Connecting and engaging with similar or diverse perspectives can enhance thinking and provide new insights about information and areas of new knowledge. The Evidence Institute recognises the importance of developing research communities to support school leaders and teachers in their research. The Institute provides formal and informal opportunities to build these communities, support sustained engagement and bridge the research to practice gap.
The Evidence Institute offers a range of research-focused professional learning opportunities to support the development of research skills. These include face-to-face, online and blended programs and are designed to complement the suite of offerings provided by AISNSW. It also provides opportunities to showcase research conducted in independent school contexts, focusing on improving student, teacher and school outcomes. Together these help to create momentum to empower teachers and school leaders, both informing their practice and supporting sustainable change.
Online and blended courses available include:
Face to Face courses available include:
The Evidence Institute undertakes and supports a range of research, independently, and through partnerships for mutual benefit, and the betterment of education. Commissioned research is undertaken with independent schools and organisations including universities, government and industry.
The Institute is committed to sharing the highest quality evidence from local, national and international research to help inform practice within the independent sector and beyond. Information is shared in a variety of ways to engage and support a wide range of stakeholders including teachers, school leaders, educational researchers, government and those across intersecting industries.
Strategic themes are identified through consultation with stakeholders and by monitoring the educational horizon. The Institute understands the evolving and diverse needs of the independent sector and seeks to support schools with evidence relevant to their diverse contexts.