Research School Network: Professional Inquiry – a research-based approach to PD Jez Baker discusses a research-based inquiry approach to Professional Development.

At St Thomas Aquinas Catholic School in Birmingham we have worked over the last two years to implement a bespoke Professional Development model built on the work of Huntington Research School and their Disciplined Inquiry approach. It is worth noting from the outset that the change in name from Disciplined Inquiry to Professional Inquiry was made to ensure the inevitable abbreviation of DI was not confused with Direct Instruction which we also use in school.

The process of reflection, observation, crafting a question, application and evaluation takes place throughout a school year and is intentionally long to allow time for the depth of thought and planning required. We are clear with our teachers that they are not being researchers but are using research to try and improve their classrooms. We explicitly refer to the core mechanisms of the process: managing cognitive load, setting and agreeing goals, presenting information from a credible source, modelling the technique and encouraging monitoring. Through the school year the process follows six clear stages:

Stage 1: We begin in the Autumn term with all faculties identifying a focus, we talk to our Heads of Faculty and ensure the foci are linked to the School Improvement Plan.

Stage 2: By 1^st November, colleagues read, observe lessons (a minimum of 2) and write an introduction into their Professional Inquiry project

Stage 3: We then craft the enquiry question by January. Colleagues also produce a baseline assessment to allow them to judge progress at the end of the process. They must also complete two further observations in this time.

Stage 4: From January to April our staff put the evidence into practice and trial their techniques on a specific group of students

Stage 5: Write up the inquiry including reference to the data from assessments.

Stage 6: Present the inquiry to a colleague or group of colleagues and plan to make changes to the curriculum accordingly.

We are in the second full year of using this approach following an initial trial year when it was used with selected staff. As with any significant process like this, there are challenges for implementation with the key ones being:

Time – we have given one hour a fortnight to every member of staff to allow them the time to read, observe and write their work up.

Monitoring and providing feedback. An area I don’t think we have right is how staff receive feedback on their work. We are currently working on a new process to give regular feedback to all colleagues on their work from subject experts.

Getting the evidence to teachers – we use multiple sources but it is a challenge to get the correct reading resources to teachers but through subject associations and other professional links, our Heads of Faculty are able to do this efficiently.

There are lots of challenges for us all with Professional Development but it is by designing processes like this, that focus on the mechanisms, that we are starting to see real progress with the effectiveness of Professional Development in schools.

Jez Baker, Associate Vice Principal at St Thomas Aquinas Catholic School & Staffordshire ELE discusses a research-based inquiry approach to Professional Development.

To read the EEF guidance for effective professional development click here.