1

IOE Research and

Development

Network

Building capacity to engage with and inresearch in order to make a difference

for pupils

Action research Joint practice development

Practitioner enquiry

Research & development

Evidence-informed practice

Development & research

Collaborative enquiry

What’s your experience of these?

5

Joint Practice Development

• structured mutual development related to practice

• each partner has something to offer and something to learn

• research-informed

Research and Development• Based on priorities for school

development: where do we need to improve?

• Draws on existing evidence: what is known?

• Addresses a strategic research question: what do we need to know (how to do)?

• Focus on evaluation and sharing learning: what are we learning?

6

Joint Practice Development

• structured mutual development related to practice

• each partner has something to offer and something to learn

• research-informed

Research and Development• Based on priorities for school

development: where do we need to improve?

• Draws on existing evidence: what is known?

• Addresses a strategic research question: what do we need to know (how to do)?

• Focus on evaluation and sharing learning: what are we learning?

Research evidence

Professional expertise and judgement

Classroom context

and learner needs

Management and pupil data

EIP

Evidence - informed practice

Durbin, B. and Nelson, J. (2014). Why Effective use of Evidence in the Classroom Needs System-wide Change (NFER

Thinks: What the Evidence Tells Us). Slough: NFER [online]. Available:

https://www.nfer.ac.uk/publications/99942/99942.pdf [26 March, 2014].

C2L Methodology

Connecting Professional

Learning

Establishenquiry team

Data informed question /

focus of enquiry

Gather baseline data

and select enquiry

method(s)

Select, trial and refine strategies

Collect data and evidence of

change

Define and disseminate

outcomes and impact

Implementation

Innovation

Impact

Harris and Jones (2012) Connecting Professional Learning (NCSL)

• Baseline evidence - data

• Research strategies

• What’s already known about our focus?

• Trial new approaches

• Track evidence of change (practice and learning)

• Refine and re-trial strategies

• Critical analysis

• Research question / enquiry focus

• Expected outcomes / the difference you want to make

• Evaluate impact - data

• Share learning

• Mobilise knowledge (across school)

• Embed new practices

• New questions

Reflect Ask

InvestigateInnovate

Determine strategic focus

Gather baseline data

Select, trial and refine strategies

Collect data and evidence

of change

Evaluate impact

Use findings to determine future

strategy

Evidence-informed Strategic Planning Cycle

Data informed

Practice /

achievement /

attitudes?

Internal and

external knowledge

of what works

Give strategy

chance to succeedGenerate your own

evidence – how?

Make it manageable.

Relate to

baseline -

what worked?

Grow or stop

intervention

Implications for staff

development?

Share and

embed new

knowledge

• What can we learn from case study schools?

• What are the opportunities to apply learning in my context?

• The challenges?

• How might a framework help?

• How can we utilise the Network?

Wednesday

26 November

2014

5.00-7.00pm

£60.00

£40.00 for IOE

R&D Network

members and

LCLL members

Maximising the Impact of Teaching Assistants – MITA

Led by: Rob Webster

For: Senior leaders and others interested in the challenges of putting research into practice

Teaching assistants are a large and indispensable part of the school

workforce, yet much-publicised research has found the support they

provide has no effect on pupil attainment. This session unpicks the

research behind the headlines and introduce a process through which

school leaders can rethink and reform how to deploy and prepare TAs,

to ensure they make a meaningful contribution to teaching and

learning.

IOE R&D Network – Core Events Calendar 2014- 2015