Evidence-basedteaching:advancingcapabilityandcapacityforenquiryinschools

Case study

April 2017

Lindsay Palmer and Nicola Theobold
The Mead Teaching School Alliance

Contents

Introduction

Project outline

Context

The Literature base

Methodology

Evidence of impact

Digital Research Appraisal Tool

References

Introduction

Project outline

The key focus of our enquiry was to explore strategies for further increasing capacity for SLE leadership of research across the TS alliance. In this way, we sought to promote the profile of research and evidence- based teaching as a core strategy for professional learning and school improvement. Two key drivers within this were to establish an improved understanding of research methodology and evidence based practice, and to strengthen the dissemination of 'best' and 'next' practice. (Hargreaves, 1999)

In year one of the project, a key development activity for us was to refine and pilot 'SLE as Research Mentor' professional learning modules. This included refinement of the 'Spiral' research methodology and the embedding of TS led 'Learning Setts' and alliance- wide 'Learning Communities' as vehicles for collaborative enquiry. SLE facilitation and leadership of these groups has been a pivotal strategy in securing the interest and engagement of teachers across the alliance and in raising awareness and understanding of evidence- based practice.

The refinement and extended use of our digital performance management tool, promoting teacher self- assessment and target setting in relation to growing research capability, has been a further key focus of our development activity. This is enabling the integration of research with teacher appraisal and performance and is presented as a continuum of research competences, from emerging to leading, shown as a maturity model. The piloting of this tool is providing a profile of research capability within our SLEs. Significantly, it is raising awareness and understanding of the facilitation of collaborative teacher research as a core leadership competency.

Context

The Mead TS works in partnership with its alliance of 21 schools in Trowbridge, Wiltshire, comprising 18 primary, 2 secondary and 1 special school. The TS alliance, Collaborative Schools Ltd, (CSL) has an established infrastructure for information sharing to meet its collective aims: building sustainable capacity to raise attainment and aspiration; reducing barriers to learning and narrowing the gap.

Participation in the 2012-2014 NCTL National Research themes programme enabled an exploration of the culture, roles, systems and structures necessary to establish research engagement across the TS and its alliance. This highlighted the significance of building a critical mass of research advocates and the pivotal role of SLE in modelling behaviours to underpin school improvement through research-based practice. This gave rise to five key strategies, as detailed below:

Key strategies:

  1. Building on features of an establishing supportive research culture – it has been important to revisit and strengthen the values and principles underpinning school-based research developments with our EBT project participants.

Figure 1: Supporting professional Culture

  1. The Spiral provides a useful scaffold to support practitioner thinking. In the context of coaching/mentoring, it ensures systematic, rigorous approaches:

Figure 2: The Spiral

  1. ‘Learning Setts’ and ‘Learning Communities’–research-based learning ‘setts’ within the Teaching School and cross-phase learning communities across the TSA provide opportunities for practitioners to work collaboratively on JPD and EBT. These hubs provide a forum for the exploration and documentation of evidence-based approaches to teaching and learning. Regular staff meetings and Inset sessions are allocated to support activity and give rise to professional dialogue and deep reflection, enabling teachers to regard research-engagement as core to practice development and professional learning.
  2. Sharing and dissemination events help to give EBT a high profile.
  3. Research appraisal tool– The research appraisal tool is owned by the teachers and supports them in self assessing their growing capability as teacher researchers. The digital nature of the tool enables teachers to upload evidence of their work to demonstrate impact on their professional development and critically on outcomes for children.

Supported by the EBT grant, alliance leaders were keen to further refine these models of working to strengthen research-engaged practice in order that school systems and structures ‘matured’ to secure capability, capacity and embedded practices. This aspiration shaped the purpose of our investigation, giving rise to lines of enquiry relating to an integrated approach to teacher research and appraisal and a sharper analysis of the conditions needed to ensure a supportive research culture.

The Literature base

Our belief in teachers being the best people to enquire in classrooms, and our subsequent journey to embed a supportive research culture has a strong heritage. As summarised by Handscomb (2013), Dewey described teachers contributions to education as an ‘unworked mine’(1929) and this is echoed by Lawrence Stenhouse who coined the term ‘teacher as researcher’ in 1975, proclaiming that,’ it is teachers who in the end will change the world of the school by understanding it.’

