Research and Enquiry
Schools as Learning Organisations
Target audience: This Working Group is open to Head Teachers and Senior Leaders from all schools and educational settings who wish to develop their schools as a Learning Organisation through a supported and collaborative approach.
The contemporary policy landscape in Wales includes a major focus on ‘Schools as Learning Organisations with clear links to the new curriculum, the National Professional Standards, the School Improvement Guidance and the National Resource for Evaluation and Improvement.
The ‘Schools as Learning Organisations’ (SLO) model provides a common understanding for all schools across Wales, meaning that any school regardless of context, growth stage or performance should be able to adapt and respond to a rapidly changing external environment. The SLO model enables schools to adapt and grow in response to change. The model emphasises the importance of learning that stimulates change and innovation, characterised by seven dimensions:
Continuous individual learning
Individual, group and organisational learning
Team learning and collaboration
Inquiry, problem-solving and experimentation
Investigative and adaptive approaches
Creating conditions for learning where experimentation and innovation flourish
In order to support your school’s developments as a learning organisation Partneriaeth are offering five bespoke Professional Learning (PL) sessions aimed at supporting Head Teachers and Senior Leaders to grow their schools as Learning Organisations through a supported and structured collaborative approach.
The sessions are designed to support the Welsh Government’s National Approach to professional Learning and subscribes to the four element design model centred around Collaboration, Reflective Practice, Use of Data and Research Evidence and Coaching and Mentoring.
Participants will complete the SLO survey with all their staff as a key starting point for this work. Survey results will highlight key strengths, areas for development and ways of working to enable all staff to develop professionally.
Participants will engage with and have a better understanding of the SLO Model as a basis for continuous development.
Participants will have a range of practical strategies and resources to support developments within their school.
Participants will collaborate – working in groups with other leaders as a key feature.
Participants will have opportunities to reflect critically and candidly on current practice, and being open to others’ reflections on how practice can be improved or developed.
Event details:
Session 1: 09/11/23 PM session (1-3pm)
Y Llwyfan, College Rd, Carmarthen SA31 3EQ
Session 2: 01/12/23 Full day session (9.30-3pm)
Y Llwyfan, College Rd, Carmarthen SA31 3EQ
Session 3: January Bespoke Support - School Visit by project lead
Session 4: 07/03/24 Full day session (9.30-3pm)
Taf, Halliwell Centre, Carmarthen SA31 3EP
Jenna Gravelle Pedagogy - including national projects jenna.gravelle@partneriaeth.cymru
Schools as Learning Organisations - Online Workshops
Target audience: Headteachers and Senior Leaders
The contemporary policy landscape in Wales includes a major focus on ‘Schools as Learning Organisations with clear links to the new curriculum, the National Professional Standards, the School Improvement Guidance and the National Resource for Evaluation and Improvement.
The ‘Schools as Learning Organisations’ (SLO) model enables schools to adapt and grow in response to change. Emphasising the importance of organisation wide learning that stimulates change and innovation, characterised by seven dimensions:
Continuous individual learning
Individual, group and organisational learning
Team learning and collaboration
Inquiry, problem-solving and experimentation
Investigative and adaptive approaches
Creating conditions for learning where experimentation and innovation flourish
In order to support your school’s developments as a Learning organisation Partneriaeth are offering two online workshops that discuss the practical value of the SLO survey and its results with our schools.
Event details:
Workshop 1: The SLO Survey: Why bother?
Tuesday 19th September 4.00-4.30pm Join here
Wednesday 20th September 3.30-4.00pm Join here
Thursday 21st September 4.00-4.30pm Join here
Workshop 2: The SLO Survey: Getting the most from your results
Tuesday 24th October 4.00-4.30pm Join here
Wednesday 25th October 3.30-4.00pm Join here
Thursday 26th October 4.00-4.30pm Join here
The two workshops are designed to only be 20 minutes in length, with a further 10 minute opportunity for questions or discussion afterwards if needed. You only need to attend one of the dates for Workshop 1 and Workshop 2. The sessions will be delivered through the medium of English but the presentation will be available bilingually.
Jenna Gravelle Pedagogy - including national projects jenna.gravelle@partneriaeth.cymru
National Professional Enquiry Project
Target audience: Teachers from all schools.
Continuous Improvement: The rationale behind NPEP is to foster a culture of continuous improvement within the education system. By encouraging teachers to engage in research and inquiry, the project aims to enhance teaching and learning outcomes.
Reflective Practice: NPEP often includes reflective practice, encouraging teachers to critically examine their teaching methods, strategies, and approaches. This reflective process helps identify areas of strength and areas that require improvement, enabling teachers to refine their practices.
Personalised Professional Development: By engaging in NPEP, teachers have the opportunity to pursue personalised professional development based on their specific interests and areas of expertise. This approach acknowledges the diverse needs and interests of teachers, allowing them to tailor their learning experiences accordingly.
Collaboration and Knowledge Sharing: NPEP promotes collaboration and knowledge sharing among teachers. By working together, sharing insights, and discussing findings, teachers can benefit from collective wisdom and diverse perspectives, leading to more effective teaching practices.
Evidence-Informed Decision Making: NPEP encourages teachers to base their instructional decisions on evidence and research. By engaging in systematic inquiry and gathering data, teachers can make informed decisions about teaching strategies, interventions, and curriculum design, ultimately benefiting student learning.
Building a Research Culture: engaging with the NPEP project contributes to the development of a research culture within the education system. By valuing and supporting research and inquiry, the project aims to bridge the gap between research and practice, fostering a community of teachers who actively contribute to educational knowledge and improvement.
Improved Student Outcomes: One of the primary goals of an inquiry project is to positively impact student learning and achievement. Success can be measured by improvements in academic performance, increased engagement, enhanced critical thinking skills, and other indicators of student success.
Teacher Professional Development: The project should support and promote ongoing professional development for teachers. This may include increased teacher knowledge and skills, improved instructional practices, and enhanced capacity for reflective practice and inquiry-based teaching approaches.
Enhanced Pedagogical Approaches: The project should encourage the adoption of effective pedagogical approaches and instructional strategies. Evidence of this could include teachers implementing innovative and research-informed teaching methods that promote active learning, student-centeredness, and differentiation.
Collaborative Culture: An inquiry project should foster a collaborative culture among teachers, promoting the sharing of knowledge, resources, and best practices. This may include increased collaboration among teachers, establishment of professional learning communities, and the development of networks for knowledge exchange.
Data-Informed Decision Making: The project should emphasize the use of data and evidence to inform instructional decision making. Evidence could include increased use of assessment data, student feedback, and research findings to guide instructional planning, intervention strategies, and curriculum development.
Sustainability and Scalability: The project should be designed to ensure long-term sustainability and scalability across schools in Wales including the project’s ability to be replicated or expanded in other educational settings, as well as evidence of continued engagement and participation from schools and educators.
Systemic Impact: An inquiry project’s success can also be measured by its impact on the broader education system in Wales. This may be changes in policy or practice at the local, regional or national level, integration of inquiry-based approaches into curriculum frameworks, and increased recognition and support for teacher-led research and professional development.
Event details:
26/10/23 All day
Parc y Scarlets, Llanelli SA14 9UZ
Jenna Gravelle Pedagogy - including national projects jenna.gravelle@partneriaeth.cymru