New outlook
Building on The Mead School’s commitment to research and evidence-based practice we naturally found ourselves reflecting on the place of research and development within the National Teaching School Big 6 agenda, recognising the potential of research as a key driver and enabler for many aspects of its work. In
order to deepen teacher understanding of research and development as a core strategy for school improvement, and thereby embed a culture of research, it has been necessary to establish new roles, processes and systems to secure capacity and capability for research activity.
Within this, the allocation of time and creation of tangible structures have been pivotal in securing commitment and understanding of how research ‘fits with’, and indeed underpins, school improvement. Critically, an investigation of the conditions needed to establish a professional research culture has supported positive, manageable change. The articulation of these conditions into an overarching research strategy has been a key focus, enabling a deeper understanding of how to embed research within and across schools to meet identified priorities.
Establishing a supportive professional research culture
Defining the skills and attributes of the teacher researcher