Creative Teaching & Learning

Teachers Need Encouragement Too!

Martin Renton describes the kind of support teachers need to risk changing the way they teach.

Create an account to read this article

£5.83+ VAT

One-off purchase

Purchase and Download today

Register for free

No Credit Card required

Register for free
Access to 3 free articles
Free TeachingTimes Report every month

array(8) {
  ["distinct_key"]=>
  string(10) "post#94028"
  ["title"]=>
  string(62) "Words of Encouragement: Reading Resilience During the Pandemic"
  ["categories"]=>
  array(2) {
    [0]=>
    string(10) "Leadership"
    [1]=>
    string(20) "Leadership Briefings"
  }
  ["url"]=>
  string(92) "https://www.teachingtimes.com/words-of-encouragement-reading-resilience-during-the-pandemic/"
  ["post_date_timestamp"]=>
  int(1619527574)
  ["objectID"]=>
  string(12) "post-94028-0"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(205) "This report found that from almost 160,000 students, while reading scores at primary school in England have declined the decrease isn’t large – the equivalent of two months’ learning loss in reading."
      ["matchLevel"]=>
      string(4) "none"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(346) "... many schools are now urgently assessing their students as soon as is practicable to enable them to pinpoint exactly what children have learnt during lockdown, what has failed to stick and what teachers need to do address any gaps in their learningLink: Words of Encouragement: Reading Resilience During the Pandemic"
      ["matchLevel"]=>
      string(4) "full"
    }
  }
  ["_highlightResult"]=>
  array(6) {
    ["title"]=>
    array(4) {
      ["value"]=>
      string(71) "Words of Encouragement: Reading Resilience During the Pandemic"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(1) {
        [0]=>
        string(13) "encouragement"
      }
    }
    ["author"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(12) "Raspal Singh"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
    ["excerpt"]=>
    array(3) {
      ["value"]=>
      string(205) "This report found that from almost 160,000 students, while reading scores at primary school in England have declined the decrease isn’t large – the equivalent of two months’ learning loss in reading."
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(5233) "This report by GL Education provides the findings so far of the impact of the pandemic on students’ reading ability. The report is based on analysis of results from the New Group Reading Test (NGRT) and the Pupil Attitudes to Self and School (PASS) measure, which looks at student attitudes upon their return to school.The report says that fears that children’s reading abilities have declined significantly during lockdown have been overstated. According to the analysis of data from almost 160,000 students, the decrease isn’t large – the equivalent of two months’ learning loss in reading.It was reported that the government was considering emergency action after unpublished figures had found that 200,000 children were leaving primary school without being able to read properly.Researchers, while not disputing those numbers, say they should be put in context. Some children’s reading abilities have declined but overall they have held up remarkably well and it is inaccurate to suggest, as some media headlines did, that ‘200,000 primary school children are illiterate’.The report found that from almost 160,000 students, while reading scores at primary school in England have declined the decrease isn’t large – the equivalent of two months’ learning loss in reading. And the decline of students’ reading abilities at secondary school is much less – falling by less than a month’s learning loss in terms of reading.However, GL Assessment cautions that those relatively stable overall numbers nationally may mask significant variations at the individual school, or individual student level. For instance, while average and above average readers appear to have met or even exceeded their expected scores in reading, children with lower scores often struggled.In ither words, while the numbers of children at transition who struggle with reading haven’t increased significantly, those that do struggle may have more severe problems.But putting in place interventions for weaker readers remained challenging. Schools often found it difficult or impossible to provide the in-person, one-to-one support struggling readers may have needed.On the other hand, above average ability readers appear to have thrived during lockdown.Main Findings:From the data available so far, there are reasons to believe that in international schools the reading ability of students has held up remarkably well – not only in comparison to previous years but also in comparison to schools in the UK.In a typical year, without the impact of Covid-19, we would expect little variation from a mean score of 100 within a population. Any movement greater than 3 SAS points is deemed significant when considering such large datasets. The report found students’ scores in international schools remained stable.Children’s reading ability does not appear to have been significantly affected by the disruption caused by the pandemic, regardless of type of school. Primary school children seem to have been affected a little more than secondary school students, but not significant.In 2018-19, 50% of international schools registered a drop in students’ SAS scores and 50% a rise. Last year during the pandemic the proportion that saw a drop in their overall scores increased slightly to 52.8% while the number who witnessed a rise correspondingly fell to 47.2% – overall, a minor change in students’ reading abilities given the scale of the disruption to their learning.Conclusion:Despite the many disruptions and challenges schools have had to face this past academic year, teachers and students appear to have coped remarkably well, especially when it comes to supporting reading.Preliminary data from NGRT assessments carried out in international and UK schools and first-hand accounts from teachers paint a near universal picture – reading ability overall has not declined significantly. Primary school children have been affected a little more than secondary-age students, but not by much. Most children have made expected progress in reading – or indeed exceeded it, especially those in higher-ability groups.However, this relatively positive overall picture should not lead us to conclude that the pandemic has had no impact on children’s reading. Some students have undoubtedly suffered and their reading ability has been impaired. Nor is it always obvious who has been worst affected or how – if decoding is resilient, is the same true of comprehension, for instance?Teachers have told us that the pandemic and measures taken to alleviate its worst effects have often made it impossible to investigate what specific support individual children need or to put in place the necessary interventions. Where baseline NGRT data is available, benchmarking students’ progress as they return to the classroom is proving helpful. But many schools are now urgently assessing their students as soon as is practicable to enable them to pinpoint exactly what children have learnt during lockdown, what has failed to stick and what teachers need to do address any gaps in their learningLink: Words of Encouragement: Reading Resilience During the Pandemic"
      ["matchLevel"]=>
      string(4) "full"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(3) {
        [0]=>
        string(8) "teachers"
        [1]=>
        string(4) "need"
        [2]=>
        string(13) "encouragement"
      }
    }
    ["categories"]=>
    array(2) {
      [0]=>
      array(3) {
        ["value"]=>
        string(10) "Leadership"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [1]=>
      array(3) {
        ["value"]=>
        string(20) "Leadership Briefings"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
    ["tags"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(15) "reading ability"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Leadership

