Learning through Research

1. Learning through Research The Mead Teaching School

3. Teacher research and enquiry Seeking evidenced based answers to everyday but critical questions that teachers ask is becoming crucial to a school’s survival, growth and success. (Stoll, Harris and Handscomb, 2012)

4. Building engagement through Practice Development Partner /SLE roles Quality assurance Research processes

5. Exploration and Definition Refinement and Enquiry Validity and Impact Cultivating Quality and Innovation

6. What is a Learning Sett? • A school-based learning and development group to promote researchful practice through reflection, professional dialogue, and systematic enquiry • A vehicle to shape, refine and drive TSA development priorities through collaboration, support and challenge • An opportunity to capture the voices of stakeholders and triangulate findings • A forum for the exploration and documentation of evidence-based approaches

7. The use of the 5 point scale as whole school approach. Implementing the use of restorative justice How can parental engagement be increased and maintained through the use of the new VLE Does an increased use of maniputlatives impact on progress and achievement? Does an increased level of child initiated learning impact upon progress and achievement? How can parental engagement in reading activities be increased and maintained?

8. Learning ConferenceProfessor Graham Handscomb – Key note address

9. Learning ConferenceResearch Market Place – Early Years

10. Learning ConferenceResearch Market Place - ICT

11. Learning ConferenceThe Research Cafe

12. Impact – teacher learning • Modelling behaviours and attributes of teacher researchers • Changing perceptions of professional learning • Improved knowledge and understanding of research methodology • SLEs as facilitators of research hubs • Professional empowerment and respect • Strategy for growing leaders • Research-engaged buzz!

13. In the research engaged school, teachers have confidence in the process, and enjoy mutual support in exploring their thinking, scrutinising their practice and taking good ideas further. (Handscombe Nov 2013)

14. Impact – Early Years

15. Impact – Maths

16. Impact Behaviour for Learning

17. Impact – ICT

18. Next steps – Learning Setts • To build capacity for leadership of research and enquiry through TA Learning Setts • Extend opportunities for disseminating findings to enable transference across year groups • Promote Aspirant SLE programme across alliance with critical inclusion of Teacher research module • Continue to align research activity with school/ alliance improvement priorities, but support teachers in choosing own lines of enquiry

20. Discussion “All teachers should have an entitlement to research thinking in order to develop their role as critical users of research. All schools and colleagues should have an entitlement and perhaps a responsibility, to participate in a relevant research partnership for appropriate periods” Dyson, 2001

21. Discussion – question 1 How can we ensure that our research brings about improvements in teaching and learning?

22. Discussion Towards the research engaged alliance - Knowledge and transfer “If one teacher tells another about a practice that she finds effective, the second teacher has merely acquired information, not personal knowledge. Transfer occurs only when the knowledge of the first becomes information for the second, who then works on the information in such a way that it becomes part of her context of meaning and purpose…..Transfer is the conversion about one person’s practice into another’s know-how” (Hargreaves, 1998)

23. Discussion – question 2 How can we share the fruits of our enquiry meaningfully and systematically with our partners?