I’m not too enthusiastic about ‘teachers doing research’; I am more enthusiastic about the opportunities for schools to take part in larger, more formal research trials and partnerships with higher education. My position set out, I think that what school staff can do is question things.
The staggered start to the new academic year for schools has caused my timeline to be peppered with INSET tweets throughout the week. A few have caught my eye and one particularly seemed to connect with last night’s #UKEdResChat which asked “Are we in a research bubble? Is so how can we pop it?”. The tweet’s from a locked account so I won’t embed it but it read:
“Really pleased how positively staff took on board our drive to embed a #GrowthMindset across school! #ThePowerOfYet”
This tweet was from a primary school colleague in our TSA Innovation Hub – a follow on from the Evidence Based Teaching Group we had, and shows engagement and dissemination of research we have touched on within the group and whilst it’s not bursting the bubble it is perhaps stretching it a bit.
It strikes me though that if research informed staff, including research leads, are striving to build research literacy in schools, is the ultimate goal not to have everyone on board, but to have them questioning? I appreciate that this single tweet doesn’t have a lot of information in it and there may have been a discussion around the approach – it’s just 140 characters. However, if we are to break out of the cycle of the same people driving the research-informed agenda in the same schools I think we need to be looking to encourage the critical eye rather than introducing top-down initiatives. It’s almost a cliché.
Taking the example of Growth Mindset, I know from my own reading that there has been a lot of debate around implementation in the classroom and my basic understanding is that it’s questionable as to whether there’s an impact and to be implemented properly staff need formal training. I don’t know how this school is approaching it (hopefully it’ll crop up at our next Innovation Hub meeting) and I feel uncomfortable using them as an example when I don’t know any detail about their method so putting that to one side, I think introducing something like this is an opportunity for the type of enquiry that should be encouraged in schools.
Questioning things isn’t the same as resisting change but about exploring initiatives and measuring the impact. Introducing school-wide initiatives should involve reading around the subject both for those driving the programme and those who are taking it on. When new ideas are put to staff it should be a positive thing to be met with questions and leaders should be able to answer those questions – either having read around the topic and predicted them, or by offering the opportunity for staff to answer the questions within an implementation and review process. We don’t need to be doing big research projects but at least exploring evidence for and against and looking for change if you do do it. And leaders shouldn’t be afraid to say that something hasn’t worked.
We need the rhetoric to move from ‘we’re going to do this’ to ‘we’re going to find out if this can work for us’. Doing with, not to. This isn’t something that should threaten leaders but that they should embrace. It can be difficult to accept if you have spent a lot of time in preparation but when changes are met with constructive questions that are taken on board and incorporated into the way we work, I think it will be an indication that the research bubble is at least expanding and we are truly embedding research in everyday practice.