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