How to … integrate practitioner enquiry into professional learning and performance management

How can practitioner enquiry make a real difference in your schools? Lindsay Palmer and Nicky Theobald provide guidance drawn from their practice.

Research engagement and practitioner enquiry has become an integral part of our approach to continuous professional learning and to the performance management process. It is part of a culture of research based, joint practice development aiming to embed ‘best’ practice and cultivate ‘next’ practice across our school. There has been a significant journey in mindsets and attitudes, from a limited understanding of the role of research in professional development, to a firm belief that research engagement is an entitlement which has a considerable impact on the practice of individuals and of the collective.

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      string(359) "learning.References:BERA, (2014) Research and the Teaching Professional. Building the capacity for a self-improving education system. Final report of the BERA-RSA inquiry into the role of research in teacher education, BERA, London ■ Carr, W. (1998) For Education. Towards Critical Educational Inquiry,Buckingham, OUP ■ Cordingley, P ..."
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      string(2475) "learning.References:BERA, (2014) Research and the Teaching Professional. Building the capacity for a self-improving education system. Final report of the BERA-RSA inquiry into the role of research in teacher education, BERA, London ■ Carr, W. (1998) For Education. Towards Critical Educational Inquiry,Buckingham, OUP ■ Cordingley, P., Bell, M., Isham, C., Evans, D., and Firth, A. (2007) What do specialists do in CPD programmes for whichthere is evidence of positive outcomes for pupils and teachers?, Research Evidence in Education Library, London, EPPI Centre, IOE ■ Day, C(1999) Developing Teachers. The challenge of Lifelong Learning, London, Routledge ■ Department for Education (2011) Teachers’ StandardsGuidance for school leaders, school staff and governing bodies July 2011(introduction updated June 2013), Crown Copyright ■ Handscomb,G (2013), Empowering Teachers!… through Practitioner research, Education Today. Vol. 63, Number 3, Autumn, 2013 The College of Teachers■ Hargreaves, D (2012) A self-improving school system: towards maturity, NCTL, Nottingham ■ Ofsted (2006) The Logical Chain: continuingprofessional development in effective schools, HMI, Ofsted London ■ Palmer, L (2004) Evaluating a new model of in service education andtraining (Masters dissertation) ■ Stoll, L., Harris, A., and Handscomb, G (2012), Great Professional Development which leads to great pedagogy:nine claims from research, NCTL, NottinghamThese bright, cheerful and humorousphotocopiable activities have been designedin particular for children who havedifficulty in word and number recognition.All of the games can be adapted to meetthe specific needs of children of varyinglevels of ability, and although there can bea winner each time the objective of all ofthe games is to make learning fun.ISBN: 1-898149-25-9Price: £17.99Designed as a natural progressionfrom Early Learning Games, this packis intended for children from Year 2to Year7, depending on their level ofability and their sophistication.ISBN: 1-898149-26-7Price: £17.99EARLY LEARNING GAMESHelen Edge and Chris WraggEARLY LEARNING GAMESLEARNING GAMES 2 LEARNING GAMES 2Educational Games Resource PacksEducational Games Resource PacksOrder Hotline: 0212 224 7599 Fax: 0121 224 7598www.teachingtimesbookshop.co.uk/product-category/early-years/For postage and packing add: £4.00 UK – £10.00 overseas"
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Professional Development

How to … integrate practitioner enquiry into professional learning and performance management

