"The full report explores from a leadership perspective one approach to setting up research communities within a school – the implementation of a formal approach to action research in a large, challenging inner-city comprehensive school through the use of action learning sets (ALS), sometimes known in educational literature as ‘professional learning communities’." - Page 2

O’Brien, Tracey

English

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ResourceResearch Associate Summary ReportTracey O’BrienDeputy Headteacher, Southfields Community College, Wandsworth, South LondonOn the roadThe action learning set (ALS) journey towardsbecoming a research-engaged schoolSpring 2010IntroductionThe full report explores from aleadership perspective one approach tosetting up research communities withina school – the implementation of aformal approach to action research in alarge, challenging inner-citycomprehensive school through the useof action learning sets (ALS), sometimesknown in educational literature as‘professional learning communities’.Its key research questions were:– Can research engagement have a positive effect on teaching and learning within a school?– Why should a school move towards being more research engaged?– How can engaging staff in collaboration and action research be an effective form of continuing professional development (CPD)?– Do teachers value dialogue in ALS asa useful professional activity?Approximately 20 ALS were designed torun over four half terms with topicseither emerging from priorities in theschool improvement plan or born fromstaff interest. ALS participation involvedmeeting with a group of up to eightfellow professionals with a sharedinterest in an aspect of teaching andlearning for four twilight sessions over ahalf term. Each group was facilitated byan appointed ‘learning leader’. Thegroup would discuss, try out a fewthings in the classroom, reflect and feedback. The learning leader would thenadd some theory such as reading anarticle by a leading light on the topicand share some practice or case studiescarried out elsewhere. At the end of theALS experience, new ideas, proposalsand policies could be put forward orfurther research carried out. Essentiallyit was seen as an opportunity for highquality CPD, led by professionals basedin classrooms for professionals based inclassrooms, to improve the quality ofteaching and learning for students.MethodologyThe research study chronicles thejourney of the design, implementationand evaluation of this CPD initiative thatengaged around 60 staff in practitioneraction research focused through ALS.Data was collected at the inception,implementation and concluding phasesof the project. Some of these datacollection opportunities were moreformative and done at various keypoints throughout the year. Some weremore summative in nature and werecarried out at the end of the projectlifetime. Findings were capturedthrough the following evaluationmethods:– personal reflective journaling by theresearcher (herself the seniordeputy headteacher withresponsibility for CPD in the school)– discussions with an initial focusgroup and the advanced skillsteacher focus group– semi-structured interviews with sixlearning leaders– external evaluation through aTraining and Development Agency(TDA) mid-project report– summative end of projectquestionnaire to all staff engaged inthe ALS over the yearFindingsCan research engagement have apositive effect on teaching andlearning within a school?Staff commitment initially ranged fromthe really enthusiastic, through thosewho wanted to know ‘what’s in it forme’, to the completely uninterested, yetby the end of a year’s experience, over90 per cent said that they wouldwelcome the ALS mechanism as aneffective method of CPD delivery. Over80 per cent agreed that they feltmembership of an ALS to have had apositive impact on their teaching andlearning practice, as evidenced bycomments from staff such as:“It enabled me to experimentsuccessfully, giving students moreresponsibility, making lessons moreinteresting and increasing enjoyment.”“The work on emotional intelligencemeant I have learned a lot about myselfand my students and has led me tohave a better relationship with someindividuals.”“It was great to be thinking about howto teach again.”Why should a school move towardsbeing more research engaged?From the final evaluation questionnaireto participating staff, it was found that94 per cent of staff believed all teachersshould be engaged in small-scale actionresearch and that 94 per cent alsobelieved that all school leaders shouldalso be engaged in small-scale actionresearch. This reinforces the view that ifa school is to be truly seen as learning-centred, then the whole schoolcommunity should be engaged inlearning and needs to be seen to be.In terms of trying to change the school’sethos into becoming a learning-centred,research-engaged school, the ALSexperience has enabled the school totake a huge step on this journey.However, better ways of disseminatingsome of the research findings need tobe developed so that they can beshared more widely within the schoolcommunity and across the wider localarea.How can engaging staff incollaboration and action research bean effective form of CPD?An interim TDA evaluation report foundthat the project demonstrated thefollowing characteristics of effective CPDprovision:– specifying a focus and goal for CPD activity aligned to clear timescales– including a focus on pupil outcomesin CPD activity– engaging with a variety of CPDopportunities– providing time for reflection andfeedback– supporting collaborative approachesto CPD– developing strategic leadership ofCPDThis was reinforced by positivecomments made by participating staff such as:“The ALS allowed freedom to choose myarea of professional development…. Iliked the fact that I could choose thingsthat were more relevant to me and Iwas interested in.”