1. The importance of enhancing teachers’ research literacy Matt Walker UCET Annual Conference 4 th November 2015

2. Agenda Research: ‘push’ and ‘pull’ factors Challenges Practical guidance, tools and tips

3. Research ‘push’ factors Local involvement in local or national research studies National the new National Standards of Excellence for Headteachers (2015) Sir Andrew Carter’s review of ITT Teaching Schools the College of Teaching International OECD has called for ‘a culture of research and reflection in schools’

4. Research ‘pull’ factors growing interest in developing practice informed by research desire to challenge practices that aren’t working popularity of ResearchED need for evidence to show effective working (e.g. to support annual appraisal)

5. Evidence-informed education A meeting of research and practice evidence

6. Case study Meta analysis Literature review Longitudinal study Randomised control trial External evidence Professional research Reflective practice Practitioner enquiry Action research Academic research What is research evidence?

7. To ‘do’, to ‘use’ or to collaborate? For impact across a number of schools? To support one school’s development? To aid personal professional development? Consider the purpose of the research Statistically representative (for generalisable findings across many schools) Smaller-scale or qualitative (for use in one school or by one teacher) Think about the best methods Professional researcher (for statistically- representative research) Teacher or teacher-researcher collaboration (for school or professional development) Work out who is best placed to produce

8. Challenges to research informed teaching Teachers ‘using’ the findings from academic research? Teachers ‘doing’ their own research and enquiry? Different perspectives (is EIE about…) well produced/synthesised effectively translated for practice easy to locate and access robust – easy to interrogate Supply issues (academic research that is…) believes in the value of research evidence has high levels of research literacy experiences supportive ‘conditions’ for research use Demand issues (a teaching profession that…)

9. Research literacy built into ITT/CPD (Carter Review; David Weston independent review of CPD) A profession that can critique and ‘debunk’ Grassroots’ movements – ResearchED CEBE working groups ‘New College of Teaching Critical enablers for EIE: System level High quality supply of research evidence Effective syntheses of research evidence ‘Research literate’ profession Coordination and brokerage Meta-analyses for ‘weight of evidence’ judgements Online platforms – easily accessible summaries e.g. EEF Toolkit; MESH Guides; IEE’s Best Evidence in Brief, Evidence for Impact Research commissioners identify schools priorities Research commissioned and produced on relevant themes in accessible formats

10. College of Teaching

11. Critical enablers – school level Leadership, resources and staffing Culture of reflection/enquiry/innovation Tools for engagement Clarity about role of teacher-led enquiry Collaborative working Leadership, resources and staffing Culture of reflection/enquiry/innovation Tools for engagement Clarity about role of teacher-led enquiry Collaborative working ‘ Readiness’ to engage

12. NFER’s self- review tool www.nfer.ac.uk/srt NFER’s Research in Schools www.nfer.ac.uk/ris

13. What is the self-review tool? Gives a picture of where the school is now (eight self-review elements) Provides a report identifying how to move forwards Links to resources that can help a school become better evidence-informed Launched earlier this year A free online tool to help schools or colleges review their engagement with research and in enquiry. It provides a framework for school improvement supported by evidence.

14. NFER provides evidence for excellence through its independence and insights, the breadth of its work, its connections, and a focus on outcomes. National Foundation for Educational Research The Mere, Upton Park Slough, Berks SL1 2DQ T: 01753 574123 F: 01753 691632 E: enquiries@nfer.ac.uk www.nfer.ac.uk Matt Walker: m.walker@nfer.ac.ukm.walker@nfer.ac.uk NFER’s research in schoolsNFER’s self-review tool www.nfer.ac.uk/riswww.nfer.ac.uk/ris www.nfer.ac.uk/srtwww.nfer.ac.uk/srt @TheNFER