12 Sep 2016

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      string(5886) "learning communities” (participating teacher).   “It is hoped that further developments will occur between schools so that this professional learning through enquiry is extended within the consortium” (participating headteacher). The Local Authority has worked actively with the consortium to facilitate opportunities to disseminate outcomes within the authority and through national conferences and networks.(Adapted from Handscomb and Macbeth, 2008)Box 3: Case Study 2: Research engaged professional learning geared to improving student learning and support:  Secondary school in Home Counties:This secondary school demonstrated a deep and lasting commitment to research-informed professional practice, and to developing a robust and sustainable learning community.  The school has a considerable history of encouraging staff to engage in and with research, As a result it now has a compelling and well-articulated vision for ensuring that research is both a core value and a visible characteristic of the professional practice of teaching; there is a strong collective commitment to nurturing a sustainable learning community involving staff and students across the whole school. There is abundant evidence of a culture where research is valued and perceived to be ‘part of what good teachers do’. The school’s rationale for engaging in research is to address more thoroughly and expertly the learning needs of the students. Significant time and resources have been allocated to establishing two cross-departmental teams whose work is research-led, supports professional learning and growth, and informs the school’s strategic pedagogical and pastoral development. Membership of these teams is, and is seen as, a significant career and professional development stage for staff. Over four years, a number of action research projects have become embedded into the school’s systems, processes and practice. The mutuality and interaction of teams’ work – alongside the better use of performance data and the critical use of relevant external research – is a key feature of the school’s commitment to a self-evaluative stance.The leadership for research at senior level is highly effective. Explicit support for school-wide and partnership research activity is provided by the Headteacher. Two Assistant Headteacher posts on the senior management team include roles and responsibilities for research strategy, and both post-holders are energetic leaders of data interpretation and use on the one hand, and research-engagement for professional learning and school improvement on the other.Teachers are expected to be continually questioning and reflecting on their practice. The different possible starting points for research investigations are recognised and valued, from individual teachers’ long-standing interests or intuitive hunches to ‘commissioned’ evaluations of pedagogic interventions; systematic planning and scheduling are then built in to the way the research is conducted.There is a commitment to disseminating and sharing the outcomes of action research through a variety of means, including:during INSET days;through the Cloud-based virtual learning environment;in detailed written report;in formal presentations to colleagues on progress as well as outcomes;in professional learning / performance management dialogues and through informal conversations. Some staff are participating actively in the wider research community through, for example, ResearchEd. Since the school became an accredited Teaching School, teachers in training are supported in undertaking well-designed research projects which have a link to the school’s ongoing research effort. Student engagement in research is a strong feature of the school and there have been a number of investigations which have recruited students as researchers.Drawing on the depth, breadth and quality of its own research engagement the school shares its knowledge and expertise with other schools, and is strongly committed to creating partnerships and networks widely. Such partnerships revolve around research-based and evaluated interventions and the school provides research training to other partner schools.  Research engagement is demonstrably being used as a powerful vehicle for professional development which in turn is having direct impact on classroom practice and students’ learning. The school’s rationale for engaging in research is to address more thoroughly and expertly the learning needs of the students. Commitment to improvement of students’ learning experiences and outcomes is shown by its investment in major research projects as well as in smaller-scale investigations into how the needs of specific groups of students can be more effectively met.(Adapted from Saunders, 2015)Note: This article is developed from the following forthcoming publication: Handscomb, G. (2019, in press) Professional Learning and Research in Godfrey, D and Brown C (Ed) An Eco system for Research Engaged Schools. London: Routledge. ReferencesBaumfield, V. M. & McGrane, J. (2001) Teachers using evidence and engaging in and with research: one school’s story. British Education Research Association Conference, Leeds. ■ Bell, M. Cordingley, P., Isham., C. & Davis., R. (2010) Report of Professional Practitioner Use of Research Review. CUREE, GTC, and LSIS. ■ Bryk, A. B.; Gomez, L. M. and Grunow, A (2011) Getting Ideas into Action: Building Networked Improvement Communities in Hallinan, M (ed.) Frontiers in Sociology of Education."
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Professional Development

Professional Learning Through Enquiry!

13 Feb 2019

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      string(1872) "Gallannaugh, F., Howes, A. and Smith, R. (2006) ImprovingSchools: Developing Inclusion in Practice. London: RoutledgeClarke, P (2009) Sustainability and Improvement: a problemof and for education. Improving Schools. Vol 12 no 1, 11-17Durrant, J. (2005) Teachers Leading Change: frameworksand key ingredients for school improvement inLeading and Managing Vol 10 (2) pp10-29Durrant, J. and Holden, G (2006) Teachers LeadingChange: Doing Research for School Improvement.London: Paul Chapman PublishingDurrant, J. (2007) Improvement matters: anintegrated approach to the question of impact,Professional Development Today (10:2) pp.6-12Frost, D (2007) Practitioner Research and Leadership:the Key to School Improvement, in Coleman, M. AndBriggs, A. (Eds) Research Methods in EducationalLeadership. London: Paul Chapman.Frost, D. and Durrant, J. (2002) Teachers as Leaders:exploring the impact of teacher-led development work,School Leadership and Management, 22 (2) pp143-161Frost, D. and Durrant, J. (2003) Teacher Led DevelopmentWork: guidance and support, London: David FultonHandscomb, G., & MacBeath, J. (2003). The researchengaged school. Chelmsford, UK: Essex CountyCouncil Forum for Learning and Research Enquiry.Hargreaves, A. (2003) ‘Professional learning communitiesand performance training sects: the emerging apartheidof school improvement’, in Harris, A., Day, C., Hopkins,D., Hadfield, M., Hargreaves, A. and Chapman, C.,(eds). Effective Leadership For School Improvement.London: RoutledgeFalmer. Ch.10, pp.180-195.Hargreaves, D (1999) ‘The Knowledge Creating School’,British Journal of Educational Studies, 47 (2), pp.122-44Mitchell, C. And Sackney, L., (2009) SustainableImprovement: Building Learning Communities thatEndure. Rotterdam, Netherlands: Sense Publishers."
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Leadership

