I’m annoyed by how long it’s taken me to write about researchED 2016 this year. After a weekend spent absorbing so many ideas and then hurtling back into the working week, I think it’s taken me longer to process. I want to write about it properly but I’m still buzzing from it all and can’t quite order my thoughts so apologies if it’s all over the place.

red16blocks

This year looks like it’s going to be an interesting one for me researchED wise and this was a brilliant way to kick it off. The national conference is now firmly in the education calendar – with all the advantages of securing brilliant speakers and having a press presence. It’s also great to have the buzz of the run up and see so many people again (if not nearly for long enough in so many cases). The flip-side of this of course is that there is a core of familiar faces and we need to be careful not to become too cliquey; it’s easy to forget that not everyone knows what’s going on. I also had a couple of conversations where people seemed a bit disappointed with the session they went to and I think it’s really important to remember that at the heart of researchED is an ethos of everyone being able to share with each other. That means polished speakers that forgo their usual fee and it means nervous teachers quite prepared for 30 Year 9s but terrified of 15 adults. Not everyone will be polished but it’s amazing that everyone wants to share and connect.

I had no particular method of picking my sessions this year and part of me wishes I hadn’t looked through the rED16 feed afterwards because I saw tweets about sessions I hadn’t even spotted in the programme. This is what I saw this time:

  1. Laura McInerney – Perfectionism
  2. Becky Allen et al – How to win the argument against opening new grammar schools
  3. Stuart Kime – Assessment: the unclaimed prize of learning
  4. Pedro de Bruckyere – Some basic ingredients for an effective education
  5. Sean Harford interviewed by Andrew Old
  6. Tim Leunig – How ministers make decisions when evidence matters
  7. Paul Kirschner – Urban legends in education: What does the research say?

I’m not going to go through each of them, but it’s worth highlighting a few bits from the day.

The first session with Laura McInerney (when I found it) was probably the one that was most personal to me. Laura explored the relationship between perfectionism and performance anxiety in teachers and how that impacts on retention. Looking at the links between type of person who becomes a teacher alongside how people act when under pressure, Laura focused on seeking approval and worrying about mistakes – connecting to this idea of ‘teaching fright’. She suggested that one of the reasons other roles that require dealing with people or performing don’t have the same issues with staff retention is that they are not asked to ‘perform’ for so many people, for such a length of time and repeatedly. It certainly hit the nail on the head as to why I don’t want to teach (and probably why I like working in a small school). The important things to take from this are that we need to work out who is likely to suffer from this anxiety, when, and how we can prevent it. Whilst it’s not going to be the only reason people leave the profession, it might go some way to helping those who do.

Understandably there was a noticeable undercurrent around the topic of grammar schools throughout the day and the session led by Becky Allen was all about this. I have never seen so many of the voices in education be so united against something as they are with the grammar schools proposal. Having spent so long pushing the message of evidence based/informed/led practice in education, for something that flies in the face of available evidence it’s understandable that people are cross (particularly as part of researchED). There are a lot of differences of opinion in education – probably magnified by Twitter, but the atmosphere was infectious.

Takaway message from Sam Freedman...

Takaway message from Sam Freedman in my notes…

On a similar note, Tim Leunig’s session on ‘How ministers make decisions when evidence matters’ was fabulous. I could listen to him all day I think. Not saying I was agreeing with everything he said, but definitely one worth looking at the video of. All the available videos and presentations are on the researchED website.

So now I need to use all this to get some stuff done. I’ve spent the past few rEDs with getting ideas for Relay in the back of my mind and wasn’t quite so worried about that this time. However there are a few bits I’ll write about and, for me, the evidence is clear that grammar schools are not the answer to our problems with education and the best way to stop this happening is to let people know. I’ve realised that surely one of the reasons for school to have me as Research Lead is that I can collate and translate all the information on this and encourage staff to respond to the consultation. I was going to do something in the next issue of Relay but I think there might be a bit too much information so I’ll see if I need to think of something else too. I’ve never written directly about researchED in Relay. Not sure whether that’s because I want to avoid bias towards my own interests or, as I remembered this week, it’s really tricky to talk about without sounding like you’re name-dropping! Mulling the idea of a ‘Research Special’ so who knows.

Finally, Howard seemed to have a good rED16 too and entertained himself by creating all sorts of interactive statistical analyses of the #rED16 hashtag. You can find these here: http://benchheaven.co.uk/rED16/

Next stop Washington

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