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Create unformal reading groups

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Use data to help guide the choice of research

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Modelling by being that lead learner. Working with staff through the whole process from start to finish.

In the teaching world modelling the research in action and how it can work in the classroom will ultimately give you the most currency with other staff.

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Create the dialogue around how research can be used, how could this look in their rooms, how does it connect with their students' needs.

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- Pre-readings and discussions as part of meetings
- Work directly with teams ie to improve a KLA such as writing
- Provide and model the use of resources ie critical texts or the Lit Toolbox
- Model the link between what we do in the classroom and the research

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Make sure that meetings, PLC, include Professional readings to unpack research

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Ensuring teaching teams have the time set aside each week to work through the research and ensure that using the research is built into this time.

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Ensure there is a clear way to measure impact

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Ensure there is a clear way to measure impact

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- Model the use of research in different aspects
- Whole staff readings (use protocols to explore research)
- Have a purpose for engaging with the research (promotes buy in)
- Reflection "what are we doing that already ties in" and then "what can we do to move forward"
- Have the opportunity to have input into the decision making process

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Make sure that every time we introduce changes in our teaching model, we are explaining where is it coming from, which research based  it is from. Why it is relevant to our school's context

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Help by summarising and prioritising the research 

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Help by summarising and prioritising the research 

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Make sure that we are allocating time to teams. Making the best use of resources to release teams for this purpose

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Intentional use of meeting time to use research to improve teaching and learning.

Creating a culture of innovation and risk taking.

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- Reward people who take up research based approaches by giving them the opportunity to share their success - Celebrate! (Also sets the bar)
- Authenticity - Open to share when things are not working
- Manage up ie helping principals see the need for time and resourcing allocated to sharing and exploring research (PLC/PLTs etc)

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Tailor the research to their needs and what teachers notice is the focus for their needs in their classroom

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continually reflect on progress. What's working and what isn't.
Why is it working/not working
What changes can we make to experiment with.

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Give permission to experiment and get things wrong.

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Follow up from readings/PL with team activity by using thinking routine to unpack, reflect and even identify next steps

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Actually gathering evidence on improving student outcomes for any action a teacher implements is a HUGE challenge for schools beyond creating a survey, the ATSS, staff opinion survey, student focus groups. Very difficult for staff to gather evidence beyond these I have found. 

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Actually gathering evidence on improving student outcomes for any action a teacher implements is a HUGE challenge for schools beyond creating a survey, the ATSS, staff opinion survey, student focus groups. Very difficult for staff to gather evidence beyond these I have found. 

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Connect the research to the schools SSP/AIP goals, actions and activities.

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for each individual teacher.

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regular check ins, reflections and support during the research process

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Target collaborative meeting times to discuss and workshop how the research can be translated to the classroom and the students' needs.

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Allow dialogue and different research perspectives before selecting the main approach

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Should the whole school be looking at the same research or can different learning areas explore different areas of research

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Should the whole school be looking at the same research or can different learning areas explore different areas of research

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How do leaders deal with conflicting research?

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How do leaders deal with conflicting research?

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Visible modelling of using research and exploring research

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Visible modelling of using research and exploring research

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Intentionality of research use explicitly communicated

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Intentionality of research use explicitly communicated

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Quoting research in presentations to staff eg. Hattie's effect size

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Quoting research in presentations to staff eg. Hattie's effect size

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share relevant research with staff via meetings and newsletters etc.

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share relevant research with staff via meetings and newsletters etc.

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Bring in research to a PLC with a purpose of using an aspect of research in responding/creating an action

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Bring in research to a PLC with a purpose of using an aspect of research in responding/creating an action

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SIT Team, PLC, Year Level Team - exploration of research relevant to it's purpose (classroom practice, leadership capacity etc)

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SIT Team, PLC, Year Level Team - exploration of research relevant to it's purpose (classroom practice, leadership capacity etc)

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Make it personal and meaningfulfor each individual teacher

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Make it personal and meaningfulfor each individual teacher

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Provide time to work with colleagues to interpret research and apply it

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Provide time to work with colleagues to interpret research and apply it

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Provide time - provide scaffold to discuss and unpack the research

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Provide time - provide scaffold to discuss and unpack the research

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resource research through allocating funds to enable access to the best and most current research

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resource research through allocating funds to enable access to the best and most current research

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ensure the research being used is relevant to the context of your school

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ensure the research being used is relevant to the context of your school

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Use the time we have effectively - APT, Planning, PLC

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Use the time we have effectively - APT, Planning, PLC

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Encouraging teachers to develop their learning

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Encouraging teachers to develop their learning

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PDP cycles, links to SSP, AIP. Encourage staff to share the research they have been undertaking independently

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PDP cycles, links to SSP, AIP. Encourage staff to share the research they have been undertaking independently

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Regular checks & reflections To support the research process

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Regular checks & reflections To support the research process