Our Schools Journey 2007


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St Andrews Middle School's journey with action research. Some suggestions on how you might implement action research within a school setting.

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  • Our Schools Journey 2007

    1. 1. Action Research Assisting teachers to engage in quality teaching and learning Presented by Tanya Thompson St Andrews Middle School
    2. 2. 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
    3. 3. quality reading programme Questioning Co-constructing criteria The language of Technology Sharing learning intentions Using data to guide teaching and learning Feedback Feedforward Action Research Projects
    4. 4. No matter where you start… each component spirals into the others
    5. 5. Our Research Base <ul><li>ATOL P.D. Action Research </li></ul><ul><li>Action Research: A Developmental Approach. Carol Cardno </li></ul><ul><li>Practitioner Research </li></ul>
    6. 6. Our First Year <ul><li>Sharing classroom practice </li></ul><ul><li>Workshops with whole staff </li></ul><ul><li>Encouraging staff to maintain transparency in teaching and learning </li></ul><ul><li>Conference on ‘Talk’ </li></ul>
    7. 7. <ul><li>Set school targets collectively </li></ul><ul><li>Set up a school wide process which nurtured the </li></ul><ul><li>growth of formative practice within our school. </li></ul><ul><li>Linked the formative practice process </li></ul><ul><li>with our appraisal system. </li></ul><ul><li>Teachers set their own goals </li></ul>Our Second Year
    8. 8. <ul><li>Teachers gathered baseline student </li></ul><ul><li>achievement and teaching practice data </li></ul><ul><li>Teachers were provided with school time to </li></ul><ul><li>read and discuss professional readings </li></ul><ul><li>Teachers receive regular support </li></ul>Our Second Year…
    9. 9. What did we learn? <ul><li>Teachers need to see the necessity for change for themselves. </li></ul><ul><li>Teachers need to see hard evidence </li></ul><ul><li>Teachers need to be supported when modifying their practice. </li></ul>
    10. 10. What did we learn? <ul><li>Allowing teachers to inquire about their classroom practice enables them to become better practitioners. </li></ul><ul><li>Workshops are often not the best way to modify teacher practice. </li></ul><ul><li>Deprivatisation of the classroom leads to higher teacher confidence </li></ul>
    11. 11. <ul><li>All staff were involved in setting up or continuing with Action Research projects </li></ul><ul><li>Specialist and classroom teachers </li></ul><ul><li>Teachers receive support via internal structures </li></ul><ul><li>Regular focus groups during staff meetings </li></ul>Our Third Year
    12. 12. What did we learn? <ul><li>Teachers need in class support to make changes at a faster pace </li></ul><ul><li>Less teacher frustration with in-class modelling </li></ul><ul><li>Teachers need to be supported when modifying their practice. </li></ul>
    13. 13. <ul><li>We have set up rigid support structures in the school </li></ul><ul><li>We have clearly linked our appraisal process to action research projects </li></ul><ul><li>Teachers read a range of professional readings to support projects </li></ul>What are we doing now…?
    14. 14. <ul><li>All teachers complete Action Research projects and feed back results during staff meetings and appraisals </li></ul><ul><li>Evidence of quality teaching and learning </li></ul><ul><li>Evidence based Assessment, Planning and Evaluation </li></ul><ul><li>Whole school PD and Staff meetings </li></ul>What are we doing now…?
    15. 19. <ul><li>Action research projects have transparent links with our appraisal process </li></ul><ul><li>Collegial discussions based on teaching and learning </li></ul><ul><li>A positive culture of change </li></ul>What are we doing now …?
    16. 20. <ul><li>As a whole staff we have engaged in collective vision building and implementation project over the next two years </li></ul><ul><li>We listen to student voice more readily and act upon it </li></ul><ul><li>Clear curriculum development specific to our students </li></ul>What are we doing now …?
    17. 21. <ul><li>A whole staff exploration of what quality teaching and learning look like in each curriculum area </li></ul><ul><li>All staff take an active role setting clear targets using clear evidence from assessment </li></ul><ul><li>High use of the evidence based model when planning, assessment and evaluation </li></ul>What are we doing now …?
    18. 22. Quality writing programme Thinking skills Quality science programmes ICT to enhance learning Transparent learning Evidence must guide planning Student voice Action Research Projects
    19. 23. What evidence has there been of quality teaching and learning? <ul><li>Student achievement - asTTle data </li></ul>
    20. 25. What evidence has there been of quality teaching and learning? <ul><li>Student engagement – student voice </li></ul>
    21. 28. What evidence has there been of quality teaching and learning? <ul><li>Teacher engagement </li></ul>
    22. 30. We aspire to engage our staff, students and families in a community of learning
    23. 31. How can you engage your staff, students and families in a community of learning?
    24. 32. Internal Structures <ul><li>Clear School-wide Expectations </li></ul><ul><li>Trust established within the school culture </li></ul><ul><li>All staff complete projects </li></ul><ul><li>Whole school PD </li></ul><ul><li>Target setting in teams </li></ul>
    25. 33. Internal Structures <ul><li>Clear School-wide Expectations </li></ul><ul><li>Evidence based planning and assessment </li></ul><ul><li>All learning should be transparent </li></ul><ul><li>A professional culture of learning and teaching </li></ul>
    26. 34. Internal Structures <ul><li>Staff Meetings </li></ul><ul><li>Staff meetings are specifically set aside for goal setting/assessment, discussion of professional readings and sharing and celebration of projects </li></ul>
    27. 35. Internal Structures <ul><li>In-Class /Professional Support </li></ul><ul><li>Modelling of best practice </li></ul><ul><li>Release time </li></ul><ul><li>Both in-house and consultant knowledge base of best practice </li></ul><ul><li>Individual/group support with planning and assessment </li></ul>
    28. 36. Internal Structures <ul><li>Appraisal Process </li></ul><ul><li>Staff set goals with projects in appraisal documentation </li></ul><ul><li>Staff collect baseline/comparative data </li></ul><ul><li>Teachers keep a reflective journal </li></ul>
    29. 37. Internal Structures <ul><li>Appraisal Process </li></ul><ul><li>In-class appraisal where teachers demonstrate changes made due to projects </li></ul><ul><li>Teachers must share projects with staff during staff meetings during the year </li></ul>
    30. 38. 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.
    31. 39. 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.