Teachers as Researchers Evidence Based Research - An example of best practice Dr Julia Lawrence, University of Hull Mrs Debbie Bateman, South Hunsley School

Aim of the presentation o Why should we research our own practice? o How do we go about it? o What can it look like? o How can I get started?

Why should we research our own practice? Allows us to reflect on the what, why, how and impact. Moves us away from a University led approach to educational research to a more practitioner led approach. Offers an opportunity for continuing professional development (CPD). Allows us to focus on how our own practice impacts on the progress of our pupils.

Blandford, 2015 Move away from a knowledge related model where teacher’s subject knowledge is the central element, towards an competence based model where success is seen as the impact of a teaching on the progress of pupils within the classroom. Teachers need to develop the knowledge, skills and understanding necessary to support high level reflection of the impact of their own practice on pupil progress. Teachers need to adopt the key characteristics of analysis and open-mindedness to use data, observations and experiences to support systematic changes to teaching and learning.

How do we go about it? Reflective practice –reviewing my own practice Action research –Inquiry based activity where by an individual identifies and researches themselves with a view of improving their own practice.

Action Research – the key stages Selecting a focus Clarifying theories Identifying research questions Collecting data Analyzing data Reporting results Taking informed action

Developing the “Little Book of Mentoring” Establishing a Focus Why do we mentor: Restructuring of the pastoral system Developing the role of the form tutor Opportunity to engage in activities that allowed pupils to reflect on their own progress.

Clarifying Theories Seidman et al (1994) – Self-System Dweck (2012) – Mindset Theory Levin (2002) – Development profiles

Identifying research questions What do staff understand mentoring to be?

How do staff mentor? What approaches are adopted Just one example:

Collecting data and analysing data Defining mentoring Approaches to mentoring

Mentoring varies according to the context Tends to be based on personal preferences Styles reflect relationships between mentor and mentee –Therefore can be seen as a continuum Reproductive Teacher led Transition Productive Student led

Reporting results Shared during staff development sessions

Mentoring Support Listening Guidance Encouragement Advice Reflection Inspiring Development Targets

Main emerging issues Time Expectations Training Ways of mentoring Monitoring Repetition Target setting Apathy amongst pupils

Taking informed actions The little book of mentoring Adoption of different approaches to mentoring across the schools –Year 11 – distributed mentoring –Year 9 – subject focused mentoring –Years 7, 9 and 10 – focused mentoring / group mentoring / peer to peer mentoring

Next steps

References Dweck, C.S (2012) Mindset – how can you fulfil your potential. Robinson: London Levin, M (2002) A Mind at a Time – how every child can succeed. Simon and Schuster: UK Seidman, E., Allen, L., Lawrence Aber, T., Mitchell, C., & Feinman, J. (1994). The impact of school transitions in early adolescence on the self-system and perceived social context of poor urban youth. Child development, 65, 507 – 522.