One Year Probationer Teacher Induction Scheme

Sheila CarsonNeil Smillie

Roseanne FitzpatrickDr Dean Robson

Learning Conversations

In groups of 3-4 discuss:

• CPD – what’s working?• Emerging issues

Record on template provided

Interim Profiles

• Essential elements

• Trail of evidence

• Submitting your profile

• What happens next?

Classroom-based Practitioner EnquirySmall–scale Research

Dr Dean Robsond.robson@abdn.ac.uk

School of Education, University of Aberdeen

What is Research?

“Action research is an investigation, based on observation of and reflection on current practice, where the ‘researcher’ focuses on a ‘problem’, draws on relevant literature, then plans, implements and evaluates actions designed to improve pupils’ learning”

[W. Humes, Research Professor, UWS]

Views from GTCS

“The ultimate aim of teacher research is to make a difference to pupils’ learning and experiences”

[M. MacIver, Chief Executive/Registrar]

“This (research) process is now recognised through the incorporation of research skills into all of the GTCS standards”

[I. Matheson, Educational Planning and Research Officer]

Teacher Research Outcomes

• Creation of new understandings about teaching and learning and about learning environments

• Development and critique of practice and curriculum• Improvement of practice in teaching and learning• Tools for reflection and evaluation• Pupil learning gains• Creation of new knowledge for the profession• Opportunity for learning via collaboration/sharing

Importance• GTCS recognition of importance of teacher

research• Standards and Professional Recognition

Frameworks (SITE, SFR, etc)• Continuing Professional Learning &

Development - Pathways• New Professional Identity, e.g. STNE

(investigators and co-investigators of learning, critical thinkers, reflective / reflexive practitioners)

SFR• Benchmark 1.3.2

Have knowledge of how to access and relate research knowledge to their teaching circumstances

Can discuss critically how systematic investigation of, and reflection on, classroom practice can inform and develop teaching and learning

• Benchmark 2.4.1Ensure research literature is critically reviewed in relation to understanding and developing practice

Research links to aspects of all of the main categories of the SFR:

• Professional Knowledge & Understanding (e.g. knowledge of new curricular developments)

• Professional Skills and Abilities (e.g. planning, communication)

• Professional Values and Personal Commitment (e.g. self-evaluation, partnerships)

Induction Year Research (D&G Scheme)

• Dumfries and Galloway Probationer Research http://www.dumgal.gov.uk/Dumgal/xdocuments/15771.pdf.ashx

Relationship between Research, Policy and Practice

(From :Baumfield, Hall & Wall (2008) p3)

Action Research• “Collaborative, educational action research is

often small scale intervention in the functioning of education and is a close examination of the effects of such intervention. Small can be beautiful. The “objects” of educational action research are educational practices and the method is based on the notion of a spiral of self-reflection. A spiral of cycles of planning, acting, observing and reflecting. It encourages teachers to be aware of their own practice, to be critical of that practice and to be prepared to change it.”

[Stenhouse (1980)]

Action Research Cycle

Teachers as Learners• Teacher Enquiry• Use body of knowledge about T&L• Unrecognised innovators and problem-solvers• Knowledge of curriculum & good practice, adapted to

fit personal and professional environment• Intuitive – fits resource and timing limits – develop

and deploy expertise • Reflection and self-evaluation – tendency towards

single cycle enquiry • AR: ideally a series of linked enquiries

Action Research Cycles

• Fits the PLAN – DO – REVIEW model underpinning teachers practice.

[Model adopting :Lewin (1952), Carr and Kemmis (1986)]

Some Quotes“The nature of action research blends with effective CPD and classroom

and school-based action research is recognised as a major means of professional growth for teachers” Cameron-Jones (1983).

“What constitutes the relevance of research, for instance, depends to a large extent on what questions are being asked, in what context, and for what practical ends.” Davies (1999)

“…the uniqueness of each classroom setting implies that any proposal needs to be tested and verified and adapted by each teacher in her or his own classroom.” McIntyre (2005)

“The evidence indicates how teachers’ involvement and confidence can be built in expansive learning environments characterised by specialist support, collaborative working, and the development of mutual trust.”

Brown (2005)

Starting Points for Research

• I would like to improve….• I want to change….because…• I am perplexed by….• Some people are unhappy about….• I want to learn more about….• An idea I would like to try out in my class is….• I think….would really make a difference to….• Something I would like to do is to change….• I’m particularly interested in….

Research Process

AREA / TOPIC OF INTEREST

FOCUSSED RESEARCH QUESTIONS

LITERATURE & OTHER SOURCES

DESIGN (METHODS, ETHICS, RESOURCES)

IMPLEMENTRESEARCH

ANALYSIS / EVALUATION /REFLECTION

A R CYCLE

Research Process (Stage 1)

• Analysis of current practice• Identification of focus for research (with

designated supporter?)• Review of existing research • Formulation of research question/ hypothesis• Development of an action plan (including

ethical considerations)

Research Process (Stage 2)

• Implement action plan• Assessment/monitoring of effects –

identify main, evidenced findings• Conclusions/explanations • Evaluation of process • Recommendations for further research

Focus on Pupil Learning?

