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Developing a research-informed learning community.An introduction to evidence-informed teaching and how MMU has worked with
one school to engage with this. We will look at the impact on staff and challenges for the school.
Rowena Smith
Associate HoD Professional Development and Educational Innovation&
David Woolley Atticus Alliance
MMU Faculty of Education & Atticus Alliance
Outline of session
• Wider context for research & evidence informed practice in school sector
• Case Study – Cheadle Hulme High School as lead school of Atticus Alliance
So, what do you think about……….schools, staff and their relationship
with educational research ?
pairs / whole group feedback
Context - the wider picturePolitical landscape and current mantra -
the education system can be self – improving (ie it doesn’t need universities or others to tell it how or what, except possibly Ofsted)
In seeming contradiction, a national policy focus on “evidence based teaching” and building the capacity within schools to engage in and with educational research
“Robust evidence needs to inform policy and practice in order to deliver effective education and children’s services…. in order for the evidence base to be of real practical use to teachers, they themselves must play an….important part in building a … base that can be tested and challenged”.
DfE Research Priorities and Questions - Teachers and Teaching June 2013
BERA / RSA Inquiry 2014 Research and the Teaching Profession: Building the capacity for a self-improving education system
“.. teachers and school and college leaders are familiar with a range of research methods, with the latest research findings and with the implications of this research for their day-to-day practice, and for education policy and practice more broadly” App 2
Research and the Teaching Profession Building the capacity for a self-improving education systemBERA / RSA Inquiry 2014
“…to be research literate is to ‘get’
research – to understand why it is important and what
might be learnt from it, and to maintain a sense
of critical appreciation and healthy scepticism
throughout” App 2
Context – the value to the professionEvidence based teaching as a professional learning processNot something abstract and “done unto”May lead teachers towards more active engagement in undertaking enquiry themselves
Research can :
focus teachers’ thinking beyond the accountability culture of a performative system, towards a more sophisticated working understanding of an ecology of learning.
support the development of cultures which permit risk-taking which accompanies the eschewing of the normal routines.
enable teachers to be more accepting of challenge and difficulty, allowing them to step out of their comfort zone.
Leat et al (2014) Teachers’ Views: Perspectives on Research Engagement
Category Session Name Leader Date
GP Developing Cultural Literacy L Grant 11 Sept 14
POE Progress and Learning M Vevers 18 Sept 14
LD Priority management J Peet 25 sept 14
B4 Feedback and Marking for Literacy S Bradley 2 Oct 14
GP Prioritising Pupil Premium J Peet 9 Oct 14
POE What is learning/teaching? M Stewart 16 Oct 14
LD Data – what’s available and what does it tell you? D Woolley 23 Oct 14
B4 Getting them hooked – engagement M Stewart 6 Nov 14
GP Making feedback work (written and verbal) I Freeman 13 Nov 14
POE The learning process M Stewart/M Vevers 20 Nov 14
LD Using data to inform planning, action and review D Woolley 27 Nov 14
B4 Stretching the most able A Valentine 4 Dec 14
GP Practical ways to develop KASH S Horan 11 Dec 14
B4 Feedback Teacher-student/Student-teacher M Vevers 8 Jan 15
LD Management Vs Leadership J Peet 15 Jan 15
B4 Developing the skills of collaborative learning H Thompson 22 Jan 15
GP Preparation and Practice – getting it right M Stewart 29 Jan 15
POE Direct Instruction v Discovery learning M Stewart/M Vevers 5 Feb 15
LD Having difficult conversations J Peet 12 Feb 15
B4 The role of flow and deliberate practice A Ballard 26 Feb 15
GP Learner agency to promote independence C Wilcock 5 Mar 15
POE Skills v Knowledge M Stewart/M Vevers 12 Mar 15
LD Coaching D Woolley 19 Mar 15
B4 Questioning to create challenge M Vevers 26 Mar 15
GP Moving forward with Mindsets M Stewart 18 Jun 15
POE What is your personal educational philosophy? M Stewart/M Vevers 25 Jun 15
LD Developing teams J Peet 2 Jul 15
B4 Developing student autonomy M Stewart 9 Jul 15
Key
GP General Pedagogy
POE Philosophy of Education
LD Leadership Development
B4 Big 4
2 schools
14 teachers
Including 3 senior leaders
And 6 science
teachers
Unit 1: 3 lecturers
Unit 2: 5 lecturers
Practitioner Inquiry
Current Issues in
Education
Professional Identities in Education
Critical Questions
in Education
Year 1 Year 2
The Programme
MMU Taught Session
Reading Group
MMU Taught Session
Reading Group
MMU Taught Session
Reading Group
MMU Taught Session
Reading Group
MMU Taught Session
MMU Taught Session
Reflection Cycle
MMU Taught Session
Reflection Cycle
MMU Taught Session
Reflection Cycle
MMU Taught Session
Reflection Cycle
MMU Taught Session
Critical Questions in Education Professional Identities in Education
Additionality
Students see teachers as learners too
Development of a community of practice
Developing a critical eye to received information
Raising aspirations of other staff who aren’t involved
‘Making thinking about what you do, what you do’
Timings
Potentially overloading staff
Potentially creating an elite group
From a school perspective
Engaging with wider issues surrounding education
Engaging in educational debate outside of immediate context
Researching beyond the immediate day job
Linking practice with literature
Some overlap in content between unit sessions
Time to do the writing
Scheduling of sessions
Timing of Ofsted(!)
From a participant perspective
What was the impact of the programme
for you?
Bring more critical of ideas I see a wider view
of why colleagues make decisions, I
analyse more
I now think a lot more issues in and around education
and how this effects my practice
My link meetings and considerations
around school policy and
practice are guided by research from
the course
Considering: why I do certain things, why things are as
they are
Considering some of the work we do
from a broader/theoretical
perspectiveConfidence
I am questioning my practice more on a
day to day basis
Awareness of my identity as a
professional and my values
and beliefs as a teacher
Lots of reading of blogs and
educational method - to see the bigger
picture
Wanting to learn and know more
My attitude towards CPD and
professional learning.
Source: Student Evaluations May 2015
Discussion
How can we co-operate for mutual benefit?
A research-rich culture that is connected and collaborative BERA/ RSA Report P23
Research Network schools consultation findings April 15
Preferred school status for research projectsAccreditation for research undertaken in schoolImplementing research / enquiry in schoolDissemination and publications – to act as the communicator and disseminator of current research evidence / digest / signpostingBuilding research capacity in schoolAccess to online Action Research programme and tutor supportKitemark and recognition
“When research is seen as a body of knowledge, teachers may or may not choose to make use of it in their practice. When research becomes a
professional learning process, it can have a deep influence on how they understand research and may lead them directly towards more active engagement in undertaking enquiry themselves.”
Research and the Teaching Profession: Building the capacity for a self-improving education system BERA / RSA Inquiry 2014 P18