I’ve not seen many blog posts about rEDYork and to be honest as I’ve not got anything down for a week I did wonder if it was worth it, but I quite often use these sorts of posts for my own reference so I’ll go for it.
It’s been an unusually long time since I went to a researchED event – well, September, but that feels like a long time especially with the frequency of rED events popping up around the globe. It’s felt like a slightly slower year generally researchwise for me too I suppose, but this looks like it’s picking up with a few bits and bobs on the horizon.
This was the second researchED event at Huntington School in York, the first I’ve been to. A much nicer balance of Research Lead focus and ‘things people have tried’ I think, and it sets it out as different to the national event. I had the usual dilemma of what to see and I realise I now have the added conundrum of whether to see things that catch my eye or things I think might make for a good piece in Relay (the Learning and Development bulletin I diligently churn out every half term with no idea how many people are reading it). I pretty much went with catching my eye I reckon. Here’s the list anyway:
- Keynotes: Estelle Morris and Philippa Cordingly
- Leon Walker et al: ‘How RISE helped develop an enquiry-based approach to curriculum development’
- Gary Jones: ‘What would a curriculum to develop evidence-based practitioners look like?’
- Lisa Pettifer: ‘Teacher-led professional learning’
- Carol Davenport: ‘Unconscious bias in the classroom’
- Alex Quigley: ’10 things a busy teacher needs to know about research evidence’
It was the sort of day I’ve become familiar with and was starting to miss. It was good to see some familiar faces and meet some new ones, with interesting conversations as standard. Not going to describe each and every moment but I’ll pick out some bits that have particularly stuck with me throughout this week.
It was great to hear about how the RISE project is going down at Meols Cop Hight School. Realising that the job of leading things was too big for one person (and having responsibility for the school timetable), Leon Walker has passed on some of the responsibility to subject leaders and we heard what was being done in English, Maths and Science. The one that caught me here was Jen Filson talking about their Maths trial based on a research paper she was given. I did pinch this as an idea for Relay so if you’re interested you can read a summary here (pdf), but it was a brilliant example of taking an idea from research and using it to spark something, and having the opportunity to do so. My absolutely favourite thing from the day was slipped in at the end by Leon who revealed in the list of things they’re doing next year that in his timetabling duties has pre-set parallel groups into the structure of the school in order to make enquiry easier. Blowing my mind timetable style.
It’s worth a bit of detail on Lisa Pettifer’s session. I almost didn’t go to it because I’d forgotten what I’d circled earlier and was getting swept away with the dining room crowd – glad I did go, she’s a guddun this one. Lisa talked about her role in the school’s Professional Development Department – how this sits in the school and how the school sits within their community. I loved how professional development is very much an interwoven part of school life and not an after thought (or a tick list of certifications we all need to do). I loved that there are no senior leaders in the PD team. I loved the range of opportunities they help provide. I loved the diagram of their PD model (I got to scribble it in my notes and I took a photo with my shoddy phone camera. Bonus points if you can make it out*). I really loved that they were taking the opportunity to bring PD in-school, achieving ‘success through collaboration’, and I would like to explore how we can get some of all this going at our school.
Last one I’ll go into detail of is Carol Davenport on ‘unconscious bias’. This started with a breakdown of the reasons we have unconscious bias and how it can be useful (don’t misjudge a tiger for the wind) as well as problematic, before focussing more on the example of gender. I think working in a school where we only have boys, we are both more guilty of bias and more aware of it. I think for us, bias towards ‘boy stuff’ is often the easier option – football breaks, superhero themes etc. and there are reasons we generalise this stuff, the majority do like it. We do try though to move beyond it and consciously provide alternatives, whether that’s in exam courses like BTEC Hospitality alongside Motor Engineering or crafty options for lesson 6. Away from the ‘gender’ biases though I think we can be biased in other ways. Our boys come from very different backgrounds to most of our staff – culturally, economically, socially. We need to be careful not to pre-judge them and avoid self-fulfilling prophecies. This is something I’m particularly aware of as I baseline new pupils for next year. All our pupils have some sort of background that looks awful on paper and we can’t afford to focus on this too much.
I’ve pretty much decided that the next issue of Relay will be a sort of research focussed issue. I’ve tried to avoid it being too ‘researchy’ and give a broader selection of things so far (I don’t really want to bias it towards myself probably), but I think there’s so much going on everywhere that it would be a good opportunity to give a round-up of a bit more.
I’m proper excited for the National Conference in September now.
*Lisa Pettifer has fabulously provided the actual diagram which is very much less blurry 🙂