Professional Inquiry: research engaged schools
Why is professional inquiry so important?
Inquiry is central to professional learning communities. It is also at the heart of the IB approach to pedagogy and is becoming a key aspect in the IB evaluation self-study from 2020 onwards. To professionally inquire is to be curious, to ask questions, to examine, to consult and investigate ideas. It is also to carry out research where your classrooms are your laboratories of learning.
How do we lead a community of lifelong independent learners committed to inquiry?
This page provides an introdution to what a research-engaged school looks like - a school that puts professional inquiry centre-stage.
Having an Inquiry Mindset
"The knowledge we need to solve problems (in schools) often doesn't reside close at hand; it has to be found through active inquiry and analysis." (Elmore.R.,Building a new structure for school leadership, Washington 2000)
In The Adaptive School: A sourcebook for developing collaborative groups, Garmston.R.J., & Wellman B.M suggest three helpful questions as the source of all professional inquiry:
- Who are we? Two related questions are 'About what do we care?' and 'How much do we dare?'
- Why are we doing this? which draws attention and choice to the habits and practices we have become accustomed to. Are these practices continuing to have the desired outcomes? Are they effective? Is there better practice elsewhere? How do we know?
- Why are we doing this this way? This third question focuses on the 'how' we do things. Who is benefiting from the way we are doing things?
Activity: Our professional inquiry
- As a school leadership team try answering these three questions:
Who are we?
Why are we doing this?
Why are we doing this this way?
- What are the key professional inquiry questions you are currently asking? To what extent are these central to your school action plan?
Activity: Inquiry Questions Bank
- Generate good thought-provoking and discussion generating inquiry questions on the following IB topics. This is a good way for staff to frame the things they wish to know and explore.
International Mindedness
Learner Profile
CAS
Service Learning
Inquiry-based learning
Concept-based teaching and instruction
Global engagement
Collaborative Learning
Differentiation
Formative assessment
Communication
Mother tongue
Academic honesty
Culture and identity
Risk taker - Use the Genius Hour protocol to allow colleagues to research and report back on their inquiry question.
The IB have produced a short and good introduction to action research which is available in English, French and Spanish. The resource looks at approaches to action research in general before looking at ways to align with your IB programme.
English: https://lnkd.in/eZj9zTn
Spanish: https://lnkd.in/ev3JniQf
French: https://lnkd.in/eNjymgsg
Action research ideas and approaches align closely with at least three key features of the IB programmes:
· teaching and learning based on a "cycle of inquiry, action and reflection—an interplay of asking, doing and thinking" (IBO, 2019: 6)
· self-study as part of programme evaluation with the potential to provide new insights for the school community that can lead to positive benefits for students (IBO, 2022b: 16)
· focussed programme development…using an inquiry, action and reflection cycle approach…that results in the school expanding its capacity as a learning community (IBO, 2022a: 11)
Action research could support development in each of these features of the IB programmes, at personal, team and community levels.
In 2003, Graham Handscomb and John MacBeath proposed that schools could become research-engaged by placing research and inquiry ‘at the heart of the school, its outlook, systems and activity’ (Handscomb and MacBeath, The Research Engaged School, Chelmsford, Forum for Learning and Research Enquiry (FLARE), Essex County Council, 2003).
Becoming a research-engaged school means making a commitment to using evidence and research throughout the school. A research-engaged school is one that:
- investigates key issues in teaching and learning
- uses enquiry for staff development
- turns data and experience into knowledge
- uses evidence for decision making
- promotes learning communities
“A range of indicators suggests that we are progressing very well. In order to improve further, we must become more focused about how and why we do things. Research engagement offers the prospect of reinvigorating our collective professional identity and self-esteem.” (Primary school headteacher)
The NFER team identified key features of successful practice. These have the following action implications for school leaders.
- Be prepared to commit resources to research – especially staff time. Time is needed for planning the research, collecting data, analysis, reflection and sharing results.
