How to … understand the potential of Research Learning Communities

Chris Brown introduces the concept of Research Learning Communities and the benefits they can bring.

What are Research Learning Communities?

How canschools, their leaders and their teachers engage with and use research evidence effectively to develop new and effective teaching strategies? Research Learning Communities (RLCs), are an award winning approach which has been developed to do just this. They provide a thoroughly tested programme focused on bolstering the capacity of schools and their staff to engage with and use research to bring about improved practice.

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      string(356) "... performance of your school more generally, what are the top three areas that could benefit from the development of evidence-informed approaches to teaching and learning through the use of Research Learning Communities?Next steps in the RLC journeyIn the other ‘HOW TO’ guides that follow, four key aspects of ..."
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      string(2314) "  2     3     4     5Repeat the exercise using the second grid below, which looks at your school as a whole. What does this reveal about what your school’s learning culture is like? What about your school’s research use culture? Again what room is there for development?  My school1) Staff share a common core of values about pupils’ learning1     2     3     4     52) Staff are encouraged to take risks (failure viewed as learning opportunity)1     2     3     4     53) Staff take collective responsibility for teaching and learning1     2     3     4     54) Reflection on practice is encouraged1     2     3     4     55) Staff talk about research1     2     3     4     56) Collaborative professional learning is common in this school1     2     3     4     57) High levels of trust and mutual respect exist in the school1     2     3     4     58) Research influences practice in this school1     2     3     4     5Finally thinking about areas for improvement in your teaching and learning practice, the practices of your team and in terms of the performance of your school more generally, what are the top three areas that could benefit from the development of evidence-informed approaches to teaching and learning through the use of Research Learning Communities?Next steps in the RLC journeyIn the other ‘HOW TO’ guides that follow, four key aspects of the RLC process are explored: how to select the right participants to engage in RLCs; how to engage with research; how to develop, trial and roll out your evidence-informed intervention; and how to the assess impact of evidence-informed approaches. Although these guides do not cover each and every aspect of the workshop activities mentioned above, they will enable to you to see what is required to make RLCs part of the professional development ‘way of life in your school’."
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How to … understand the potential of Research Learning Communities

20 May 2019

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      string(4588) "to:63……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………ResearchTable 2: Responses to the ‘ladder of research use’ scaleDid the RLC approach helps participants developexpertise in the use and application of evidence-informed practices?The EURIS scale was originally developed by Brownand Rogers (2015) in order to examine the effectivenessof a knowledge creation approach to professionaldevelopment (which included Lesson Study) amongst34 early years practitioners in Camden, London. In thisEarly Years study the responses provided by participantsafter some four months of activity suggested that themajority (insert number and %?) had made attemptsto use at least some of the research informed strategiesthey had developed as part of their day to day practice.Following this, however, there followed a steadydecline in the percentage of respondents ‘agreeing’or ‘strongly agreeing’ with the statements regardingthe use of evidence-informed strategies. This declineculminated with only 35% ‘agreeing’ (no-one ‘stronglyagreed’) with the statement relating to full expertise.As might be expected, a similar tapering occurs inthe responses provided by the RLC participants. Forinstance, as can be seen in Table 3, all 13 participantsindicated that they had made positive attempts to usethe evidence-informed strategies they had developed(represented by the ‘disagree’ and ‘strongly disagree’responses to the descriptor for non-use); all participantshad also considered the most effective ways to do this(as indicated by the ‘agree’ and ‘strongly agree’ responsesto the descriptor for orientation).It can also be seen that participants’ levels ofexpertise begin to diminish as we reach the descriptorsthat specifically examine the use of evidence-informedstrategies. The EURIS data illustrate, for instance, thatafter eight months of project activity, some participantswere able to engage in the regular use of their evidence-informed strategies more quickly than others. As thedata for the preparation descriptor shows, nearly allparticipants (12) had made concrete plans to startusing their strategies; however, as the findings for thenovice descriptor indicate, only 10 had actually doneso. Nonetheless, assuming that the use of strategies byparticipants will eventually increase across the piece, theultimate result should be that all practitioners gain anunderstanding of how to use their Evidence informedPractice approaches optimally. In other words, throughthe regular deployment of their strategies, participantsshould begin to understand when to deploy suchstrategies in order to maximize their effectiveness(Flyvbjerg, 2001).This is illustrated by the move from competence toproficient and then as participants move to proficient+.The result of these shifts sees participants agreeingthat their behavior has changed significantly: they nolonger simply employ their strategies, but tailor themto improve their effectiveness and/or to maximize thenumber of situations in which they might be effective.Similarly, the move to expert sees participants agreeingthat they deploy strategies and interventions in a fullyoptimal way: i.e. tacitly (‘automatically’) rather than aftermuch deliberation and thought (Nonaka and Takeuchi,StronglyagreeAgree Neitheragree ordisagreeDisagree StronglydisagreeTotalReception 5 (38%) 8 (62%) – – – 13 (100%)Cognition 1 (8%) 11 (84%) 1 (8%) – – 13 (100%)Discussion 4 (31%) 9 (69%) – – – 13 (100%)Reference 3 (23%) 10 (77%) – – – 13 (100%)Effort 4 (31%) 8 (62%) 1 (8%) – – 13 (100%)Influence 2 (15%) 10 (77%) 1 (8%) – – 13 (100%)64Changing practice – the power of Research Learning Communities ■■■■■……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………1995). Thus the EURIS data for the RLC projectsupport the argument that continual encouragement ofparticipants to keep"
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Professional Development