Words of Encouragement: Reading Resilience During the Pandemic

27 Apr 2021

array(8) {
  ["distinct_key"]=>
  string(10) "post#42176"
  ["title"]=>
  string(68) "Using Pupil Premium monitoring software to close the achievement gap"
  ["categories"]=>
  array(1) {
    [0]=>
    string(16) "Digital Learning"
  }
  ["url"]=>
  string(66) "https://www.teachingtimes.com/elu-50-using-pupil-premium-software/"
  ["post_date_timestamp"]=>
  int(1423578063)
  ["objectID"]=>
  string(12) "post-42176-0"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(327) "Ofsted Inspectors want proof that Pupil Premium spend is having a direct impact on pupil achievement. Teachers need to know who their Pupil Premium children are, what other factors might affect their performance and what interventions are in place for them. Here we look at software designed to monitor if ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(381) "‹‹ PREVIOUS PAGE n  NEXT PAGE ››This month’sfeaturese-learning UPDATE n www.teachingtimes.comUsing Pupil Premiummonitoring software to closethe achievement gapOfsted Inspectors want proof that Pupil Premiumspend is having a direct impact on pupil achievement.Teachers need to know who their Pupil Premiumchildren are, what other factors might affect ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(4) {
    ["title"]=>
    array(3) {
      ["value"]=>
      string(68) "Using Pupil Premium monitoring software to close the achievement gap"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["excerpt"]=>
    array(4) {
      ["value"]=>
      string(409) "Ofsted Inspectors want proof that Pupil Premium spend is having a direct impact on pupil achievement. Teachers need to know who their Pupil Premium children are, what other factors might affect their performance and what interventions are in place for them. Here we look at software designed to monitor if school interventions are making a difference with the extra funding for these pupils."
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(2) {
        [0]=>
        string(8) "teachers"
        [1]=>
        string(4) "need"
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(5634) "‹‹ PREVIOUS PAGE n  NEXT PAGE ››This month’sfeaturese-learning UPDATE n www.teachingtimes.comUsing Pupil Premiummonitoring software to closethe achievement gapOfsted Inspectors want proof that Pupil Premiumspend is having a direct impact on pupil achievement.Teachers need to know who their Pupil Premiumchildren are, what other factors might affect theirperformance and what interventions are in place forthem. Here we look at software designed to monitor ifschool interventions are making a difference with theextra funding for these pupils…http://www.teachingtimes.com‹‹ PREVIOUS PAGE n  NEXT PAGE ››This month’sfeaturese-learning UPDATE n www.teachingtimes.comThe Pupil Premium was introduced in 2011 with the aimof reducing the impact that underlying inequalities haveon children’s educational attainment. It is allocated toschools in addition to standard funding in proportion tothe number of students registered for free school meals.The funding aims to raise the attainment of disadvantaged pupils andclose the gap between them and their peers. For the 2014-15 schoolyear, funding has increased to £1300 per eligible student for primaryschools and £935 for secondaries. In addition, £1900 is availablefor looked-after children.A significant rise in the funding at primary level, together withan increased focus from Ofsted on how schools are using PupilPremium funding, means that schools now more than ever need to beaccountable for how the money is being spent, and the results.Headteachers and school governing bodies are held accountablefor the impact of Pupil Premium funding. Ofsted’s inspectionframework looks at the attainment of pupil groups, and in particularthose who attract this additional funding.Ofsted also use performance tables, which show theperformance of disadvantaged pupils compared with their peers.In addition, schools are required to publish details