Action Research

Assisting teachers to engage in quality teaching and learning

Presented byTanya Thompson

St Andrews Middle School

Action research is the study of a social situation with a view

to improving the quality of action within it.

Cardno and Piggot-Irvine, 1991

quality reading

programme

Questioning

Co-constructing criteria

The language of Technology

Sharing learning intentions

Using data to guide teaching

and learning

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Action Research Projects

No matter where you start…

each component spirals into the others

Our Research Base

• ATOL P.D. Action Research

• Action Research: A Developmental Approach. Carol Cardno

• Practitioner Research

First 3 years – What did we do?

•Sharing classroom practice• Workshops with whole staff •Encouraging staff to maintain transparency in teaching and learning•Conference on ‘Talk’

•Set school targets collectively•Linked the formative practice process with our appraisal system. •Teachers gathered baseline student achievement and teaching practice data.•Teachers receive regular support•Teachers were provided with school time to read and discuss professional readings.

What did we learn?

•Teachers need to see the necessity for change for themselves.

•Teachers need to see hard evidence/data

•Teachers need to be supported when modifying their practice.

What did we learn?•Allowing teachers to inquire about their classroom practice enables them to become better practitioners.

•Workshops are often not the best way to modify teacher practice.

•Deprivatisation of the classroom leads to higher teacher confidence

•Action research projects have transparent links with our appraisal process

•Collegial discussions based on teaching and learning

•A positive culture of change

What are we doing now …?

•As a whole staff we have engaged in collective vision building and implementation project over the past year and a half

•We listen to student voice more readily and act upon it

•Clear curriculum design specific to our students

What are we doing now …?

•A whole staff exploration of what quality teaching and learning looks like in each curriculum area, how students learn best

•All staff take an active role setting clear targets using clear evidence from assessment

•High use of the evidence based model when planning, assessment and evaluation

What are we doing now …?

Quality writing programme

Thinking skills

Quality science programmes

ICT to enhance learning

Transparent learning

Evidence must guide planning

Student voice

Action Research Projects

What evidence has there been of quality teaching and learning?

•Student achievement - asTTle data

asTTle AR's Growth

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What evidence has there been of quality teaching and learning?

•Student engagement – student voice

What evidence has there been of quality teaching and learning?

•Teacher engagement

We aspire to engage our staff, students and

families in a community of learning

How can you engage your staff, students and families

in a community of learning?

Internal Structures

Clear School-wide Expectations

•Trust established within the school culture

•All staff complete projects

•Whole school PD

•Target setting in teams

Internal Structures

Clear School-wide Expectations

•Evidence based planning and assessment

•All learning should be transparent

•A professional culture of learning and teaching

Internal Structures

Staff Meetings

Staff meetings are specifically set aside for goal setting/assessment, discussion of professional readings and sharing and celebration of projects

Internal Structures

In-Class /Professional Support

•Modelling of best practice

•Release time

•Both in-house and consultant knowledge base of best practice

•Individual/group support with planning and assessment

Internal Structures

Appraisal Process

•Staff set goals with projects in appraisal documentation

•Staff collect baseline/comparative data

•Teachers keep a reflective journal

Internal StructuresAppraisal Process

•In-class appraisal where teachers demonstrate changes made due to projects

•Teachers must share projects with staff during staff meetings during the year

While teachers hold initial concerns about additional work involved in

action research projects, these tend to dissolve as teachers realise the

benefits these projects have on their practice and the enjoyment of their

profession.

Action Research enables teachers to feel empowered and therefore

empowering their students.

All stakeholders can make real decisions as active members of a community of learning therefore increasing student achievement.