The Reason For Independent Enquiry
Dan Roche
Assistant Principal of Teaching & Learning
The Reason for Independent Enquiry.
A cornerstone of our CPD offer at BCA this year has been Independent Enquiry. In brief, Independent Enquiry at BCA has seen thirteen hours of CPD time across the year devolved to individual teachers, to work on developing one area of their classroom practice, with the aim of improving pupil experiences and outcomes. This could be seen by some as brave, risky, a waste of precious CPD time and unwieldy. At BCA we have embraced the concept of ethical accountability and have a culture of engagement and improvement in CPD. In our context, Independent Enquiry is the logical next step in research driven, pupils focused CPD.
Why Independent Enquiry?
As ever, research has driven Independent Enquiry. The Education Endowment Foundation, Teacher Development Trust, Chartered College of Teachers as well as many other organisations in education and beyond support the adoption of the Independent Enquiry approach. They recognise that the best kind of professional development is autonomous, set in individual context and focused on small, incremental, achievable targets. Applied to the context of Teaching and Learning at BCA, this boils down to applying general pedagogical processes to individual subject domains. This contradicts many standard CPD approaches in schools, with a top down, one size fits all approach bowing to the latest trend in education journals. Meta-analysis of teacher professional development conducted by the Chartered College of Teaching concludes that the most effective CPD in schools is:
Iterative
Relevant to the individual teacher
Impacts on pupils
In carried out in under the correct conditions
Is participated in by all
Is applied to individual contexts
Provides intellectual challenge
The elements above have been woven into the Independent Enquiry plan at BCA to provide teachers with the opportunity and means to develop their classroom practice, in their subject specific context to meet the needs of learners in one of their classes, with the aim of changing teacher habits to improve the learning experience of pupils.
What does Independent Enquiry look like?
Identify:
The first stage of the process sees time devoted for personal and department reflection to identify areas for professional development. Decisions should be considered based on a range of evidence (assessment scores, formative assessment, pupil work scrutiny, pupil voice, observation, professional discussions) self-collected by class teachers and quality assured by line managers against department priorities. At the end of this section an Independent Enquiry question is formed using the following template:
What impact does (what practice?) delivered (over how long?) have on (what outcome?) for (whom?)
Plan:
When ready, teachers have CPD time protected to seek out evidence appropriate to their individual, contextual needs. They will be guided and supported to research and engage with evidence from other settings which will be analysed for suitability to their practice and subject specific context. A range of research should be explored from professional bodies, academic reading, blogs etc. Research hubs will also be developed with teachers working on similar areas collaborating when appropriate.
Execute:
When ready, teachers will trial and implement changes to their practice based upon the training and research encountered. CPD time will be spent putting plans into action in the classroom. Evidence from personal practice will be sought to gauge impact and inform adaptations to approach through a deliberate practice approach supported by leaders. Professional coaching conversations will drive incremental improvements in practice to ensure genuine and sustained habitual changes.
Review:
Teachers will present their findings to peers across their department, backed up with evidence for scrutiny. Further adaptations made to practice with the aim of acceptance of developed strategy into wider department through careful planning and implementation. This should be carefully planned for to have the greatest impact.
As Wiliam says:
“Teacher quality is the most important ingredient in an effective education system”