnau feel comfortable, secure and valued by myself and the school? What are the childs strengths that we can build on?

Have I explained the intervention and goals in a way the family and whanau can understand? What does evidence based practice look like? Evidence Based Practice draws from many sources, from valid, peer reviewed, relevant research, from the experience, knowledge and skills of the teacher and colleagues and from the daily experiences of the child and the family and whanau. Applying evidence based practice is an on-going cycle of teacher inquiry involving identifying needs, implementing interventions, evaluating and adapting interventions in response to changing needs. The effectiveness and relevance of interventions will vary according to the individual, the setting, the time, others involved and the task it is used with. We must not be misled into thinking that scientifically based research evidence alone is sufficient to base an intervention on.