- Identify an appropriate topic and focus for research. The school improvement plan can be a good starting point to help identify a research topic. The research question is central to the success of the research project. This will identify what the research project is and what it is not about, guide the methodology and keep the research team focused.
- Form a research team and enable them to work collaboratively. Research teams benefit from diverse membership, bringing enthusiasm, expertise and fresh insights to bear. It is important to have a member of the leadership team involved, either as part of the team or in a mentoring role, or both
- Provide support, including mentoring and research expertise.
- Create a supportive learning culture throughout your school. The school leader has a key role to play. For example: When someone makes an assertion, ask them why they think so – what evidence do they have to support their thinking? | Make space for professional dialogue, for example in staff meetings. | Encourage staff to share and reflect on their practice, for example through observation and mentoring. | Demonstrate that you value research yourself: refer to research findings and show that you are using evidence in your own decision-making. | Make a commitment to listen to and act on the results of research, even if they challenge existing views and practices
- Make a commitment to embed research engagement in your school.
“Having done things from a research angle, our perceptions of how to do things have changed. Rather than saying: “We’re going to look at target-setting”, we can ask: “Does setting targets with children enable them to improve their performance?”” (Primary school deputy headteacher)
Professional inquiry is at the heart of collaborative working within a professional learning community. So how can you utilize professional inquiry to develop collaborative working?
Below is a summary of research-engaged schools - you can use it as a thought piece with your staff.
Christopher Bartlett, the MYP coordinator at Mercedes College, Adelaide, Australia,produces a fornightly MYP newsletter which encourages colleagues to engage in research and professional inquiry. I am very grateful for his permission to publish an example.
Resources
The Centre for Educational Research and Innovation (CERI) provides and promotes international comparative research, innovation and key indicators, explores forward-looking and innovative approaches to education and learning, and facilitates bridges between educational research, innovation and policy development.
- Empowering teachers!...Through practitioner research, Graham Handscomb, Education Today Vol 63:3: a clear introduction to the distinctive nature of a research-engaged school, written by the pioneer of the concept.
- Creating a research culture - lessons from other schools is a short article summarizing research carried out in the UK. It contains useful hints on how to develop and sustain a research culture. Click here to access the article.
- Leading a Research-engaged school is a useful handbook to the subject.
- Teaching as a research-engaged profession: problems and possibilities makes the case for teachers being action researchers but also plots the pitfalls as well as possibilities. Click here to access this report by McAleavy, T, Education Development Trust, 2016.
- Teacher professional learning and development is a research report that looks at the link between professional and organizational learning in schools an the improvement of student learning Click here to access the report by Timperley.H., Educational Practices Series-18, international Academy of Education & International Bureau of Education, 2008. The report is published and used as a thought piece when we discuss Professional Development.
Helen Timperley, Linda Kaser and Judy Halbert, A framework for transforming learning in schools: Innovation and the spiral of inquiry, CSE, 2014.
- The Principal's Role in Supporting Learning Communities, Hord.S.M., & Hirsch S.A., Educational Leadership (2009), 66:5, is a useful short article.
- The Principal as Professional Learning Community Leader by Ontario Principals' Council (2009) is designed to provide principals with hands-on, practical support as they build professional learning communities (PLCs) in their schools in order to improve student achievement. With an emphasis on creating a collaborative culture for action, this book offers step-by-step plans, along with practical strategies, to use with staff to create the conditions within which PLCs thrive. The book leads principals through the process of building a PLC by defining the key attributes of PLCs; explaining the principal’s role in leading the process; and then showing how to create a steering team, introduce the concept to staff, develop teacher learning teams, and create mission, vision and goal statements as the foundation of PLCs.
All Things PLC is a website which you can create a free account and find many tools for running collaborative inquiry staff groups.
The Education Endowment Foundation’s Guidance reports offer practical, evidence-based advice to schools on a wide range of topics. They include clear recommendations, and are accompanied by tools, resources, and training to support their implementation. Reports on:
- Leadership
- Literacy
- Assessment and feedback
- Learning behaviours
- Life skills
They can be found HERE.