Changing practice - the power of Research Learning Communities

12 Sep 2016

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      string(5799) "findings of the latest review of international research by Cordingley et al., in 2015.  A failure to apply these principles to the design of professional learning means many  learning opportunities offered to teachers still consist of traditional designs such as a conference or a short course: ‘Broadly speaking, the activities most commonly reported in England are also those most commonly reported elsewhere: (i) courses and workshops’ (OECD, 2014:81). The international comparison within the OECD TALIS (2014:Table 4.18) showed low rates of between 21 per cent and 39 per cent of teachers in over 30 participating countries undertaking CPD that aligned with the research literature on high quality CPD. The EPPI Centre reviews (e.g. Cordingley et al., 2007) and Earley and Porritt (2009) argue that individual design principles are more likely to be effective when they are linked in combination, and rooted in the teacher’s classroom practice.  Both Hargreaves (2011) and Sebba (2012) make the case that the dominant approaches to CPD, characterised as professionals passively receiving information or knowledge from a perceived expert, rarely result in lasting improvements either in teacher practice or pupil learning. Hargreaves (2011:10) argues that professional development needs to focus on ‘improving what teachers do, not merely what they know’.The first imperative is therefore, for leaders and teachers to draw on research and engage in professional learning that has the potential to improve practice. We have collated the approaches for high quality professional learning and development as suggested by four studies in Box 1. They offer a source for educational leaders looking to maximise the impact of professional development.  Does the professional learning offered in your school start from, and always include, these factors? Box 1: Design principles for effective professional learning and developmentHawley & Valli (1999) (adapted) Professional development should: 1.  Focus on what students are to learn and the different problems students may have in learning the material 2.  Be based on analyses of the differences between actual student performance and standards for student learning 3.  Involve teachers in identifying what they need to learn and the development of the learning experiences in which they will be involved 4.  Be primarily school-based and built into the day-to-day work of teaching.  5.   Be organised around collaborative problem-solving 6.  Be continuous and ongoing, involving follow-up and support for further learning, including support from sources external to the school 7.  Incorporate evaluation of multiple sources of information on learning outcomes for students and other processes involved in implementing lessons learned through professional development 8.  Provide opportunities to gain an understanding of the theory underlying the knowledge and skills being learned 9.  Be connected to a comprehensive change process focused on improving student learning. Stoll, Harris and Handscomb (2012) Effective professional development: 1.  Starts with the end in mind 2.  Challenges thinking as part of changing practice 3.  Is based on the assessment of individual and school needs 4. Involves connecting work-based learning and external expertise 5. Learning opportunities are varied, rich and sustainable. 6.  Uses action research and enquiry as key tools 7.  Is strongly enhanced through collaborative learning and joint practice development 8. Is enhanced by creating professional learning communities within and between schools 9. Requires leadership to create the necessary conditions.   Earley and Porritt (2009 and 2013) – Participants’ ownership of Professional Development activity – Engagement with a variety of PD opportunities – Time for reflection and feedback – Collaborative approaches to PD – Establishing clarity of purpose at the outset in PD activity – Include a focus on pupil outcomes in PD activity – Specify a focus and goal for PD activity aligned to clear timescales – Understand how to evaluate the impact of PD– Develop strategic leadership of PD. Cordingley et al., (2015)– The duration and rhythm of effective support – The consideration of participants’ needs – Alignment of professional development processes, content and activities – The content of effective professional development – Activities associated with effective professional development – The role of external providers and specialists – Collaboration and peer learning – Leadership around professional development. Effective approaches to professional learning and developmentJoint Practice DevelopmentThe studies cited suggest schools need to design PLD which shifts from a model based on knowledge transmission to a model where knowledge gained is applied and tested in classrooms and consequent new knowledge leads to improved practice which is embedded over time. This notion of joint practice development (JPD), is defined by Fielding et al., as ‘…learning new ways of working through mutual engagement that opens up and shares practices with others’ (2005:1). It encompasses a range of collaborative, mutually beneficial, school based forms of professional development such as peer-to-peer observation and coaching; within school and cross-school professional learning communities; research-informed approaches such as collaborative enquiry and lesson study. In England,"
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'How to do it' Guides

