‘In an effective school it can be hard to know where to go next in order to further improve professional development.’ Sara Bubb, 2009.
How can schools embed consistent good practice? In order to maintain a trajectory of improvement it is common for all schools to establish a regime of lesson observations but often these lead to teachers showcasing lessons rather than nurturing continued improvements in classrooms. In one London school OFSTED noted that ‘Leadership and learning are bound together in the sense that the adults in the college community are regarded as learners’. The Deputy Head responsible for teaching and learning and CPD had a ‘feeling’ that by engaging staff in small scale action research such an ethos could be realized. This HOW TO piece draws on this school’s experience to offer guidance on how to engage teachers in action research to improve practice.
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