Our aspirations and practices have been further shaped and endorsed by evidence reported in ‘Research and the Teaching Profession’; the final report of the BERA-RSA Inquiry into the role of research in teacher education (2014) in summary, this 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 engageinenquiry-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.

In the context of the current self-improving school system, Hargreaves’ 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.'

Since Teaching School designation in 2011, our alliance-wide self-evaluation has been informed by the concept of maturity models for professional development, partnership competence and collaborative capital , each of which defines quality descriptors along a developmental continuum to highlight ‘emerging’ to ‘leading’ practice models. (Hargreaves, 1999)

Our focus on teacher research as a core strategy for professional development prompted us to consider Hargreaves’ maturity model statements relating to JPD and disciplined innovation in an in-depth way, and to set ourselves the task of defining a further continuum, specifically relating to school-based research capability and capacity. This has enabled us to be more explicit with our leaders and practitioners about recognising and developing research behaviours and competencies. This model is strongly supporting the integration of research into appraisal and performance management systems.

McBeath and Handscomb ( 2003) explored the conditions in which practitioner research may flourish, recognising that: ‘The research-engaged school is one in which teachers believe it is in their interest, and in the interest of their pupils, to be critical of received wisdom, to be sceptical of easy answers, to have a desire for evidence and to foster ' aggressive curiosity'' In the context of our maturity model for teacher research, such behaviours are recognised and valued as ‘leading’ competences.

In view of manageability issues and the levers that hold schools to account, it has been critical to explicitly reference research capability in the context of current frameworks. These include the inspection framework and National Standards of Excellence for Headteachers (Jan 2015)

Key references include:

Excellent headteachers:

  • establish an educational culture of ‘open classrooms’ as abasis for sharing best practice within and between schools, drawing on and conducting relevant research and robust data analysis.
  • Shape the current and future quality of the teaching profession through high quality training and sustained professional development for all staff.
  • Model entrepreneurial and innovative approaches to school improvement.

National standards of excellence for headteachers, January 2015.

Outstanding grade descriptors for the effectiveness of leadership and management:

  • Leaders and governors use incisive performance management that leads to professional development that encourages, challenges and supports teachers’ improvement.
  • Staff reflect and debate the way they teach. They feel deeply involved in their professional development. Leaders have created a climate in which teachers are motivated and trusted to take risks and innovate in ways that are right for their pupils.

Ofsted Inspection Framework, 2015

As EBT project leaders with strategic responsibility for leadership and organisational development across the alliance, our thinking and actions have been scaffolded by literature relating to change paradigms. Notably, Caluwe and Vermaak’s (2004) five models, each based on a theory about change and representing different belief systems and convictions about how change works, has highlighted the influence of ‘green-print thinking’ in relation to EBT. As described by Vermaak, (within ‘green print thinking’), ‘The foremost consideration of the change agent is to motivate and support people to learn with each other and from each other in order to establish continuous learning in collective settings.’ This, of course, differs from ‘blue-print’ thinking in which planning and organisation never loses sight of a pre-determined outcome. Although this is an ongoing strand of our work, an exploration of these change paradigms with senior leaders is strengthening understanding of the culture needed to effect change through research-engagement and warrants further investigation.

McIntyre’s analysis (2004) of factors that support ‘the corporate engagement of teachers in research as being merely one element of an integrated strategy' strikes a chord with our work. This has caused us to reflect on the broad ranging nature of our work, but also our commitment to capture impact on the ground. In order to provide a specific focus for our investigation/data collection for the purposes of the EBT project, we have identified the following questions:

How, and to what extent, can an 'integrated approach' to teacher appraisal provide an effective lever and enabler for maximising capability and capacity for the leadership of research/ evidence- based teaching?

What are the conditions needed to secure the effective implementation of this tool?

Scope: Working with 4 project schools across The Mead TSA, two secondary and two primary schools, involving in total 12 SLEs.

