So what does a school research lead do? Over recent months I have blogged about the actions a school research lead can take to support colleagues become better evidence-informed practitioners. However, I have yet to develop a checklist of tasks for those colleagues leading the use of evidence and research within schools.
This is a re-blog post originally posted by Gary Jones and published with kind permission.
The original post can be found here.
To help fill this gap I have used Brown’s (2015) concluding chapter in the excellent new book Leading the Use of Research & Evidence in Schools. to draw up a provisional checklist for school research leads. Subsequently, I will identify a number of possible omissions from this checklist that may need to be included if it is to provide a comprehensive guide to action.
A Check-List for Leading the Use of Research and Evidence in Schools
Brown (2015) has produced a checklist for school leaders wishing to develop a research and evidence-informed school culture. In this checklist, Brown distinguishes between actions/factors which is ‘transformational’ in nature and enable research and evidence to be a core component of the work of the school. These ‘transformational’ actions are contrasted with those which are pupil-centered and focus upon using research and evidence to improve teaching and learning and are summarised in Table 1
Table 1 Leading Research and Evidence Use in Schools – Themes, factors, and sub-actions (adapted from Brown, 2015)
Some initial observations on Brown’s checklist
When constructing a checklist, it is almost inevitable that some items may be left out. Items may be omitted from the checklist because they are taken for granted and are assumed to be in place. Other items may be omitted because they reflect a different stance on the task at hand. My own experience of check-lists suggests that it is better to have too much on a check-list than too little, so below are a few thoughts as to what could also be included.
- Does your approach to research and evidence ensure the use of an appropriate ethical framework?
- Are teachers explicitly aware of an appropriate ethical framework for the use in evidence-informed practice?
- Do teachers give active consideration to the application of that ethical framework prior to any changes in practice arising from an investigation of the best current available evidence?
- Are ethical considerations explicitly noted in some form; be it a note on a lesson plan; referenced to within a scheme work; or recorded in some way, be it a reflective diary or log?
- Are the processes for the recording of ethical issues need to be both, proportional and fit for purpose?
- Does your approach to research and evidence demonstrate a clear understanding of the difference between research and evidence?
- Are teachers aware of the difference between evidence-informed practice and research and development?
- Is the priority of school research activity on disciplined inquiry and joint-practice over and above research and development?
- Is there a recognition that to role of research and evidence-informed activity is to help teachers improve rather than prove
- Does your approach to research and evidence build capacity and capability for future learning?
- Are teachers doing things right (single loop learning)?
- Are teachers doing the right things (double loop learning)?
- Are teachers participating in making well-informed choices regarding strategy, objectives, etc. (e.g. triple loop learning)? George, Romme and Van Witteloostujin (1999)
Some concluding comments
Drawing up a checklist is never easy, particularly in an area where practice is a continued state of development and innovation. Furthermore, even if a comprehensive is check-list is created, it is the skill of the implementer which is paramount in whether the use of the check-list leads to success. What matters is the extent to which the School Research Lead and other senior leaders display ‘phronesis’ or ‘practical wisdom’ in the promotion of research and evidence-informed agenda within a school. As such, the skillful school research lead will take the checklist and amend its use in a way that meets the specific needs and context of their school.
Brown, C. (2015) Conclusion, in Brown C. (ed) Leading the Use of Research and Evidence in Schools, IOE Press, London
Georges L. Romme, A., and Arjen Van Witteloostuijn. “Circular organizing and triple-loop learning.” Journal of Organizational Change Management 12.5 (1999): 439-454.
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