So, I’ve done a few things research-related with our Teaching Schools Alliance now, and when I was asked if I would share my journal club work at their upcoming event ‘Using Research and Evidence for Improvement’, I was happy to. Basically I wheeled out the usual presentation and took advantage of the opportunity to hear some brilliant people talk without having to pay for the pleasure.
The event, held at the National College for Teaching & Leadership’s Learning and Conference Centre in Nottingham, was a collaboration between Transform TSA, George Spencer TSA, Minster TSA, East Midlands TSA, and The University of Nottingham. It was a chance for the TSAs to promote engagement with research and development in schools and to showcase some of the work being done across our region.
Our keynote speaker was James Richardson from the Education Endowment Foundation. For all that I’ve seen and heard about the EEF’s work at various events, I didn’t think I’d actually gone to something specifically about them and I was completely wrong. Looking back through a wealth of conference notes, I saw James Richardson at researchED Midlands in 2014. Actually, in my notes* I have scribbled the phrase ‘Research Champion’. That was the start of A LOT. Things have moved on quite a bit since 2014. The EEF Sutton Trust Toolkit is familiar to a lot more people and used in a lot more schools. The focus has changed from making people aware of their work to updating them on research that has been completed (and is being replicated) and guidance to use the toolkit in their own setting. I’ve got lots more bits to look into and lots more badgering of SLT to do. *I have also scribbled that the DIY Guide will be interactive soon. I thought that was familiar when James said it on Friday…
Mary-Alice Lloyd – Vice Principal and Director of the George Spencer Academy TSA, shared her school’s journey to becoming a research engaged school. Starting in 2005 they created a ‘drip-feed’ model of CPD in addition to their INSET and focused strongly on AfL. After evaluating their school’s level of research engagement, they introduced Teacher Learning Communities (TLC), including all staff, that meet at least ten times throughout the year and staff are able to collaborate and enquire on their practice together. Following the success of the TLCs, they set out to use the TLC approach to enable all staff to engage in classroom based research and they linked this with the new Teachers’ Standards and now, working with The University of Nottingham and Nottingham Trent University, GSA have developed a practitioner enquiry cycle that works with the TLCs. This year they have extended the enquiry model to include Lesson Study as an approach.
Providing excellent examples of school-university partnerships was Professor Qing Gu from the Centre for Research in Educational Leadership and Management in the University of Nottingham School of Education. She described the role HEIs can play in interpretation and guidance in implementing findings from research in schools, and the potential for partnerships in fulfilling the role of a critical friend. Qing went into detail about this role with a local school with a focus on the Senior Leadership Team’s role in driving forward school improvement. A report on this can be found here – http://www.nottingham.ac.uk/education/documents/research/crsc/research-projects/kten/brochures/bookletsouthwoldpr.pdf There was a lot of advice about the process of school-based enquiry and I’m pretty sure that if Qing was to make a researchED appearance it would be a wonderful thing.
Before lunch we heard from colleagues leading research projects in their schools. The first, from KYRA TSA and whose name I didn’t jot down, spoke about their experience of the Closing the Gap: Test and Learn small scale research projects. Whereas our school’s involvement was with one of the large scale projects (Research Lesson Study), many schools were trained and developed their own RCT projects. I actually went to one of these training events that was aimed at special schools and it was interesting to see what other people had done with it. Following completion of their projects, schools were given a poster template to write up their work and these were shared in a marketplace style event. It was suggested later in the day that these posters may be a good source for discussion at a journal club.
Chris West from Redhill TSA shared his experiences at trying to build enthusiasm and participation in research engagement (something many of us are familiar with). Things he has done include creating his own examples of simple research write ups, a research Teach Meet and ‘Research in 100 Words’ postcards. These (I think) are here – http://www.redhilltsa.org.uk/course/view.php?name=Research#section-3 Chris’s focus is encouraging staff involvement and setting the structures in place for this to happen.
Journal Club was after lunch (where we discovered that ‘gourmet’ pies contain either steak or gourmet…), usual drill. This was the biggest one I’ve ever done. We looked at ‘Does Being Bored Make Us More Creative?’ (Manna and Cadmana, 2014) and never have I been in a room with so many engaged people saying the word ‘boredom’. It seemed to go down well, particularly with the man next to me who was, and I quote, ‘all about this’. Oh. Biscuits = Cadburys Fingers (lots in box and slim line to fit in bag).
Last up for the day was Matilde Warren from GSA talking about their use of Lesson Study. As mentioned earlier by Mary-Alice Lloyd, staff at GSA are able to pick Lesson Study as their focus this year. I looked at Lesson Study a fair bit with our research project so I’m aware of how the process has been adapted from the Japanese model for the way it is commonly performed over here. What was brilliant was that Matilde has been over to Japan to see just how they do it and study their process. She’s well aware that there are lots of elements that wouldn’t work here (40 teachers in a lesson whilst the kids just get on with it; leaving a whole primary school whilst the teachers all debrief), but what the experience did highlight was where they hadn’t been prepared and where they could tighten the process up. It would be brilliant to hear from GSA again and see how it all goes.
There’s no way I can write about everything that was part of the day and I hope I’ve represented everyone well enough. As with most school engagement with research, if you dedicate the time and resources, the results can be amazing for staff, pupils and the school as a whole. It was great to move away from the researchED glare and see what’s happening more locally. I know there are a few Transform ideas knocking about and I’m hoping I hear that more people are setting up journal clubs. Mostly I hope people just keep plugging away and trying because it can be tough but it’s definitely worth it.
