Research with Schools Case Studies Rowena Smith MMU Faculty of Education
Context – key themes from BERA/RSA report 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 “It is also clear that the expectation that teachers might ordinarily engage with, and where appropriate, in research and enquiry need not, and must not, become a burden on a profession that sometimes struggles with the weight of the various demands rightly or wrongly placed upon it.” Page 6 “the contention is that every teacher should have the confidence, ability and capability to engage in research and enquiry activities when the opportunity or need arises, and that schools and colleges should provide the kind of research-rich environment in which teachers’ research literacy is supported and sustained, and where opportunities for research engagement ordinarily and periodically arise.” P 12 “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.” P18
Context at MMU A partnership model for CPD, predominantly teaching M level units in school groups Specially designed shell units “ Professional Practice Project” delivered in school based groups Other units – all with a strong ‘engaging with reflection on practice’ focus CPD Enterprise Fellows – staff with time allocated to generating accredited and non accredited “activity” with partners Emerging Research Consultancy model for research with schools
Compare and Contrast School A 2013/14 Primary School in ITE Partnership “Good” - Ofsted Head : “something to engage staff in extending their thinking about their practice”. Offered to all staff, 10 engaged Year long Project unit, supported by tutor for project planning, enquiry methods, presentation event within school, assessment at M level. Teachers engaged in a theme that interested them, free rein from school, group met with MMU tutor 6 times All completed, 3 moved to new schools at end of year A similar model with a leadership theme for 14/15 University £ from unit fee paid by school School B 2014/15 Secondary School in ITE Partnership “Good” – Ofsted. Teacher Enquiry model built into Appraisal / Performance Management system – compulsory. SLT lead and deliver TE workshops, MMU providing “how to” research support at arms length. Identified practitioners in school with expertise in key areas who can act as ‘advisor/coach’ Enquiry focus on Observation targets; based on 3 key themes of Engagement / Challenge/ Progress. Detailed workbook on “what to do when” developed by Team School : “tell them what they have to focus on” “we have to get pupil voice” “we want to complete this in 12 weeks” “some teachers scared of reading about teaching and learning”. School decided on a “If…. will…“ enquiry model. Open access sources, annotated bibliography some books purchased, School Librarian preparing study area on VLE and in Resource Room Teacher Treasures – 10 min sharing sessions across year & Poster session at end of year; Offered APEL to M level – no take up to date University charge £ “consultancy” 4 days across year
So what…. Preconceptions that : School A “had it right” in terms of approach School B model restricted and directive, appeared little confidence in staff engagement… “we are not even calling this ‘research’” On reflection…: School A does not have a firm structure in place for dissemination / longer term impact measures School B using a whole school scaffolding model more structured in building research capacity “Burden on the profession” ? Report P6needs further investigation on perceptions Types of research engagement Report P20 mid table! Building a research rich culture/ research literacy probably / maybe / hopefully!