How to … grow leadership capacity for research engagement

Lindsay Palmer and Nicky Theobald explore how the attitudes, understanding and skills of leaders can be transformed to enrich enquiry-led professional development

Specialist Leaders of Education (SLE) as Research Mentors

Our teaching school alliance was involved in the Teaching Schools National Themes Research programme, Theme 2 ‘What makes great professional development leading to consistently great pedagogy?’ This has enabled us to scope and refine strategies for SLE leadership of school-based research and enquiry. Early on, we recognised the need to identify research advocates and to grow leadership capacity to facilitate and quality assure research hub activity. This presented quite a challenge and required a review of role specifications to make explicit the responsibilities of SLEs in relation to research and enquiry. It further necessitated consideration of the professional learning needs of the SLEs in fulfilling this role, leading to the design of an induction programme and ongoing development seminars for SLEs as research mentors. Importantly, this strand of work has been developed in the context of an overarching research strategy and culture, including research hubs, common research methodologies and ethical guidance, providing structures and an ethos in which SLEs can be successful.

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Professional Development

How to … grow leadership capacity for research engagement

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      string(5879) "practitioners, may address issues defined by the latter as relevant or useful, and will support the application of critical thinking, and the use of evidence in practice1. Perhaps the common element in all the explorations of what a research-engaged school might comprise is agreement around the central tenet that “…research and enquiry is at the heart of the school, its outlook, systems, and activity” (Handscomb and MacBeath, 2003b).  This in turn brings into sharp focus the crucial contribution of leadership to both school-based enquiry and to professional development, and indeed to the relationship between them. The leadership role is seen as pivotal not just in terms of an authoritative “gatekeeping” function, whereby leaders permit, enable and support teachers’ research engagement (Sharp and Handscomb, 2007), but also by the way in which they foster a culture of research engagement through their own outlook, values and behaviour . Stoll (2015) characterises this as senior leaders developing “an enquiry habit of mind” which provides role modelling through, for instance, actively looking for a range of perspectives, consciously seeking relevant information from many diverse sources, and constantly exploring new ways to tackle recurrent problems. Indeed the relationship between leadership and research engagement can be seen to be in a mutually beneficial reciprocal relationship with professional development dividends for leaders themselves: “Research engagement provides an opportunity for school leaders to share leadership and for staff to develop their leadership skills” (Sharp, Eames, Sanders, D. and Tomlinson 2006).  The interplay between these ecosystem elements of enquiry, leadership and professional development is also implicitly bounded within the overall ethos of the school as a learning enterprise. Thus teachers are characterised as leaders of learning and as continually learning themselves through enquiry: “teachers see themselves increasingly as learning from their students, as well as being leaders of learning, of both their students and one other” (Durrant, 2014).Enquiry, self-evaluation and accountabilityFor the second meso-level dimension, the school is a learning organisation in as much as it connects research knowledge, alongside other forms of knowledge, to internal school decision-making and practices. Learning organisations also need to engage in rigorous cycles of self-evaluation.  Knowing thyself has never been so important. In the febrile accountability culture in England, of unannounced inspection, maintaining robust self-evaluation processes has become crucial. So there is much perceived value in being able to harness the enquiry and reflection of its staff to feed in to this. The move from a stark over reliance on external inspection towards an emphasis on schools continuously evaluating themselves is a very welcome development that has taken many decades to gestate in England.  Other schools systems have also engaged in self-evaluation to a greater or lesser degree. However, self-evaluation carries with it the risk of schools establishing their own crude overbearing internal inspection regimes: “With the imperative for self-evaluation there is a danger that managers will scurry to precipitate judgements about their schools without taking … a due regard to the evidence. This requires a set of skills that clearly sit within the realm of enquiry and research” (Handscomb and Ramsey, 2008).  Effective self-evaluation entails taking the opportunity to grow a rich school ethos of enquiry as part of its professional learning culture. Indeed there is clearly a fertile reciprocal correspondence between these two vibrant forces of research engagement and self-evaluation, with increasing evidence that research cultures significantly enhance schools’ capacity for self-evaluation and improving themselves:“Teachers and students thrive in the kind of settings that we describe as research-rich, and research-rich schools and colleges are those that are likely to have the greatest capacity for self-evaluation and self-improvement” (Furlong, 2014). Only connect!Thus, the final dimension looks at ‘connectivity’ to the wider system. Here, we can analyse meso level interactions with levels above and below this level, as well as laterally. ‘Connections’ can be seen as an inclusive term to look at ‘collaborations’ as well as other kinds of interactions, forms of communication, spreading of ideas and knowledge, and so on. Godfrey (2016a) states that in order for teachers to become “research literate, enquiring professionals” they need to be “supported in developing the skills of research through in-house and externally supported expertise.” This raises the significant contribution of collaboration within and beyond the school. The forming of research communities was seen as an integral part of the research-engaged school. It has perhaps gained increased profile with the dawn of new forms of school organisation and the proliferation of alliances, trusts, and other school improvement collaboratives: “In England, increasingly, evidence-based teacher enquiry and joint practice development between schools are perceived by teaching school alliances as impetus for CPD and part of the mainstream school-to-school improvement” (Handscomb, Gu and Varley, 2014). Often school-university partnerships play an important part in effective research and professional learning collaboration."
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Professional Development

