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Research and development
Scottish teachers in the 21st century work in a profession in which meaningful, relevant, CPD is seen as being key to pupils' learning and experiences.
Although the Induction Scheme was seen as a huge move forward for probationers, those in Dumfries & Galloway found that they had difficulty addressing the research elements within the Standard for Full Registration. They were frustrated that their research efforts felt "bitty" and that they wanted something to "get their teeth into".
The caveat, of course, was that such meaningful research should not add a huge amount on to their already heavy workload! After much thought, the probationers research project was born.
Elspeth Penny is Education Officer and Induction Scheme Manager for Dumfries & Galloway Council. She is responsible for newly qualified teachers undertaking their first full-time teaching role.
In 2001, Elspeth was seconded to GTC Scotland to help develop the induction scheme for new teachers, and later returned to her own authority to continue her work - including the probationers' research project.
She said: "As a class teacher and then head teacher (at Amisfield Primary School followed by St Michael's Primary School), I was used to working with probationers and students in the school setting. When my secondment began, I spent the first two years working in other schools alongside probationers and new supporters, and found it very rewarding. Since then, like colleagues in local government everywhere, my remit has grown."
In each school session, Elspeth organises 10 CPD days for her probationers as well as specific twilight events, which cover a variety of topics. She is careful to mix primary and secondary school teachers in these sessions - "We want to encourage cross-sector discussion, and to bridge any potential gulf that can appear sometimes between the two sectors."
The action research project brief is straightforward. Carrying on from an introductory CPD activity, each project requires an Ethics Form to be submitted to, and approved by, the Induction Manager. Following approval, the research methodology is carried out over a three month period.
Elspeth added: "It has to be practical, and related to the probationer's ongoing work in the classroom. Each of the projects has to be presented in, preferably, poster form at our annual Research Conference Celebration Day. It is attended by probationers, supporters, some Central Team staff, and, occasionally, by representatives from other local authorities.
"As well as our keynote speakers, a central part of the day is given over to the presentations given by probationers about their research. To their credit, they talk with confidence and in an extremely well informed and often animated manner about their own topic - including its impact upon not only the learning of the pupils but also their own future classroom practice."
Elspeth also gathers a 500-word abstract from each probationer, which is turned into a booklet and shared with teachers in all schools in Dumfries & Galloway.
In the current school session, 63 probationers will undertake a research project in Dumfries & Galloway schools.
We share the experiences of just two of them on these pages.
My Story: James Flannigan - Empowering Ownership
"I am about to embark on my mini research project, and have to admit that the prospect of conducting this on top of the day-to-day demands of teaching was at first quite daunting. However, it became clear that it is an extension of my everyday practice, where I self-reflect to identify areas of teaching and learning that require development, and use current research to help inform the actions taken to address them.
"My research project aims to ascertain whether the key strategy of AifL (Assessment is for Learning) identified by Dylan William - activating students as owners of their own learning - can benefit children's understanding and achievement in numeracy and mathematics. I propose to answer the question: does involving children in developing success criteria affect:
a) their understanding and
b) their achievement?"
My Story: Ciara Crilly - Under a spell
"I developed a comparative study that focused on the benefits of using kinaesthetic (tactile learning) activities to promote literacy - specifically spelling. I decided on the simple yet apt title: "How can shaving foam help me spell?"
"I identified a group of children who were not progressing using the conventional spelling scheme and created an action plan to overcome the issue. After three months working with the original spelling scheme I introduced the group to kinaesthetic activities such as glitter words, rainbow writing, play dough writing and hopscotch words.
"After six months I concluded that the children had progressed at a slow rate initially, then as their competence improved, so did their academic achievement."