School improvement is everybody's business

23 Dec 2011

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      string(456) "... is flexible and allows individuals in the same school to pursuethe same, or different, enquiry projects, as relevant to their individual needs. Theframework emphasises collaborative learning and therefore encourages practitioner-to-practitioner and school-to-school connection and collaboration.50Vol 4.2School Leadership Todaywww.teachingtimes.comLeadingLearningCPD Evaluating the Professional Learning ..."
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      string(5907) "following steps provide practical guidance for CPD Co-ordinators when puttingtogether a Professional Learning Framework:Assess the training and development needs of individuals through interviews andquestionnaires.Encourage staff to create professional development portfolios/plans to show whatthey have done and achieved and to plan what they would like to achieve andwhere they would like to go.Establish a coaching culture to help individuals develop their professional dialogueskills, move forward in their work and identify their professional developmentpriorities.Keep abreast of the CPD opportunities offered by your local HEIs, FE colleges, LAand partner schools and ensure that all staff are made aware of these opportunities.Ensure that Performance Management Reviews are used effectively as forums todiscuss individuals’ professional needs and to identify links between individualneeds and the school’s priorities.Encourage purposeful peer observation where colleagues observe each other’slessons with a clear focus – usually an area they want to develop in their ownpractice.Provide opportunities for staff to share good practice across the school throughworking groups, training days.Implement tools such as evaluation sheets, written reports, performance data,interviews, pupil voice, work scrutiny and lesson observations which can be usedto measure and assess the impact of professional development on staff, pupils’learning and the school as an organisation.The eight aspects of professional learningThere are a number of aspects of effective professional learning that have beenresearched. The diagram below illustrates eight aspects which are explicit in theprofessional learning framework used by the Teaching and Learning Academy (TLA).8 aspects of effective Professional Learning (McGrave and Lofthouse, 2010)■■■■■■■■49Vol 4.2School Leadership Todaywww.teachingtimes.comLeadingLearningCPDThe TLA provides a framework of continuing professional development (CPD) forteachers, support staff and schools, which has been developed from research-basedevidence about effective professional learning. The framework provides a range ofsteps from undergraduate to postgraduate study. It offers schools an approach toprofessional development that is easy to understand, accessible and firmly based inclassroom practice.There are two distinct stages to the TLA Framework: Recognition and Accreditation.The former enables participants to build their confidence in practice-based researchby providing them with structured writing frames and guidance by trained TLA SchoolCoaches. While the latter, enables participants to accumulate credits which lead tocertificates and which could also be transferred and used towards further study at alater stage.For those participants wanting to build up credits, the TLA Framework offers 2 x30 credit modules at Levels 4-7 (Foundation degree level – Master’s level). The firstmodule requires the practitioner to reflect on their professional experiences whilst thesecond involves the practitioner planning, carrying out and writing up a practice-basedenquiry.The framework is flexible and allows individuals in the same school to pursuethe same, or different, enquiry projects, as relevant to their individual needs. Theframework emphasises collaborative learning and therefore encourages practitioner-to-practitioner and school-to-school connection and collaboration.50Vol 4.2School Leadership Todaywww.teachingtimes.comLeadingLearningCPD Evaluating the Professional Learning FrameworkThere have been a number of studies that have evaluated the use of ProfessionalLearning Frameworks, for example, the independent impact evaluation studyproduced by the National Foundation for Educational Research (NfER) in 2009, whichfound the following impacts as a direct result of use of the TLA framework in schools:Teachers Improvements in/changes to practiceEnhanced capacity to reflect on practiceActual professional or career development■■■Pupils Improved progress and achievementEnhanced knowledge and understandingEnhanced enjoyment, motivation and engagement in learning■■■Colleagues Improvements in/changes to practiceNew knowledge and understandingImproved access to/availability of resources■■■Schools New approaches or structures for CPDSchool development/improvementHeightened school status■■■How two schools have used Professional Learning Frameworks offered by the TLAto support whole school improvement:Case Study – Ossett Academy, WakefieldOssett Academy in Wakefield has been involved with the TLA since its very beginning and has used the TLA’sframework as a tool to support professional learning. As former Assistant Head and TLA Leader, Martin Beedleexplains:“At Ossett, staff are encouraged and supported to take advantage of the varied opportunities availableto share good practice and their professional learning and development to promote high quality learningexperiences for their students. These include whole staff training and staff meetings; curriculum and communityteam meetings; professional learning workshops; focus groups; pilot initiatives; mentoring and coaching; and alsothrough involvement in local, regional and national initiatives and networks. Colleagues are actively encouragedto lead professional learning sessions and present their developmental work, both within the school and beyond.There is an increasing emphasis on collaboration and personalisation of professional learning activities, withclear links to the performance management process. To"
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Leadership

Following the CPD road map!

30 Oct 2012