Cycles of enquiry are often used as part of school improvement processes. They can have a number of stages but usually begin with participants establishing a vision for what they would like to achieve. Participants then set out their baseline – the here and now picture. Following the establishment of vision and baseline, participants then seek to establish a plan for how they can close the gap between the here and now and where they would like to be. In the case of RLCs this plan is informed by research evidence. The plan is then implemented and its impact monitored, with refinements helping to ensure the plan stays on track to meet participants’ goals.
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