• Curriculum for Excellence may provide a starter frame• 4 capacities (CI, SL, RC, EC)

• But how do you ‘measure’ e.g. confidence?• Need to break down to measurable bits – such as

independent working, self-esteem, making choices

• Distinguishing social, cognitive, affective attributes

Gathering Evidence

• Observation• Audio/video• Interviews• Field notes• Photographs• Questionnaires• Student work• Logs/diaries

Observation of interactions

Analysis of Children's’ work

Interview with children

Children's’ engagement during science

TRIANGULATION

Evidence Comparison

Quantitative Qualitative

Learners’ Attainment

Test scoresTeachers’ marksExamples of work

InterviewsLogs/diariesExamples of work

Learners’ Attitudes

QuestionnaireSurveyObservation/video

InterviewsLogs/diariesObservation/video

Input /Output Model

CLASSROOM ‘SYSTEM’ INPUT OUTPUT

LITERACY CLASSROOM (Example 1 next slide)

Peer Assessment Boys Attainment in Writing

Other teaching techniques

Child’s beliefs re-themselves as learners

Children’s behaviour

Teacher confidence

Research Questions and Potential Outputs

Question Output 1 Output 2 Output 3Will boys’ attainment in writing (as assessed using teacher assessments) improve after using peer assessment?

Boys’ writing:1.Work samples marked by teacher2. Pupils’ self assessments3. Test results

Whole class behaviour:1. Behaviour log2. Video

Teacher confidence:1. Self-critique via learning log2. Interview

Does the use of visual cues support the improvement of behaviour for pupils with ASD disorders in whole class sessions

Behaviour of ASD pupils:1. Behaviour log2. Observations3. Video

Achievement of ASD pupils:1. Work samples2. Achievement log3. Parental interview

Parental attitudes:1. Questionnaire2. Parenting log

Will using more open questions in class discussions improve the on-task behaviour of all pupils?

On-task behaviour:1. Observations2. Class rewards system3. Pupil self assessment

Length of pupil contributions:1. Observations2. video

Pupils’ work ethic:1. Test results2. Teacher assessment3. Homework return rates

(Adapted from: Baumfield, Hall & Wall (2008) p19)

Research Resources• Starting Points for Research in Schools

document [available at http://www.sera.ac.uk]

• Ethical guidelines[available at http://www.sera.ac.uk]

• Research databases

• Focussed websites

Databases• Scottish Educational Research Database SERD at

Scottish Education Research Database (http://www.scotland.gov.uk/Topics/Research/Research/14478/SERD)

• Current Educational Research in the UK CERUK at http://www.ceruk.ac.uk

• Education Line (Conference/published papers) at http://www.leeds.ac.uk/educol

• Department for Education and Skills (DfES) at http://www.dfes.gov.uk/research

• Educational Resources Information Center (ERIC) at http://www.eric.ed.gov

Focussed Websites

• Research Informed Practice Site (TRIPS) at http://www.standards.dfes.gov.uk/research/

• Research of the Month (ROM) at http://www.gtce.org.uk/research/romtopics/

• Teacher researcher networking at http://www.teacherresearch.net

Opportunities/Initiatives• RES+/FPS+ (Aberdeen University - Advanced Professional Studies)

• Scottish Teachers for a New Era (STNE) – research and development project – funding for Action Research Link (www.abdn.ac.uk/stne)

• Applied Educational Research Scheme (AERS) – networks Link (www.aers.ac.uk)

• GTCS Teacher Researcher Programme – funding Link (www.gtcs.org.uk)

• Scottish Educational Research Association (SERA) – annual conference

• Local Authority Research networks

• SEED Opportunities Education Sponsored Research (http://www.scotland.gov.uk/Topics/Research/Research/14478/SponsoredResearch

STNE AR Scholarship Titles• Role of video in developing Maths Recovery strategies. • Pupil-led course development• Investigating the effect on individual performance caused by an intervention

intended to promote exploratory talk amongst primary 4/5 pupils in group problem-solving situations during maths lessons.

• Can a multi-modal approach improve the outcome for a disaffected S4 standard Grade Chemistry Class?

• ICT teaching and learning in the Primary 1 sector. Investigating the use of a tech-den to promote technological literacy in early years.

• Active learning approaches within P6/P7 mathematics.• Impact of teacher continuity on pupil motivation.• Investigating the impact of a new curriculum of Drama and Media Studies on

S1/S2 pupils with regard to A Curriculum for Excellence.• Teachers’ use of Personal Development Planning with Pupils.• Exploring the factors responsible for effectiveness of a pragmatic model using

alternative arts activities on vulnerable and ‘at-risk’ secondary school pupils• Monitoring the children’s development of contributions due to the repetition of

topics in preschool for a second year in a row.• Investigation of the use of ICT to support pupils with cerebral palsy.• Investigating children’s learning and development of literacy skills in a structured

play area.

Networking/QA Session

• What’s working – current approaches

• Looking to the future

Partnership Developments

• ‘Entry to Teaching Profession Profile’ evaluation via on-line survey(UofA – Dean Robson and Roseanne Fitzpatrick)

• CPD survey (UofA – Rachel Shanks)

• New Teachers’ Network www.abdn.ac.uk/newteachers

• CPD Pathways – opportunities and your future plans

Plenary/Evaluation