How to ensure professional learning and development make a difference

18 Apr 2018

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      string(5003) "38……………………………………………………………………………………………………………Summer 2005Developing teachers – CPD online: The Open University/BBCW’sTeachandLearn.net ■■■■■Freda Wolfenden providesinformation about a new on-lineCPD resource for primary andsecondary schoolsDeveloping teachers –CPD online: The Open University/BBCW’s TeachandLearn.net.➜■■■ IntroductionG overnment thinking now placescontinuing professional development forschool professionals at the heart ofschool improvement, intimately linking it toperformance management and career progression.Indeed, school-based CPD is currently receiving muchattention through initiatives such as the GCTELearning Academy and the Chartered Teacher schemein Scotland. Schools have been supported with a wealthof guidance on the coordination and management ofeffective CPD, most recently ‘Leading andcoordinating CPD in secondary schools’ (DfES, 2005).These all advocate the use of internal and externalexpertise, the latter from peer schools and otherpartners such as HEIs and their LEA, as schools furtherdevelop as ‘professional learning communities’.Accompanying these is a significant change in fundingdistribution; schools now have greater flexibility andautonomy over how they spend money in this area.However, translating this vision into reality raisesseveral key issues: the challenge of timetabling,limited opportunities in any one locality, and soon. Within this environment, many schools areexploring ‘online’ CPD, as subscribers toTeachandLearn.net, as one strategy for increasingaccess to professional development.■■■ So what exactly have they signed up to?TeachandLearn.net is a partnership between theOpen University and BBCW. It is an innovativeonline interactive forum and learning environment39……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………ReferenceSummer 2005to support school-based CPD for staff within theprimary and secondary sectors. The programmebuilds on the extensive expertise of e-learningenvironments developed within the Faculty ofEducation and Language Studies at the OpenUniversity through its flexible PGCE (which has asignificant web-based component and electronicconferencing) and earlier work on the LearningSchools Programme. The potential for offeringinteractive web environments in the specific fieldof teachers’ CPD is now well recognised throughsuch projects as teacher.net, the National Collegefor School Leadership’s Learning Gateway, andlatterly the arrival of Teachers’ Television, whilegovernment initiatives around teachers’ CPD makereference to the role of on-line support.■■■ How is it organised?The TeachandLearn.net programme is designed tomeet individual, team and whole-school needs withmaterial organised into Early Years, Primary andSecondary Subjects areas, together with school-wideissues. At the heart of each area lie the courses,comprising complementary units now numberingover 200. Alongside units on pedagogy, there areunits on subject knowledge, that long neglected areaof teacher expertise and development. So, forexample: MFL teachers can access a unit, written bya leading academic, on ’Flaubert’; the geographyteacher, a unit on sustainable development; theprimary teacher, a unit on World Music, and so on.Whole-school courses cover topical issues such asBehaviour Management, Citizenship, ThinkingSkills, Transition and Fieldwork. Throughout theprogramme, units cover relevant topics of concern,including the latest research, while themes such asthe use of new technologies are threaded through aconsiderable number of units.The unit design aims to maximise, as all face-to-face to CPD sessions do, teacher participation andinteractivity. Each resource-rich unit is driven by aguided sequence of activities, which can be carriedout collaboratively with one or two colleagues, witha whole department or team or individually. Theseask the learner to reflect upon and ask questions oftheir current practice, in much the same way as aseminar or workshop would draw on this experience.The units focus on the principles of differentpedagogic approaches and teaching and learningtechniques, encouraging teachers to try these out intheir classroom. Evaluation of these experiences followsin order to enable teachers to understand better theprocesses which make pupil learning more effective.The activities go beyond the sometimes prescriptiveapproach of many recent Inset packages, strengtheningteachers’ professionalism to develop the curriculumin their own classrooms. The"
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Professional Development

Developing teachers

1 Jan 2005

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