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Improving Teaching

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      string(392) "... 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 ..."
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      string(5742) "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(5743) "IntroductionThis article explores the development of school to school support and partnerships in England.  These partnerships have become a defining feature of what the Government calls the ‘self-improving, school-led’ system (DfE, 2010; Sandals and Bryant, 2014).  Most schools engage in partnerships that are informal and emergent, based on shared interests, concerns, or simply personal relationships.  Even partnerships that do have a more formal basis face sometimes fraught political and inter-personal adaptive challenges (Kamp, 2013).  The focus here, however, is on more formal arrangements that are structured through a policy-driven process.  These generally fall into one of the following non-mutually exclusive categories:  structural governance models, such as multi-academy trusts/academy chains and federations; designations based on formal criteria, such as National Leaders of Education (NLEs) and Teaching Schools; role related partnerships, such as where an Executive Head oversees two or more schools (but not in a formal federation).  Key to this development has been the emergence of a cadre of what are called ‘system leaders’, broadly defined as leaders who work beyond their immediate school to support the improvement of the wider system (Fullan, 2005).  The need for such lateral school to school partnerships has become apparent in the face of evidence that neither top-down centrally imposed change, nor pure competition and marketization can achieve sustained improvement across school systems (see the article by Greany and Earley which is also in this issue).  Instead, the aim has been to ask school system leaders to work together in ways which transfer knowledge, expertise and capacity within and between schools, so that all schools improve and all children achieve their potential.  There is emerging evidence that such models can prove effective in addressing underperformance and improving outcomes, in particular in some of the most challenging schools.  However, as this article highlights, England’s ‘self-improving’ system also faces significant challenges, at both conceptual and practical levels.  The role of school partnerships in England’s quasi-market systemStrange bedfellows: autonomy, accountability, competition and collaborationGranting schools autonomy to determine how they secure improvement whilst holding them accountable for their performance has become an increasingly central tenet of international thinking and policy on school system reform (OECD, 2015).  Such approaches are frequently associated with wider quasi-market reforms, such as giving parents the right to choose which school they prefer for their child, backed by funding models which reward more popular schools.  The argument for granting schools autonomy is that it will free them up from hidebound bureaucracies and make them more responsive to their parent ‘customers’ (Institute for Government, 2012).  Quasi-markets are thus clearly predicated on competition between providers as the primary driver of improvement (Lubienski, 2009).  Of course, in practice, public education systems are not markets in the true sense of the word, since the consumer does not pay and failing providers (i.e. schools) are rarely allowed to close altogether.  England is recognised as a relatively extreme example of high-school-autonomy-high-accountability quasi-market (or neo-liberal) reform by international standards.  By the time of PISA 2009, schools in the UK were judged to be among the most autonomous in the world1 (OECD, 2011) and few would argue that they are also among the most accountable (for example as a result of high stakes inspections published by the inspectorate Ofsted).  Given this focus on quasi-markets and competition, it may seem strange that England now sees networking and collaboration as central to the success of its ‘self-improving school system’.  How and why has this happened?   The policy journey travelledOne way to assess this is through an historical lens, mapping the trajectory of policy thinking over the past three decades.  A Conservative government brought forward the Education Reform Act (ERA) in 1988, which introduced the core reforms that have shaped the system in England, such as school autonomy and accountability and funding following the learner.  Whilst subscribing to the broad tenets of the ERA, New Labour’s approach to reform from 1997 was markedly top down.  For example, the National Strategies for Literacy and Numeracy introduced and all but mandated specific pedagogic practices across primary schools, which did lead to initial improvements in pupil outcomes but then stalled in the mid-2000s.  This led to a gradual re-evaluation of the approach and a recognition that lateral networks of schools overseen by system leaders might offer more sustainable and effective ways of addressing under-performance and developing and distributing innovation between schools (Higham et al., 2009).  These ideas were picked up by the centre right Coalition government elected in 2010, which adopted the ‘self-improving system’ label and began a radical and far-reaching programme of reforms.   On the one hand, school autonomy has been radically increased with the extension of academy ‘freedoms’ to all schools.  Academies are funded directly from central government and have a range of decision-making rights that are not available to"
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Executive Leadership

System leadership and collaboration – a new skillset for leaders?

18 Apr 2018

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Head oversees two or more schools (but not in a formal federation).  Key to this development has been the emergence of a cadre of what are called ‘system leaders’, broadly defined as leaders who work beyond their immediate school to support the improvement of the wider system (Fullan, 2005).  The need for such lateral school-to-school partnerships has become apparent in the face of evidence that neither top-down centrally imposed change, nor pure competition and marketization can achieve sustained improvement across school systems (see the article by Greany and Earley which is also in this issue).  Instead, the aim has been to ask school system leaders to work together in ways which transfer knowledge, expertise and capacity within and between schools, so that all schools improve and all children achieve their potential.  There is emerging evidence that such models can prove effective in addressing underperformance and improving outcomes, in particular in some of the most challenging 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Executive Leadership

System leadership and collaboration – a new skillset for leaders?