“The ALS has been the most effectiveway of moving theoretical ideas topractical ones…. I liked the fact that Iwent away, tested the learning/idea outand came back to the group to discussand then improve.”“I found it to be extremely useful,providing a good opportunity for both independent and collaborative study.”Some concerns were expressed,however, regarding lack of focus insome cases, additional workloadimplications and the need for a longerparticipation time span.From these snapshot staff commentsand the other evaluative data collected,it is possible to conclude that this type ofCPD is regarded by staff as being aneffective form of CPD.Do teachers value dialogue in ALS asa useful professional activity?All staff involved agreed that theyvalued the engagement in ALS forgiving them professional time and spaceto talk to other colleagues. Participantsin this project indicated that they valued‘dialogue’ as a professional activity:“I think it is invaluable to have the timeto sit and have discussions with otherteachers and share good practice andideas.”“The ALS provided a discussion forumwhich was cross-curricular, thought-provoking, included personal targets,informed good practice, encouraged risk-taking and offered a supportiveatmosphere.”ConclusionExperience on which to draw injourneying towards being a moreresearch-engaged school.Before embarking on the journey:– Establish clarity of purpose and identification of desired outcomes.– Establish a collective knowledge base: identify what is already knownin this area from literature review and research.– Establish evaluation methods fromthe outset: who will contribute, whatdata will be collected, when and  how?– Establish participant ownership of the initiative through promulgation of clear purpose, levels of anticipatedtime commitment, inclusivity of involvement.– Establish leadership protocols:– audit levels of extant knowledge among potential learning leaders– identify required training and development inputs– identify appropriate supportmechanisms.– Establish operational details:– time frame and time commitment– common recording, monitoring and feedback systems– realistic outcome milestones.– Establish systems in advance for effective dissemination of outcomes through networks both within and beyond the school.In publishing Research Associate reports, the National College is offering a voice to practitioner leaders to communicate withtheir colleagues. Individual reports reflect personal views based on evidence-based research and as such are not statementsof National College policy.While the journey is in progress:– Encourage a number of staff tobecome engaged in some sort ofaction research.– Excite others by allowing these staffto champion and showcase theirwork.– Envision the culture of the ‘learningcommunity’ your school is tobecome and promulgate it.– Establish the CPD activity to be aswell structured as possible so that itseems ‘easy’ to others to engage in.– Explain this new activity as a‘growth model’ – not just ‘yetanother meeting’.– Evaluate ongoing progress, havingfaith in your professionals to actprofessionally, but building instructures to ensure compliance.– Extend across subjects and beyondthe school.Download this summary and the fullreport by visiting:www.nationalcollege.org.uk/researchassociatesThe website also provides furtherinformation about the programmeincluding:- current projects- other full research and summaryreports- becoming a research associateTriumph Road Nottingham NG8 1DH T 0845 609 0009 F 0115 872 2001 E enquiries@nationalcollege.org.ukwww.nationalcollege.org.uk PB561The National College for Leadership of Schools and Children’s Servicesis committed to excellence anddedicated to inclusiveness. Weexist to develop and inspire greatleaders of schools, early yearssettings and children’s services. Weshare the same ambition – to makea positive difference to the lives ofchildren and young people.Membership of the National Collegegives access to unrivalleddevelopment and networkingopportunities, professional supportand leadership resources.©2010 National College for Leadership ofSchools and Children’s Services – All rightsreserved. No part of this document may bereproduced without prior permission from theNational College. To reuse this material, pleasecontact the Marketing and CommunicationsTeam at the National College or emailpublications@nationalcollege.org.uk

On the road: the action learning set (ALS) journey towards becoming a research-engaged school

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