online of howthey are using the Pupil Premium and the impact it is having on pupilachievement.Senior leadership teams are under increasing pressure to provehow their use of Pupil Premium is being used to close the attainmentgap between those children on free school meals, and those whoaren’t.Closing the attainment gapPupil Premium funding is intended to reduce the gap in attainmentbetween students registered for free school meals and their peers.Therefore, it is used most valuably when allocated to initiatives thatboth improve standards and help schools to efficiently measure thoseimprovements.A crucial resource to help schools allocate funding is the SuttonTrust-EFF Teaching and Learning Toolkit. The Toolkit is an accessiblesummary of educational research which provides guidance forteachers and schools on how to use their resources to improve theattainment of disadvantaged pupils.This is a practical guide to effective deployment of targetedfunding. Based on a large number of academic studies, it providesguidelines on the effectiveness of a range of strategies in improvingstandards for disadvantaged students relative to their peers.http://www.teachingtimes.com‹‹ PREVIOUS PAGE n  NEXT PAGE ››This month’sfeaturese-learning UPDATE n www.teachingtimes.comThe Toolkit recommends introducing immediate and reliablefeedback as one of the most cost-effective measures to tackleinequality. It is relatively inexpensive to introduce and provides thegreatest gains in attainment. Importantly, feedback is effective whendirected both at students and at staff.SoftwareMany schools are using software such as Accelerated Reader toboth gather immediate feedback and inform instruction.  AcceleratedReader helps monitor and manage independent reading practice. Itincludes feedback mechanisms such as instant indication of studentperformance when taking quizzes on the books they have read andreal-time updates on progress towards personalised goals. This alsogives opportunities for praise and encouragement as well as furtherdirection for future progress.Accelerated Reader also provides staff with valuable dataabout student progress which can be used to inform instruction andintervention strategies where required. Groups of students can bemonitored independently of one another – the relative progressof boys and girls, for example, is available to see at a glance. Inthe same way, the attainment of free school meal students can bemonitored and additional steps taken where necessary to ensurethat they are making progress relative to their non-free school mealspeers.As well as monitoring individual progress of each pupil, tools likeSTAR assessments can be used to see how the attainment gapis being closed over time. Typically taken once a term, this type ofcomputer-adaptive assessment makes it very easy to see any gapsbetween those that attract Pupil Premium funding, and those thatdon’t. It is also clear to see if the attainment gap between them isclosing – and the effectiveness of any intervention strategies that maybe in place.http://www.teachingtimes.com‹‹ PREVIOUS PAGE n  NEXT PAGE ››This month’sfeaturese-learning UPDATE n www.teachingtimes.comCase study – how Mountbatten School used Pupil Premium to raise literacy standardsThe Mountbatten School is a large co-educational academy for students aged 11 to 16. The school is situated in the Test Valley inHampshire, close to the New Forest National Park, serving a largely rural catchment area. Accelerated Reader was implemented in 2011as an intervention strategy for students in Year 7 who enter the school with reading ages below their chronological ages.Vanessa Glister, lead"
      ["matchLevel"]=>
      string(4) "full"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(3) {
        [0]=>
        string(8) "teachers"
        [1]=>
        string(4) "need"
        [2]=>
        string(13) "encouragement"
      }
    }
    ["categories"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(16) "Digital Learning"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Digital Learning