16 Apr 2018

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      string(311) "Jane Flood explores the wide range of factors which influence teachers’ engagement with research, and the dynamic relationship between knowledge mobilization and impact on pedagogic practice. She concludes by providing a practitioner’s checklist to help make research engagement a reality."
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      string(5831) "of the perspectives of a school federation, International Journal of Education Research, 82, pp. 28-39. ■ Brown,C and Flood, J (2017) Lost in translation? Can the use of theories of action be effective in helping teachers develop and scale up research-informed practices? Teaching and Teacher Education 72 (2018) pp.144-154. ■ Brown, C and  Poortman, C.L  (Ed) (2018) Networks for Learning; Effective Collaboration for teacher, school and system improvement London: Routeledge. ■ Brown,C and Rogers S (2015) Knowledge creation as an approach to delivering evidence informed practice amongst early years practitioners in Camden (London)  In C.Brown (Ed), Leading the use of Research and Evidence in Schools . London: IOE Press. ■ Brown ,C. Schildkamp, K. and Hubers, M. (2017) Combining the best of two worlds; a conceptual proposal for evidence informed school improvement . Educational Research 59,2, pp. 154-172. ■ Cain, T. (2015) Teachers’ engagement with research texts: beyond instrumental, conceptual or strategic use, Journal of Education for Teaching 41, 5, pp. 478-492. ■ Campbell, C and Levin, B (2012) Developing Knowledge Mobilisation to Challenge Educational Disadvantage and inform Effective Practices in England (Discussion Paper). ■ Coldwell, M., Greany, T., Higgins, S., Brown, C., Maxwell, B., Stiell, B., Stoll, L, Willis, B. and Burns, H. (2017) Evidence-informed teaching: an evaluation of progress in England. London: Department for Education. ■ Cooper, A., and Levin, B. (2010) Some Canadian contributions to understanding knowledge mobilization, Evidence and Policy: A Journal of Research, Debate and Practice, 6, 3, pp. 351-369. ■ Cordingley, P. (2008) Research and evidence‐informed practice: focusing on practice and practitioners, Cambridge Journal of Education, 38, 1, pp. 37-52. ■ Godfrey, D. (2016) Leadership of schools as research-led organisations in the English educational environment: Cultivating a research-engaged school culture, Educational Management Administration & Leadership, 44, 2, pp. 301-321. ■ Goldacre, B. (2013) Building evidence into education, available at: https://www.gov.uk/government/news/building-evidence-into-education ■ Greany, T. (2015) How can evidence inform teaching and decision making across 21,000 autonomous schools? Learning from the journey in England. In C.Brown (Ed), Leading the use of Research and Evidence in Schools .London: IOE Press. ■ 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. ■ Hargreaves, A and O’Connor, M (2018) Collaborative Professionalism; When teaching together means learning for all .California:Corwin. ■ Harris,A, Chapman,C, Mujis,D, Reynolds,D, Campbell,C, Creemers B (2013) Supporting teachers as a profession of knowledge developers and mobilisers. School Leadership and Management, 33, 1, pp.3-19, DOI: 10.1080/13632434.2012.723622 ■ Hubers, M. D. (2016) Capacity building by data team members to sustain schools’ data use (Enschede, NL, Gildeprint). ■ Hubers, M.D and Poortman, C.L (2018) Establishing sustainable school improvement through Professional Learning Networks in C.Brown and C.L.Poortman (Ed) Networks for Learning; Effective Collaboration for teacher, school and system improvement London: Routeledge. ■ Levin, B, (2012) Research and Practice; Using what we know. Phi Delta Kappan, 93,6 ,pp.72-74. ■ Levin, B (2013) To Know is not enough; research knowledge and its use Review of Education, 1, 1, pp 2-31. ■ Mills, G and Saunders, L  (2019, in press) Teachers’ professional bodies and the role of research, in Godfrey, D and Brown C (Ed) An Eco system for Research Engaged Schools. London: Routledge. ■ Morton, S. (2015) Creating research impact: the roles of research users in interactive research mobilisation Evidence & Policy ,11, 1,pp.35-55 . ■ Moss, G. (2013) Research, policy and knowledge flows in education: what counts in knowledge mobilisation, Contemporary Social Science: Journal of the Academy of Social Sciences, 8,3, pp237-248 . ■ Mujis, D (2018, April) Making evidence count for the busy teacher. Paper presented at ResearchED, Durrington April 28th 2018 https://durrington.researchschool.org.uk/wpcontent/uploads/sites/7/2018/04/Muijs-D.pdf ■ Nutley, S.M., Walter, I. and Davies, H.T.O. (2007) Using evidence: How research can inform public services. Bristol:The Policy Press. ■ Penuel, W ,Briggs, D, Herlihy, C, Sherer, D, Hill, H, Farrell ,C Allen, A  (2017) How School and District Leaders Access, Perceive and Use Research AERA Open,3;2, pp1-17. ■ Rose, J., Thomas, S., Zhang, L., Edwards, A., Augero, A., Roney, P. (2017). Research Learning Communities Evaluation. Education Endowment Foundation. ■ Saunders, L (2015) ‘Evidence’ and teaching; A question of trust.  In C.Brown (Ed), Leading the use of Research and Evidence in Schools .London: IOE Press. ■ Stoll, L (2015) Three greats for a self -improving school system – pedagogy, professional development and leadership. National College for Teaching and School Leadership: DfE. ■ Suppovitz, J.(2015) Teacher data use for improving teaching and learning. In C.Brown (Ed), Leading the use of Research and Evidence in Schools. 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Leading Professional Development

Making teacher engagement with research a reality

19 Nov 2018