Structure:

  • Three SLE EBT Development Workshops
  • Development and piloting of teacher appraisal/Performance Management ‘Research Wheel’ with project SLEs (and with wider groups – teachers/teaching assistants across The Mead Academy Trust schools x3)
  • EBT dissemination Learning Conference event (November 2015)
  • Engagement/dissemination of impact to senior leaders and through TSA ‘Leadership and Learning ‘group overseeing R&D strand.

Methodology

Participant SLEs completed baseline questionnaires and a series of feedback evaluations. Semi structured interviews were held with a sample group of SLEs to draw out more information about their research learning journeys, confidence levels and next steps for development. Learning conversations with school leaders has supported the triangulation of these findings, alongside analysis of pupil performance data.

Further supporting evidence, including teacher research journal entries, team research documentation (‘Learning Sett floor books’) and exemplars from digital research wheels has been collated and scrutinised. Observation and analysis of SLE presentations of learning during dissemination events (individual, team presentations and displays on research ‘market place’ stalls) and photographic evidence provides further evidence of impact.

Research ethics have been considered and adhered to in line with BERA Guidelines.

Evidence of impact

Baseline feedback from the SLE project group indicated that 5 of the 12 (representing just 2 schools) felt that evidence-based practice was given a high profile in their settings. This represented just 2 schools, the Teaching School and a large secondary school working within an academy trust. In the early stages of the project, evidence showed that the project group perceived the model of ‘one-off CPD’ as often ineffectual, particularly when isolated form school improvement priorities. It was generally felt that a ‘shift of culture’ was needed to move away from ‘an established culture of dependency’ established through a ‘top-down model’ of national strategy frameworks, resulting in a sense of disenfranchisement and exhaustion.’

In relation to research capability, 9 of the 12 SLEs felt they had a limited range of knowledge, skills and understanding of research. Notably 2 participants, who had studied at masters’ level, felt they had a greater knowledge of research methodology, but were unsure how to disseminate this effectively in the context of the research-based TSA learning communities they regularly facilitated.

Baseline evidence strongly indicated that support from heads and senior leadership teams was critical to successful engagement. In the 2 schools where there was felt to be a supportive professional research culture,SLEs felt empowered to ‘take risks’ and to ‘own’ their lines of enquiry through a process of self-assessment.

Digital Research Appraisal Tool

Early on in the EBT project, it became apparent that working alongside the SLEs to co-construct descriptors for the research appraisal tool was the most effective way forward. This built on earlier work led by the Mead Teaching School to draft a continuum of descriptors to provide a maturity model of research capability and capacity. This made it challenging to capture a baseline measure against actual descriptors (as the writing of the descriptors was still in development), but through observation and discussion the project group assessed themselves at being at an emergent/developing stage.

As practice is embedding, a number of participant SLEs are now assessing against established/leading descriptors, providing exemplars that demonstrate an improved understanding and application of EBT in their contexts. Examples of these displayed at a recent TS learning event (November 2015) are shown below illustrating ways in which research and EBT is being integrated into everyday practice to support rich professional learning.

Figure 3 shows research market place stalls showing application of the Spiral supporting dissemination of findings for ‘Children as Leaders’ EBT focus (Nov 2015 Mead TS Inset)

Figure 3: Research market place stall

Figure 4 shows a presentation of learning tables (SEND EBT focus) displayed in ‘spiral’ formation to represent the learning journey.

Figure 4: Learning tables

As we monitor progress towards demonstrating improved capability and capacity for the leadership of research and EBT across the TSA, we have found it helpful to self-assess against what are recognised to be ‘key ingredients’ to sustaining research engagement over time, as identified by Handscomb and Sharp, 2007. In view of the integrated nature of our strategy for EBT, this is supporting us in capturing aposition statement of progress made, and this usefully feeds into both TSA and school self-evaluation/action planning. Our findings are shown in the chart below, highlighting key learning, successful strategies, challenges posed and how we seek to refine processes as we move forwards.