Using Pupil Premium monitoring software to close the achievement gap

10 Feb 2015

array(8) {
  ["distinct_key"]=>
  string(10) "post#94847"
  ["title"]=>
  string(62) "Developing An Innovative Approach To Reading Non-Fiction Texts"
  ["categories"]=>
  array(2) {
    [0]=>
    string(32) "Creative Teaching & Learning"
    [1]=>
    string(7) "Reading"
  }
  ["url"]=>
  string(38) "https://www.teachingtimes.com/?p=94847"
  ["post_date_timestamp"]=>
  int(1623975338)
  ["objectID"]=>
  string(12) "post-94847-1"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(248) "Schools underplay the  importance of reading non fiction and put children off by calling  it 'reading for information'. Heather Clements rargues, this is a serious lost opportunity to close the achievement gap and suggests a more rigorous approach."
      ["matchLevel"]=>
      string(4) "none"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(353) "... often faced with learning in contexts of which they have no knowledge or understanding.We also need to move away from “knowledge sound bites” where teachers extract all the information and reprocesses it into Power Point presentations and information sheets. We need to create more opportunities for pupils to find ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(5) {
    ["title"]=>
    array(3) {
      ["value"]=>
      string(62) "Developing An Innovative Approach To Reading Non-Fiction Texts"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["excerpt"]=>
    array(3) {
      ["value"]=>
      string(248) "Schools underplay the  importance of reading non fiction and put children off by calling  it 'reading for information'. Heather Clements rargues, this is a serious lost opportunity to close the achievement gap and suggests a more rigorous approach."
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(5731) "way. Building disciplinary literacy – or the ability to read (and write) using the specific vocabulary and conventions of the subjects we are teaching into our curriculum.This is in line with the wider vision for the foundation subjects espoused in the revised Ofsted Inspection framework².‘It is the essential knowledge that pupils need to be educated citizens, introducing them to the best that has been thought and said and helping to engender an appreciation of human creativity and achievement.’They go on to say:“If pupils are not able to read to an age-appropriate level and fluency, they will be incapable of accessing the rest of the curriculum, and they will rapidly fall behind their peers” and“Reading is prioritised to allow pupils to access the full curriculum offer”The EEF¹ set out seven key strands for improving literacy in secondary schools that set a clear framework for primary schools to consider as they develop their own approach to Disciplinary Literacy including:Prioritising disciplinary literacy across the curriculumProviding targeted vocabulary instruction in every subjectDeveloping students’ ability to read (complex) academic textsBreaking down complex writing tasksCombine writing instruction with reading in every subjectProviding opportunities for structured talkProviding high quality literacy interventions for struggling studentsUnderpinning this approach is a vision for enabling pupils to access learning independently, to create a classroom culture where reading both fiction and non-fiction is an intrinsic part of every day – where books are a source of inspiration, pleasure, knowledge and comfort for all pupils and their teachers. Developing a shared experience where books are a rich resource for conversation which both deepens our understanding of what we are reading and ignites a passion for reading itself.In his blog on English teaching Andy Tharby³ considers texts as the “beating heart” of the lesson – because it opens the way to new learning.What do schools need to do to bring this vision to life?Support teachers to become engaged readers of children’s non-fiction (and fiction) texts by creating (virtual) discussion forums and information sharing platforms and make the identification and selection of texts a key responsibility for year group teams and subject leadersSet clear expectations