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Learning through Research The Mead Teaching School

Learning through Research

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Learning through Research. The Mead Teaching School. 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). - PowerPoint PPT Presentation

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Learning through Research

The Mead Teaching School

Supporting Professional

Culture

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)

Extended moral purpose

Coaching

Research mentorResearch

processes

Quality assurance

Building engagement through Practice Development Partner /SLE roles

Exploration and Definition

Refinement and Enquiry

Cultivating Quality and Innovation

Validity and Impact

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

The Mead Learning

Setts

Behaviour

ICTReadin

g

Early Years

Maths

The use of the 5 point scale as whole school approach. Implementing the use of restorative

justice

Does an increased level of child

initiated learning impact upon progress and achievement?

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?

How can parental engagement in reading activities be increased and maintained?

Learning Conference

Professor Graham Handscomb – Key note address

Learning Conference

Research Market Place – Early Years

Learning Conference

Research Market Place - ICT

Learning Conference

The Research Cafe

Impact – teacher learningModelling behaviours and attributes of teacher

researchersChanging perceptions of professional learningImproved knowledge and understanding of

research methodologySLEs as facilitators of research hubs Professional empowerment and respect Strategy for growing leadersResearch-engaged buzz!

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)

Impact – Early Years

Impact – Maths

Impact

Behaviour for Learning

Impact – ICT

Next steps – Learning SettsTo build capacity for leadership of research and

enquiry through TA Learning Setts Extend opportunities for disseminating findings to

enable transference across year groupsPromote Aspirant SLE programme across alliance

with critical inclusion of Teacher research moduleContinue to align research activity with school/

alliance improvement priorities, but support teachers in choosing own lines of enquiry

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

Discussion – question 1

How can we ensure that our research brings about improvements in teaching and learning?

DiscussionTowards 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)

Discussion – question 2

How can we share the fruits of our enquiry meaningfully and systematically with our partners?