Key ingredients
(Handscomb and Sharp, 2007) / Key Learning, including effective strategies, challenged posed. / Refining the process/ informing next steps
Research focuses on impact /
  • Alignment between TSA and individual school improvement priorities and EBT critically important in securing link to improved pupil outcomes.
  • TSA wide information/data sharing protocol enabling the collaborative analysis of performance giving rise to EBT priorities.
  • High profile dissemination events focus on impact, for example ‘EBT ‘Market Place Stalls’ and ‘Research Café’ at TS learning events invite participants to focus on current and projected impact of school based developments.
/
  • Securing resources to continue the effective coordination and analysis of TSA pupil performance.
  • Strengthening teacher and senior leader engagement in prioritising EBT foci
  • Continued focus on stakeholder voice to ensure rigour and triangulation.
  • Explore opportunities for greater longitudinal impact measures, including cross-phase, as appropriate.

Schools devote resources to research /
  • Time is critical - allocation of staff meeting time and Inset days providing opportunities for ongoing collaborative enquiry. This is ensuring EBT maintains a high profile (e.g. TS ‘Learning Sett’ model)
  • Access to literature supports teacher enquiry. Individual school professional learning libraries are providing inspiration and contextual information, but library access requested.
/
  • Continued need to seek grant funding opportunities for research/EBT.
  • Strengthening HEI partnership-working to secure access to library facilities

School leaders endorse research /
  • School leaders understanding and endorsement of EBT is pivotal in project success
  • Models of EBTprogressed well when modelled by senior leaders.
  • Citing research/ EBT in the context of aspiration towards the school’s vision proving a powerful, persuasive strategy
  • Strong focus on EBT evident where senior leaders engaged in higher professional qualifications, although affordability of accreditation posing abarrier in some instances.
  • Perceived ‘risk’ element for school leaders working in schools ina category
  • Evident need to secure headteacher and senior leader understanding of the leadership of EBT at wider alliance level
/
  • Ensuring EBT given a high profile through TSA steering group activity attended by representative heads and deputies.
  • Ensure continued alignment and seek to strengthen HEI partnership-working
  • Share documented evidence of impact on a more regular basis against TSA priorities
  • Headteacher peer challenge trios tackling perceptions of what constitutes effective professional learning
  • Circulation of papers and ‘think pieces’ to inspire and scaffold thinking around research engaged schools
  • Higher profile dissemination events led by EBT’champions’ to motivate and share impact
  • Wider engagement of school governors

Research activity is recognised as professional development /
  • TS ‘Learning Sett’ model supporting collaborative teacher research. Allocation of staff meeting/INSET time supporting recognition of JPD as effective professional learning
  • TSA ‘Learning Community’ model supporting cross-phase learning partnerships. Model advocated by senior leaders through TSA steering group activity.
  • Recognising the facilitation of EBT as a core leadership competency, embedded in teacher appraisal, is supporting engagement.
/
  • Induction for new staff needed.
  • Affordable accreditation opportunities needed.
  • Maintaining high profile at a time of rapid change

Teacher researchers have mentoring support /
  • Induction programme for teachers/TAs challenged perceptions of who, what and where research takes place.
  • SLEs inducted as facilitators of research /EBT through ‘Learning Sett’ and ‘Learning Community’ models.
  • Peer review models being developed through sharing of impact data during learning event activities.
  • Research coaches provide important QA function
/
  • Ongoing professional development needed to ensure rigorous, systematic and ethical approaches in place.

Schools develop capacity for research engagement /
  • Focus on fostering a research culture supportive of collaboration and some risk-taking builds confidence and enthusiasm.
  • Recognition that research grows leadership capacity supports high status.
  • Establishing the role of SLE as research facilitator is enhancing the capacity and capability of the TSA to lead and engage in high quality research and development (providing a critical mass)
/
  • Continued focus on widening participation across the TSA.
  • Maintaining high profile and securing time allocation at a time of rapid change. For e.g. capacity issues relating to the local expansion/academisation/sponsorship of schools is a key strategic priority at present.

Assessment against the key above ‘key ingredients’ for sustaining research engagement enables us to recognise those aspects that are well developed and now embedding. It further enables us to be solutions-focused to address challenges ahead. The strengthening and embedding of research engagement, including EBT, remains a key focus for TS leaders. We recognise that,above all, collaboration and partnership-working will support our continuing journey,enabling us to shape and refine robust strategies to foster knowledgecreation and transfer towards richer experiences and improved outcomes for children.