of the importance of having a wide range of appropriate non-fiction books accessible within every classroom and build in time for children to engage in reading for pleasure – with encouragement, through modelling, to use fiction and non-fiction books.Over time add additional non-fiction texts that will enable pupils to pursue their own interests and recommend books to be added to class collections.And specificallyPlan systematically for specific teaching using non-fiction texts within overall schemes of work, with a focus of reading for knowledge and ideas (rather than just for retrieval of information)Ensure that pupils understand the concept of disciplinary literacy where the structure, purpose and focus of the text is aligned to the contentBuild in time for pupils to engage in reciprocal book talk, class discussions and debates that focus on non-fiction texts.Promote independent and collaborative learning opportunities that enable pupils to explore non-fiction texts and find out for themselves – to develop research skills that will form the foundation for continued learningEngaging with non-fiction textIn order to fully engage with non-fiction texts teachers, need to know both the range of non-fiction texts, the key features of texts within specific subjects and how to study non-fiction to enable pupils to use it to broaden their knowledge and understanding of the world – building their cultural capital to a cumulative sufficiency and setting the foundations for future learning.This is particularly important for disadvantaged pupils where a lack of life experience and access to books means that they are too often faced with learning in contexts of which they have no knowledge or understanding.We also need to move away from “knowledge sound bites” where teachers extract all the information and reprocesses it into Power Point presentations and information sheets. We need to create more opportunities for pupils to find out for themselves, to pose their own questions, to explore a range of sources and talk about what they have found out. If we want to build depth of subject knowledge and understanding we need to ensure that the resources we are provide are challenging but accessible. Of course, this takes a lot more time than providing the information for them and they won’t be able to do it unless they are given the time, the skills and the support they need.Evidence from mastery learning approaches have shown how teaching less in greater depth results in more profound understanding and longer-term retention and recall, so that pupils are able to use and apply prior learning to new areas of study.Taking the decision to do this is not without risk, but done well it will provide a foundation for future learning, the benefits of which greatly exceed what a pupil may gain from studying the Egyptians or how mountains are formed. In order to move away from an over packed curriculum – where content coverage is the goal – we need to identify the concepts and big ideas that need to be taught to develop a depth of understanding within a subject where pupils can make connections to past and future learning. We need to create space and time for pupils"
      ["matchLevel"]=>
      string(4) "full"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(3) {
        [0]=>
        string(8) "teachers"
        [1]=>
        string(4) "need"
        [2]=>
        string(13) "encouragement"
      }
    }
    ["categories"]=>
    array(2) {
      [0]=>
      array(3) {
        ["value"]=>
        string(32) "Creative Teaching & Learning"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [1]=>
      array(3) {
        ["value"]=>
        string(7) "Reading"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
    ["tags"]=>
    array(3) {
      [0]=>
      array(3) {
        ["value"]=>
        string(20) "disciplianry reading"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [1]=>
      array(3) {
        ["value"]=>
        string(11) "non-fiction"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [2]=>
      array(3) {
        ["value"]=>
        string(7) "reading"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Creative Teaching & Learning

