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Overview


• The Teaching School Alliance is committed to the development of a shared culture of research and development to support school improvement

• An example of this approach can be seen in the work of Professional Learning Communities at The Compton (see attached document: Professional Learning Communities)

• Partners within the Alliance have collaborated and produced a toolkit of materials as an outcome from a National College research and development project on talent management and succession planning (see attached case study document for an overview of the project)

• Staff across a number of partner schools have also worked collaboratively as part of a National College research and development project “What makes great professional development which leads to consistently great pedagogy?” In conjunction with the Institute of Education, a case study of the project was completed autumn 2014 (see attached case study document for an overview of the project)

• During 2013-15, a key research priority and focus on developing classroom practice was a literacy transition project involving the review, implementation and evaluation of effective literacy straggles for Year 6 and Year 7 students. The project, funded by the London Schools Excellence Fund,  involved 11 partner schools working together in three cross phase clusters with individual teachers being members of cluster based learning triads or quads.   The main findings from the  project were presented to around 100 participants at the Mayor of London’s  Annual Conference  of 2015
(see documents section for a copy of the Final Report. For a copy of the Literacy Transition handbook – the latter pulling together key literacy approaches developed and evaluated by partners during the project – contact Mick O’Leary: mick.oleary@thecompton.org.uk

• During 2014-15 The Compton School worked with researchers from University College London Institute of Education to review, evaluate and publish research findings linked to the school’s innovative model of succession planning at senior leadership level. The subsequent case study was published Spring 2016 – see documents section for case study on Innovations in Succession Planning

• During 2014-15 our Teaching School/ Challenge Partners network funded seven R&D bursaries for staff at partner schools. The aim of the bursary programme is to encourage evidence based learning for teachers linked to and integrated with their classroom practice and to share knowledge and effective practice across schools within the partnership. The research model is based on simple action research principles of “review, plan, do, review.” The  key idea is that each piece of research should be tightly focused over one term only and all participants would follow a common template to record and evaluate their findings (see documents section for 3 examples of R&D outcomes linked to the bursary programme)