1. Developing a research-informed learning community. An introduction to evidence-informed teaching and how MMU has worked with one school to engage with this. We will look at the impact on staff and challenges for the school. Rowena Smith Associate HoD Professional Development and Educational Innovation & David Woolley Atticus Alliance MMU Faculty of Education & Atticus Alliance

2. Outline of session Wider context for research & evidence informed practice in school sector Case Study – Cheadle Hulme High School as lead school of Atticus Alliance

3. So, what do you think about………. schools, staff and their relationship with educational research ? pairs / whole group feedback

4. Context - the wider picture Political landscape and current mantra - the education system can be self – improving (ie it doesn’t need universities or others to tell it how or what, except possibly Ofsted) In seeming contradiction, a national policy focus on “evidence based teaching” and building the capacity within schools to engage in and with educational research “Robust evidence needs to inform policy and practice in order to deliver effective education and children’s services…. in order for the evidence base to be of real practical use to teachers, they themselves must play an….important part in building a … base that can be tested and challenged”. DfE Research Priorities and Questions - Teachers and Teaching June 2013 BERA / RSA Inquiry 2014 Research and the Teaching Profession: Building the capacity for a self-improving education system

5. “.. teachers and school and college leaders are familiar with a range of research methods, with the latest research findings and with the implications of this research for their day- to-day practice, and for education policy and practice more broadly” App 2 Research and the Teaching Profession Building the capacity for a self- improving education system BERA / RSA Inquiry 2014 “…to be research literate is to ‘get’ research – to understand why it is important and what might be learnt from it, and to maintain a sense of critical appreciation and healthy scepticism throughout” App 2

6. Context – the value to the profession Evidence based teaching as a professional learning process Not something abstract and “done unto” May lead teachers towards more active engagement in undertaking enquiry themselves Research can : focus teachers’ thinking beyond the accountability culture of a performative system, towards a more sophisticated working understanding of an ecology of learning. support the development of cultures which permit risk-taking which accompanies the eschewing of the normal routines. enable teachers to be more accepting of challenge and difficulty, allowing them to step out of their comfort zone. Leat et al (2014) Teachers’ Views: Perspectives on Research Engagement

8. CategorySession NameLeaderDate GPDeveloping Cultural LiteracyL Grant11 Sept 14 POEProgress and LearningM Vevers18 Sept 14 LDPriority managementJ Peet25 sept 14 B4Feedback and Marking for LiteracyS Bradley2 Oct 14 GPPrioritising Pupil PremiumJ Peet9 Oct 14 POEWhat is learning/teaching?M Stewart16 Oct 14 LDData – what’s available and what does it tell you?D Woolley23 Oct 14 B4Getting them hooked – engagementM Stewart6 Nov 14 GPMaking feedback work (written and verbal)I Freeman13 Nov 14 POEThe learning processM Stewart/M Vevers20 Nov 14 LDUsing data to inform planning, action and reviewD Woolley27 Nov 14 B4Stretching the most ableA Valentine4 Dec 14 GPPractical ways to develop KASHS Horan11 Dec 14 B4Feedback Teacher-student/Student-teacherM Vevers8 Jan 15 LDManagement Vs LeadershipJ Peet15 Jan 15 B4Developing the skills of collaborative learningH Thompson22 Jan 15 GPPreparation and Practice – getting it rightM Stewart29 Jan 15 POEDirect Instruction v Discovery learningM Stewart/M Vevers5 Feb 15 LDHaving difficult conversationsJ Peet12 Feb 15 B4The role of flow and deliberate practiceA Ballard26 Feb 15 GPLearner agency to promote independenceC Wilcock5 Mar 15 POESkills v KnowledgeM Stewart/M Vevers12 Mar 15 LDCoachingD Woolley19 Mar 15 B4Questioning to create challengeM Vevers26 Mar 15 GPMoving forward with MindsetsM Stewart18 Jun 15 POEWhat is your personal educational philosophy?M Stewart/M Vevers25 Jun 15 LDDeveloping teamsJ Peet2 Jul 15 B4Developing student autonomyM Stewart9 Jul 15 Key Key GPGeneral Pedagogy POEPhilosophy of Education LDLeadership Development B4Big 4

9. 2 schools14 teachers Including 3 senior leaders And 6 science teachers Unit 1: 3 lecturers Unit 2: 5 lecturers

10. Practitioner Inquiry Current Issues in Education Professional Identities in Education Critical Questions in Education Year 1Year 2 The Programme

11. MMU Taught Session Reading Group MMU Taught Session Reading Group MMU Taught Session Reading Group MMU Taught Session Reading Group MMU Taught Session Reflection Cycle MMU Taught Session Reflection Cycle MMU Taught Session Reflection Cycle MMU Taught Session Reflection Cycle MMU Taught Session Critical Questions in Education Professional Identities in Education Additionality

12. Students see teachers as learners too Development of a community of practice Developing a critical eye to received information Raising aspirations of other staff who aren’t involved ‘Making thinking about what you do, what you do’ Timings Potentially overloading staff Potentially creating an elite group From a school perspective

13. Engaging with wider issues surrounding education Engaging in educational debate outside of immediate context Researching beyond the immediate day job Linking practice with literature Some overlap in content between unit sessions Time to do the writing Scheduling of sessions Timing of Ofsted(!) From a participant perspective

14. What was the impact of the programme for you? Bring more critical of ideas I see a wider view of why colleagues make decisions, I analyse more I now think a lot more issues in and around education and how this effects my practice My link meetings and considerations around school policy and practice are guided by research from the course Considering: why I do certain things, why things are as they are Considering some of the work we do from a broader/theoretical perspective Confidence I am questioning my practice more on a day to day basis Awareness of my identity as a professional and my values and beliefs as a teacher Lots of reading of blogs and educational method - to see the bigger picture Wanting to learn and know more My attitude towards CPD and professional learning. Source: Student Evaluations May 2015

15. Discussion

16. How can we co-operate for mutual benefit? A research-rich culture that is connected and collaborative BERA/ RSA Report P23

17. Research Network schools consultation findings April 15 Preferred school status for research projects Accreditation for research undertaken in school Implementing research / enquiry in school Dissemination and publications – to act as the communicator and disseminator of current research evidence / digest / signposting Building research capacity in school Access to online Action Research programme and tutor support Kitemark and recognition

18. “When research is seen as a body of knowledge, teachers may or may not choose to make use of it in their practice. When research becomes a professional learning process, it can have a deep influence on how they understand research and may lead them directly towards more active engagement in undertaking enquiry themselves.” Research and the Teaching Profession: Building the capacity for a self-improving education system BERA / RSA Inquiry 2014 P18