Making research engagement part of the life force of the school

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      string(5027) "joinprofessional academic societies and fully express theirviews in academic activities.(Ministry of Education PRC, 1993-94 quoted inWilkins, 2013)cAt the opposite end of the spectrum sits Shanghai,where school staff are organised into teaching andresearch groups; with the role of the latter to carry outand publishing research (publishing research being arequirement to become a Master Teacher: Asia Society,2012). Somewhere in the middle sit Ontario, whosestatement of standards of practice for the teachingprofession included the commitment to “reflect ontheir practice and learn from experience; and draw onand contribute, where appropriate, to various forms ofeducational research” (Ontario College of Teachers,1999).In contrast Sebba (2012) notes that England’s newTeaching Standards (implemented from September2012) do not mention the word research; the closestthese standards come, in fact, is on p.4 in the context ofprofessional development where it is stated that:Appropriate self-evaluation, reflection andprofessional development activity is critical to improvingGrowing your own evidence! ■■■■■28……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………teachers’ practice at all career stages. The standards setout clearly the key areas in which a teacher should be ableto assess his or her own practice, and receive feedbackfrom colleagues (DfE, 2012).Sebba contrasts this to the requirements set outby the England’s medical profession. In particular shehighlights The Royal College of General Practitioners’Curriculum Statement 3.6 on research (RCGP 2006: 5:my emphasis)d, which states that:All GPs will be initiators, collaborators or users of research.In this context, the minimum competence required isthat of a user. The effective user of research will be ableto demonstrate competence in the following areas:Prioritising relevant informationCritical appraisalProblem framingAccessing evidenceImplementing change in clinical practice.The statement then goes on to suggest that:All GPs should be familiar with essential components ofthe research process. They should be able to:Develop a research questionIdentify appropriate methods from a range ofdesignsDraw up a questionnaireDemonstrate basic quantitative and qualitative dataanalysis skillsDraw appropriate conclusionsSummarise results(RCGP 2006)In medicine then, localized evidence production and useis mandated rather than simply encouraged.■■■ And what of Teaching Schools?It is noted by Wilkins (2013) that:The one place in the English system where practitionerresearch is officially encouraged is in Teaching Schools.This appears an act of enlightenment for which credit■■■■■■■■■■■is due, even though there is no correlation between thefactors which enable a school to achieve Teaching Schoolstatus and the factors which make a school a conduciveenvironment for practitioner research.The role of teaching schools is described on the NationalCollege website,e where it is stated that: “collaborationsits at the heart of the teaching school model. TeachingSchools are required to form an alliance with otherschools and key strategic partners such as LAs or HEIsin order to form teaching school alliances (TSAs)”. Thepurpose of an alliance is to build capacity to supportother schools in a wider network, in relation to thefollowing six key tasks:Playing a greater role in recruiting and trainingnew entrants to the profession (Initial TeacherTraining);Leading peer-to-peer professional and leadershipdeve lopment (Cont inu ing Pro f e s s i ona lDevelopment);Identifying and developing leadership potential(succession planning and talent management);Providing support for other schools;Designating and brokering support from SpecialistLeaders of Education; andEngaging in research and development activity. (myemphasis)In relation to the last of these tasks, it is stated on theNational College’s website that the College expectteaching schools involved in research and developmentto:Show evidence of engagement in research anddevelopment which reflects agreed priorities,builds on existing external research/evidence, andcontributes towards the alliance’s overall priorities;Ensure that new initiatives within the alliance arebased on existing evidence and include a rigorousevaluative focus, drawing on external expertise;Demonstrate an ability to work with other teachingschools on research and development activitiesas part of regional or national networks whereappropriate;■■■■■■■■■Policy"
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Professional Development