The ‘Nottingham-Shire, a Voice for Education event held at The University of Nottingham, organised by Howard Stevenson, was part of the ESRC’s Festival of Social Science and billed as an opportunity for ‘students, parents, those who work in education or are simple interested in education’ to discuss and explore how we can ‘rediscover, reclaim and reinvent democratic public education’ in Nottingham City and the County. Intentionally broad, it covered all phases and interests. It was free and lunch was provided. Worth a shot.
The day was orgainised around four workshops that were presented in the morning and repeated in the afternoon, giving an opportunity to attend a couple of options. The opening thoughts centred around four themes:
- Community – Forming a community based on collective values and our position in society amongst others.
- Creativity – Challenging traditional notions of ‘activism’ (including the style of events like this one).
- Connections – People are often triggered to come into something by being against it. We need to connect being ‘agianst’ with being ‘for’ something.
- Co-construction – Challenging the notion ‘there’s nothing you can do about it’.
It’s easy for people to adjust to the environment they’re in and narrow their expectations. We should promote the idea that there’s ‘no such thing as no alternative’, a concept Stevenson illustrated with Plato’s Allegory of the Cave.
Whilst I am a member of a union, and I do think it is important that we stay up to date and challenge things that threaten education (whatever the sector), I am not by any means an ‘activist’ in the common sense of the word. I am interested in the idea of how we can work together across education and in collaboration with wider society to establish what we need. Particularly how once we have come together over what we are against, we should work on what we are ‘for’.
Don’t get me wrong, unions are an important part of the collaboration. They are experienced and hold a high level of knowledge and skills needed to bring people together and have their collective voice heard. I can’t be the only one though that can feel intimidated by loud opinions that seem closed to debate, or presume that everyone has the same thoughts (something Martin Robinson wrote about in May), and I worry that there is public and education sector fatigue with repeated campaigns. To hold onto the proposal that we need to revise our notions of ‘activism’ and think creatively, I am encouraged by the enthusiasm for getting a wider community together – alongside unions – to challenge decisions but also to put together solutions.
Developing Collaborative Alternatives in Schooling
The first session I went to showcased the successful collaborations that have gone on in Leicester firstly to resist the acadamisation of their schools, but as a result of that, their city-wide reading initiatives including the ‘Everybody’s Reading Festival‘. I have two pages of notes about this session which are pretty much crammed with ideas – from Storytelling Week and Author Week, to bookmarks with tips for parents and reading champions in schools. Elements that stood out for me were the combination of CPD, networking and sharing ideas; schools bidding for ring-fenced literacy project funding; the potential uses of data collected from the (required) survey completed by each school; and the spread of this beyond schools and into the community. I am very jealous of what they’ve got going on there.
Due to a small train hiccup, the keynote speaker, Hilary Wainwright, was a little late so her talk was after lunch. She spoke about how we need to break the idea that change isn’t possible (using Jeremy Corbyn’s recent success as an example) and deep notions of democracy as people working together to achieve this. Having already heard about how unions can bring a community together, I wondered about the idea that unions could have a role as co-ordinating drivers for change – rather than simply focus on wages and conditions for members, a wider social role?
The Action For ESOL Campaign: Protest, Professionalism and Pedagogy
For my afternoon session I went to hear about the Action for ESOL Campaign. The particular subject matter isn’t something I have anything to do with but as a very specific section of education I can see some parallels with special education, and when it comes to fighting for funding and resources, I wonder if there are lessons to learn from their success. Through the coming together of professional, national and local networks (outside of a union structure although there was involvement), they successfully fought to keep provision accessible.
Analysing how and why this worked is of even more importance now as the renewed threat of cuts to the FE sector move closer. Earlier in the day we had discussed as a group what our ‘ideals’ in education were and points about access, valuing education and lifelong learning were central to this. It seems to me that we all need to have a greater awareness of what is happening in FE at the moment because for something that encompasses all the things we value about education, it’s not being valued elsewhere.
Seeds of a Nottingham Campaign For Education
The round up of the day included space for some local campaigns and initiatives to have a say and a break of into groups to discuss some of the issues arising from the day. I joined the ‘City’ group to discuss how we felt we could respond to the current consultation into the 10 Year Plan for Nottingham City. The consultation period is only a month long which seems woefully short, particularly as there doesn’t appear to have been a great deal of promotion around it, and our group felt that whilst the proposals were reasonable, they weren’t particularly ambitious or joined up with other work being done nationally around issues such as teacher recruitment and retention. There was a suggestion that we could put together a Citizens’ Jury to bring together the community and build an idea of how our whole community feels and what it needs.
It was certainly an interesting and thought-provoking day that I’m sure will be repeated, and even with a small toilets-not-working issue (which Tom Bennett having fixed a few of those during researchED events would probably see as standard), there was definitely a spark of something that I am keen to see develop and bring together the whole community, creatively, to challenge those that tell us what we need with what we know we need. If there’s a next-time, I think it would be good to encourage more parents (other than teacher-parents) to attend and there is definitely space for the research slant on things. We’ve got two big universities in Nottingham so why not take advantage of that expertise. Having mentioned researchED, I also think there might be an opportunity for Howard Stevenson to present something about this at one of the conferences.
Incidentally, a tweet from Tom Sherrington in February started doing the rounds again on Saturday morning. In many ways I think this fits brilliantly with the message that was being shared and it’s something we should keep in mind as we think about where we want this to go.
More information about the day all these things can be found here: https://nottsvoiceed.wordpress.com/