R&D as a tool for CPD: A potentially productive area for school- HEI partnership building Angela Brown, Brooke Weston Teaching School Alliance Alison Fox, University of Leicester Bronwen Maxwell, Sheffield Hallam University

This presentation The National College context for Teaching School Alliance R and D activity (Bronwen) A school perspective on working in partnership with Universities to develop R and D (Angela) A University perspective on working in partnership with an Alliance to support R and D (Alison)

The National College context for Teaching School Alliance R and D activity

R&D: Policy context and 'fit' The self-improving school system (Hargreaves 2010, 2011, 2012a, 2012b) - one of the big '6' for TSAs Building on with a number of collaborative learning initiatives e.g. PLCs, networked learning communities, JPD. Long tradition of action research ……but grander ambitions? Initial Teacher Training School to School Support CPD Promoting and Developing SLEs Succession Planning /talent management Research and Development

NCTL Funded R&D Projects NCTL R&D Themes –TSAs chose own focus to contribute to 'What makes great pedagogy?' or 'What makes great professional development that leads to consistently great pedagogy?' –67 TSAs (31 cohort 1; 17 cohort 2 TSAs; 19 cohort 3) –LLLC, IoE and Sheffield Hallam University commissioned to support and research the project Others e.g. Closing the Gap, succession planning etc.

School-led R&D Purposeful Collaboration Informed Intervention Robust Enquiry 6 Adapted from: (Harris and Jones, 2012; Harris 2011)

Purposeful Collaboration Informed Intervention Robust Enquiry Leading to Knowledge for the system Improved outcomes within TSA/local networks Improved outcomes within school 7

Potential areas for HEI partnership around R&D access to usable evidence for practice bridging the 'values/ practice gap' moving beyond 'a thousand flowers blooming' …….to evidence for the system BUT: there is considerable variation in extent to which HEIs are engaging with schools/ TSAs or other networks of schools on R&D

A school perspective: The Big 6? R&D committee set up as one of the ‘Big 6’ alongside other strands; each with working group or committee and co- ordinator Proactive leaders became more integral to the strategic leadership of the Teaching School: CPD, R&D and ITT Increased dovetailing of big 6 strands > a more organic and integrated approach; nominally still co-ordinators but only R&D working group Value in maintaining R&D group to maintain HEI links and develop ITT/CPD/LD/R&D connectivity. (S2S/SP????) Greater use of the executive board to steer and monitor activities

A school perspective: Initial R&D vision and practice

A school perspective: Developing activities R&D supports CPD (including ITT / NQT development) through promoting and supporting evidence-based practice development Supporting teachers at all levels What is research? Awareness raising events Bespoke research support (LS/ CtG) Supporting practitioner research sessions Integrated R&D projects with CPD ITT: use of SSP in the classroom – primary transition NQT: integrating action research into the programme PM: recommended target (pay and progression) CPD / great pedagogy SSP in the secondary classroom (ITT project) Closing the Gap Funded projectsIn-house un-funded project T-Research

A TS perspective: working with university partners In-house training and development BWTSA R&D Projects University of Derby University of Northampton University of Leicester S2S support ITT provision NQT programme T-Research Great CPD / Great Pedagogy – lesson study Closing the Gap

School and University perspective: HEI contributions Integrated partners in all R & D work Key role in planning, delivery and review of R & D teacher support activities –Variety of meetings, phone calls and face-to-face events –Leading project to review attitudes, experiences and needs relating to practitioner research Role in liaison with other Alliances for joint research/events Looking out for funding streams and helping develop bids Advice and support as needed for funded projects Recommending published work (substantive or methods)

Benefits: New opportunities School perspective Advice / help delivering events Current research / thinking Research design Funding opportunities Joint projects National recognition Opportunities to present / write Dissemination University perspective Up-to-date knowledge of school contexts Opportunities to translate research into practice contexts New professional relationships informing direction of academic and professional work Exciting opportunities to co- develop worthwhile projects Opportunities to explore new ways of co-disseminating knowledge being created and shared

Challenges: Emerging relationships School perspective Time to meet, represent the Alliance, balanced against teaching responsibilities Difficult to promote to teachers the value of R&D and the opportunities to work with HEIs Disappointing take-up and buy-in from teachers to access HEI- supported offers Running item to explore joint Masters provision but time and funding limiting teacher interest Succession planning University perspective Where does this activity fit with workload – as consultancy/core work? How is partnership recognised and valued within the University setting – peripheral or central? Working with other University partners – potential competition towards collaboration? Who pays for such work – Alliance, University or individuals? How much should such work cost? Succession planning

Conclusion: Key dimensions Important to integrate HEIs as partners in all activities: particularly ITT, R & D committee, Executive Board Need a shared awareness of Alliance priorities, issues and directions to be able to identify opportunities for meaningful HEI contributions Context for HEI research to inform school practice The way forward relates to marrying agendas through dialogue and shared activity Relationship building central and vital - Individuals important and therefore dangers re: sustainability