Developing An Innovative Approach To Reading Non-Fiction Texts

18 Jun 2021

array(8) {
  ["distinct_key"]=>
  string(10) "post#59733"
  ["title"]=>
  string(66) "How to … establish a culture of teacher research and development"
  ["categories"]=>
  array(4) {
    [0]=>
    string(21) "'How to do it' Guides"
    [1]=>
    string(24) "Professional Development"
    [2]=>
    string(8) "Research"
    [3]=>
    string(23) "Teachers as Researchers"
  }
  ["url"]=>
  string(70) "https://www.teachingtimes.com/how-to-engage-effectively-with-research/"
  ["post_date_timestamp"]=>
  int(1558370565)
  ["objectID"]=>
  string(12) "post-59733-0"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(125) "Lindsay Palmer and Nicky Theobald share how an enquiry culture was established within their Teaching School and its Alliance."
      ["matchLevel"]=>
      string(4) "none"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(365) "... In summary, the report confirmed that:internationally, research-rich school environments are the hallmarks of high performing education systems; to be at their most effective, teachers need to be engaged withand need to be equipped to engagein enquiry-oriented practice;a focus on enquiry-based practice needs to be sustained ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(5) {
    ["title"]=>
    array(3) {
      ["value"]=>
      string(66) "How to … establish a culture of teacher research and development"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["author"]=>
    array(2) {
      [0]=>
      array(3) {
        ["value"]=>
        string(14) "Lindsay Palmer"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [1]=>
      array(3) {
        ["value"]=>
        string(15) "Nicola Theobald"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
    ["excerpt"]=>
    array(3) {
      ["value"]=>
      string(125) "Lindsay Palmer and Nicky Theobald share how an enquiry culture was established within their Teaching School and its Alliance."
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(5716) "New outlookBuilding on our school’s commitment to research and evidence-based practice we found ourselves naturally reflecting on the potential of research as a key driver and enabler for many aspects of the core work of the school. In order to deepen teacher understanding of research and development as a core strategy for school improvement, and thereby embed a culture of research, it has been necessary to establish new roles, processes and systems to secure capacity and capability for research activity. Within this, the allocation of time and creation of tangible structures have been pivotal in securing commitment and understanding of how research ‘fits with’, and indeed underpins, school improvement. Critically, an investigation of the conditions needed to establish a professional research culture has supported positive, manageable change. The articulation of these conditions into an overarching research strategy has been a key focus, enabling a deeper understanding of how to embed research within and across schools to meet identified priorities. Establishing a supportive professional research cultureDefining the skills and attributes of the teacher researcher A starting point… An exploration of the behaviours and attributes of a researcher provided a useful stimulus  for whole team discussion during an Inset session.  We undertook an initial session with all of our teaching staff, approximately 35 in total, with an aim to evaluate its success before widening the input to our Teaching Assistants. In view of the fact that we had a large teaching team, comprising staff with a wide range of experience and qualifications, the following activity provided a level playing field for all, prompting full engagement and a lively exchange of experiences!Through this activity we gained a deeper consideration of the skills and attributes demonstrated both at a personal level and professionally. This was powerful in establishing a shared definition of what it means to be a ‘researcher’ and how our professional competences build on our everyday experiences. It also  supported the facilitators in fostering a positive research ethos, encouraging all staff to see themselves as researchers and that research is not purely the jurisdiction of external agencies and universities.  As Handscomb and Macbeath have reflected the term ‘research’ can have unfortunate connotations of white-coated boffins in laboratories, and unread impenetrable articles in esoteric journals. “The experience of teachers working in schools that are committed to research is in sharp contrast to this stereotype. In these schools research covers the widest gamut of activities, rooted in the day-to-day life of the classroom and the ongoing business of the school itself and its relationship with the community.’ (Handscomb and MacBeath, 2003)Teachers as knowledge creators  The belief in teachers as enquirers and knowledge creators has a strong heritage, and has been pivotal in effecting change in our context, both in relation to teachers changing perceptions of professional learning, but also significantly in relation to how they identify themselves as professionals. The BERA-RSA Inquiry into the role of research in teacher education (2014) recognised ‘research literacy’ as a ‘key dimension of teachers’ broader professional identity, one that reinforces other pillars of teacher quality: notably subject knowledge and classroom practice (see Box 1 below).Box 1:  Dimensions of teacher effectiveness and teachers’ professional identity (BERA, 2014)The sharing of reports and think pieces highlighting the importance of teacher research is helping to endorse school-based activity and is building aspiration. Further evidence cited in the BERA-RSA Inquiry has provided such endorsement. In summary, the report confirmed that:internationally, research-rich school environments are the hallmarks of high performing education systems; to be at their most effective, teachers need to be engaged withand need to be equipped to engagein enquiry-oriented practice;a focus on enquiry-based practice needs to be sustained so that disciplined innovation and collaborative enquiry are embedded and become the normal way of teaching and learning rather than the exception.  As facilitators, one of our key drivers has been to unlock teachers’ professional curiosities, enabling them to recognise both their professional expertise and responsibility to contribute to a wider knowledge base. An ongoing expression of this belief and expectation, reinforced by senior leaders, is instilling teacher confidence and promoting risk-taking and greater self-questioning.This is supporting teachers in understanding their role in the context of the current self-improving school system, recognising Hargreaves (1999) long-standing call ‘to treat practitioners as the main (but not the only) source for the creation of professional knowledge’ builds on his claim that, ‘education should learn from industry and medicine in creating knowledge and call for a more central role for practitioner research in such knowledge creation, linking it directly to the agenda for school improvement’.A culture of empowerment, supporting professional autonomy, where teachers are given encouragement and ‘permission’ to make decisions and pursue preferred lines of enquiry underpins our work. A research hub model of working is now embedding, as explored more fully in the next section. Collaborative research is giving"
      ["matchLevel"]=>
      string(4) "full"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(3) {
        [0]=>
        string(8) "teachers"
        [1]=>
        string(4) "need"
        [2]=>
        string(13) "encouragement"
      }
    }
    ["categories"]=>
    array(4) {
      [0]=>
      array(3) {
        ["value"]=>
        string(21) "'How to do it' Guides"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [1]=>
      array(3) {
        ["value"]=>
        string(24) "Professional Development"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [2]=>
      array(3) {
        ["value"]=>
        string(8) "Research"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [3]=>
      array(4) {
        ["value"]=>
        string(32) "Teachers as Researchers"
        ["matchLevel"]=>
        string(7) "partial"
        ["fullyHighlighted"]=>
        bool(false)
        ["matchedWords"]=>
        array(1) {
          [0]=>
          string(8) "teachers"
        }
      }
    }
  }
}

'How to do it' Guides

How to … establish a culture of teacher research and development

20 May 2019

Cookie	Duration	Description
cookielawinfo-checbox-analytics	11 months	This cookie is set by GDPR Cookie Consent plugin. The cookie is used to store the user consent for the cookies in the category "Analytics".
cookielawinfo-checbox-functional	11 months	The cookie is set by GDPR cookie consent to record the user consent for the cookies in the category "Functional".
cookielawinfo-checbox-others	11 months	This cookie is set by GDPR Cookie Consent plugin. The cookie is used to store the user consent for the cookies in the category "Other.
cookielawinfo-checkbox-necessary	11 months	This cookie is set by GDPR Cookie Consent plugin. The cookies is used to store the user consent for the cookies in the category "Necessary".
cookielawinfo-checkbox-performance	11 months	This cookie is set by GDPR Cookie Consent plugin. The cookie is used to store the user consent for the cookies in the category "Performance".
viewed_cookie_policy	11 months	The cookie is set by the GDPR Cookie Consent plugin and is used to store whether or not user has consented to the use of cookies. It does not store any personal data.

Create an account to read this article

£5.83+ VAT

Register for free

Cookies