Growing your own evidence!

1 Aug 2013

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      string(5646) "OECD International Futures Programme (OECD 2016a) unsurprisingly concludes that young peoples’ daily lives as adults will be “radically different” compared to today. The OECD predicts that the world economy, society, governance, technology (OCED 2016), and employment (ESPAS 2016:13) will be subject to “major transitions” in the future. However, the OECD concludes that it is impossible to accurately predict what these ‘transitions’ will be or their impact on the future lives of children and young people.The World Economic Forum concludes that “in many industries and countries, the most in-demand occupations or specialties did not exist 10 or even five years ago, and the pace of change is set to accelerate. By one popular estimate, 65% of children entering primary school today will ultimately end up working in… […] job types that don’t yet exist” (WEF 2016).In his 2006 ‘TED Talk’, Sir Ken Robinson observes that children; “starting school this year will be retiring in 2065. Nobody has a clue […] what the world will look like in five years’ time. And yet we’re meant to be educating them for it. So the unpredictability, I think, is extraordinary.”  (Robinson, 2006).The traditional response of policy makers to emergent challenge tends to be two-fold: (i) structural or systemic change; and/or, (2) short-term policy goals (Ilott et al., 2016 with Norris and Adam, 2017). These responses are understandable in the context of the UK political cycle that “naturally tends towards short-term activity” (Ilott et al., 2016:8) and the reality of education policy makers having a limited number of ‘levers’ to achieve change (Parliament. House of Commons, 2010, p.4).Ilott et al. (2016) and the National College for Teaching & Leadership (undated) remind us that many of the recent structural changes to education in England and Wales (including, but not limited to, the content and delivery of the National Curriculum, and professional standards for teachers) were often short-to-medium term solutions to long-term challenges.If were we to attempt to design an education system that would preempt the challenges of the future, the only resource available to us is our understanding of ‘now’, projected forward. History demonstrates that this resource will always be insufficient for the task: even the best-informed projection will be wrong, to a greater or lesser degree.For example, in 1964, the writer Arthur C. Clarke predicted with alarming accuracy the online world of 2014, and changes to employment.  However, Clark also predicted with equal confidence the universal delegation of manual work to trained chimpanzees (Middleton, 2013).So, what is the alternative to attempting to build a ‘future-proofed’ educational system that will fail to accurately predict real-world change?The best evidence we have suggests that the most effective support that we can give to young people to meet the challenges of tomorrow is to embed pedagogies and practice that could be described as ‘future-aware’.‘Future-aware’ pedagogies support young people to develop the mindset, capacities and characteristics required to meet new challenges as they arise, and on their own terms.In the following section, I suggest effective responses to the challenge of developing ‘future-aware’ pedagogies. Future-AwareA survey of key research literature1 provides a coherent and common ‘spine’ of key future-aware skills and capacities that young people will require in their adult lives:Effective collaborationBeing able to reflect on and extend knowledgeSelf-regulation and self-developmentResearch and problem solving skillsEffective use of technologyCommunicationCreativity and innovationMetacognitionGrit and resilienceThere is a need to build the core strength of every child or young person. Core strength, defined as a ‘future-aware’ concept is “the confidence and ability to learn, develop and participate in society” (Achievement for All 2017). 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Inclusion

Future Proofing Teaching & Learning

17 Apr 2018

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