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Theory of Change: Theory of Change: Theory of Change: Theory of Change: a new approach to data by a new approach to data by a new approach to data by a new approach to data by
Schools Schools Schools Schools Library Services in the UKLibrary Services in the UKLibrary Services in the UKLibrary Services in the UK
Stella Stella Stella Stella ThebridgeThebridgeThebridgeThebridge and and and and Gillian HarrisGillian HarrisGillian HarrisGillian Harris
www.ascel.org.uk
https://schoolslibraryservicesuk.org/
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� Managers of Schools Library Services (SLS) in the UK
� Part of SLS-UK and The Association of Senior Children’s and Education Librarians (ASCEL)
� Lend books and other resources on curriculum topics to teachers for use in the classroom
� Provide advice on library and reading matters
� Promote reading for pleasure through book lending and promotional activities, such as book awards, author visits, etc.
� Provide training / continuing professional development (CPD) in library management, reading promotion and using resources
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� Poor response to survey requests
� SLSs and school libraries need reliable data
� Lack of resources in both sectors
o time
o money
o research skills
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� Theory of Change is a process
� It looks at where the organisation wants to be (areas of impact and objectives)
� Then it looks at the data required to get there
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� ToC brings together data from one-off evaluations and data collections, existing data sets and bespoke surveys
� Where there is no direct causal link between service and ultimate objective (of raising pupil achievement), ToC provides a way to measure the impact of several elements together
� By being replicable across numerous SLSs and schools, the data contributes to far-reaching conclusions
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� Areas of Impact with Impact Objectives
◦ Impact indicators
◦ Evidence and data
◦ Process/activities for data collection
◦ Process indicators
◦ Who will collect the data
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Five Impact AreasFive Impact AreasFive Impact AreasFive Impact Areas Five Impact Five Impact Five Impact Five Impact ObjectivesObjectivesObjectivesObjectives
Student experience Enhanced quality of student experience and learning
Reading Enhanced student engagement and progression with reading for pleasure and reading for learning
Enhanced teaching Teachers are better able to adapt teaching strategies to the needs of their pupils and the curriculum
School librarian / library practice
Increased capability and effectiveness of school library (and librarian) to support the school
Perceptions of SLS Stakeholders understand and value the contribution of SLS
� There can be three to five indicators for each impact area and its objective
� For each impact indicator:
◦ What evidence will show any impact?
◦ What do we do to achieve this? (process activity)
◦ What should we measure? (process indicator)
◦ Who will collect the data or where will it comes from?
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ImpactImpactImpactImpactIndicatorIndicatorIndicatorIndicator
Evidence / Evidence / Evidence / Evidence / Data Data Data Data collectioncollectioncollectioncollection
ProcessProcessProcessProcess or or or or objective toobjective toobjective toobjective tomeet indicatormeet indicatormeet indicatormeet indicator
Process Process Process Process IndicatorIndicatorIndicatorIndicator
WhoWhoWhoWho does does does does data data data data Collection?Collection?Collection?Collection?
Comments / Comments / Comments / Comments / ObservationsObservationsObservationsObservations
Students and staff can easily access a range of high quality material appropriate for learning.
• SLS loan data
• Local student focus group run by school librarian.
• School meetings to question staff.
• Lending services
• book purchase
• library refurbishment
• mobile libraries
e.g number of times you do this, who are you reaching, (who is attending)? or stock numbers
SLS staff
school library staff
SLS survey
Students have a positive experience of using learning resources
• Student focus group or questionnaire
• Ensuring a wide range of resources
• literacy sessions
• advising staff on using resources
• book awards
• teacher hints
• online resource suggestions
• teacher training
SLS staff
school library staff
SLS survey
Use observation to gauge pupil engagement, enjoyment, etc
% of students who have access to a good school library
• SLS data of their own area
• Schools applying for SLSUK Award
• SLSUK award• library advisory
service• librarian support• training for
teachers and librarians
• annual school library loan
• bulk loans
SLS - SLSUK award assessment or Great Schools Library campaign data
*See notes on how to run a focus group
1. Enhanced quality of student experience and learning: 1. Enhanced quality of student experience and learning: 1. Enhanced quality of student experience and learning: 1. Enhanced quality of student experience and learning:
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1. The % of schools using an SLS
2. Stakeholders recognise the savings of time and money that can be made by using an SLS
3. Schools routinely ask SLS for advice on library matters, reading and resourcing the curriculum
4. The school feels able to adopt a more flexible approach to the curriculum
5. Stakeholders routinely invite SLS to relevant meetings, conferences etc.
Impact Impact Impact Impact IndicatorIndicatorIndicatorIndicator
QuestionsQuestionsQuestionsQuestions
Stakeholders recognise the savings of time and money that can be made by using an SLS
To what extent does SLS save you time? (two response options)
i) Teachers’ time / Teaching Assistant time /Admin support time / SLS does not save us time / Other
ii) Selecting books / purchasing books / choosing books for a topic / helping us keep our books up-to-date / choosing differentiated texts / other / none
To what extent does SLS save you money?
Finance officer time / Book purchase / Admin support time / SLS does not save us money
Headteachers only
Why do you choose to subscribe to the Schools Library Service?
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� By using the same framework and collection method, small amounts of information and data from different sources can be collated
� The framework enables the assessment of the impact of a combination of factors
� The method provides a solid basis on which SLSs and school libraries can base their marketing
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� SLSs collect existing data from schools
� New qualitative evaluation by individual SLSs working with schools
� Pooling of data by impact area
� Publicising results and outcomes to SLSs and schools including benchmarking
� Disseminating to profession and other stakeholders, especially education sector and funders
� Proving worth and strengthening the case Proving worth and strengthening the case Proving worth and strengthening the case Proving worth and strengthening the case for the for the for the for the whole sectorwhole sectorwhole sectorwhole sector
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� Sharon Markless, King’s College London
� SLS managers in ASCEL’s ToC sub-group
◦ Nick Fuller LB Westminster (Tri-borough)
◦ Gillian Harris LB Tower Hamlets
◦ Elizabeth Hutchinson Guernsey
◦ Isobel Powell Coventry
◦ Elizabeth Roberts Walsall (until 31/3/18)
◦ Val Sawyer Inspire ELS (Nottingham)
◦ Nina Simon LB Redbridge
◦ Stella Thebridge Warwickshire
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