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4. Summary and conclusions

4.1 Learning Issues for Schools

Facilitating transformational change

• In carrying plans for transformational change forward, internal culture shift is a key challenge. In some schools a strong commitment to modelling openness to change and inviting innovation has produced early indications of an increase in participation or 'buy in' among teachers. This is evidenced by increased participation in working groups, attendance at elective CPD events and attitudes towards peer observation.
• 'Transformation' is a learning process and cannot be restricted to 'implementation'. Transformational Plans are working documents that are subject to continuous review and amendment in the light of developments and evidence gathered through processes of systematic evaluation. However extensive at its point of development, no plan is 'future proof'.
• There is a significant difference between the collation of evidence and 'doing things differently' - changing behaviour, attitudes, outcomes - moving evidence into day-to-day practice. Action research involves puzzling, the identification of a 'problem' where there is some doubt about how to proceed. It requires the ability to constantly ask questions (problem definition), in addition to the determination of patterns through the formal tools of systematic audit.
• There is a need to embed transformational goals within the core purposes, values and activities of the school; so that they form an integral part of a whole school approach, rather than an 'add-on' to multiple other responsibilities.
• If the 'vision' for change is not translated into sustainable strategies that are embedded in the day-to-day work of the school (and regularly revisited and revised), energy generated by early activity associated with Schools of Ambition may dissipate. It is important to build a school 'culture', 'climate' or 'ethos' to sustain change in the longer-term.
• 'Transformation' cannot be achieved in the longer-term through over-reliance on large-scale, one-off events or 'bought in' support. Whilst these hold significant benefit for pupils and teachers, they are often resource intense and are unlikely to be sustainable with the withdrawal of additional support. Nevertheless one-off events are capable of having a significant impact on the perceptions of school staff and may lead to transformations in attitudes towards change.

Managing evaluation activity in school

• Concentration of activity among a small group of senior staff, whilst offering clear channels of communication, has the limitation of concentrating skills and 'ownership' of change within a narrow stratum of staff. Restriction of involvement to a small core of senior managers or committed enthusiasts impacts on capacity building and the potential for wider professional learning.
• Given the scale of changes proposed in the Transformational Plans and often the pace of developments, clear planning and a systematic approach to evaluation is important. Negotiating a timeline for activities and identifying agreed milestone dates for the completion of stages of activity across the school year is an early priority for school Evaluation Coordinators and mentors.
• The pressure to attend to 'urgent', immediate tasks and to focus on the imperative of 'delivery' can work against reflection, learning and longer-term planning. It is important to build reflection points into the evaluation process to synthesise developments and inform next steps.
• It is important to build conditions conducive to the development of the evaluation group in school. Once formed, groups need sustained interest and support from senior management to maintain momentum. The many demands on teachers' time may threaten the activities of the group and reduce possibilities for peer support. Restricted opportunities for dialogue are likely to constrain the generation of new ideas and challenges that would support further learning.

Preparing evaluation plans

• In co-authoring evaluation plans with the support of mentors, it is important to identify the 'action' in the action research i.e. the proposed change that will take place.
• It is sometimes difficult to move from a very functional schematic orientation where evaluation becomes an attempt to measure effectiveness, to a more collaborative and formative approach where evaluation is seen as a way of raising questions as much as a means of providing 'results'.
• It is important to link individual strands of activity with whole school development. This requires a strong focus and shared understanding of purpose and clear communication and linkage across projects. Segmenting the Transformational Plan and delegating responsibility to strand leaders is an effective way of initiating research across a number of themes but care needs to be taken to ensure strands are interrelated and interwoven. The role of the school Evaluation Coordinator is important here.
• Many of the schools are moving towards forms of self-evaluation that involve a wider range of voices. There remain very different levels of engagement ranging from consultation conducted at a safe distance (through postal, telephone and e-questionnaires), through to the formation of representative parent panels/forums, pupil focus groups and (planned) pupil enquiry groups. Approaches range from those that are invitational and participatory in intent to those that remain grounded more firmly in audit than enquiry.
• Encouraging dialogue through the promotion of closer relationships ('nearness' rather than distance) challenges hierarchical relations and traditional demarcations between senior management, classroom teachers, other professionals in school, pupils, parents and other external partners in the local community. There is an acknowledgement in some Schools of Ambition that 'transformation' will entail moving towards more inclusive and participatory approaches in terms of needs analysis, programme planning and 'delivery', reflection and cyclical review.

Dissemination and review opportunities

• Action research is premised on improving professional practice and researcher-evaluators are keen to share the insights that are emerging through their work. Participating teachers are motivated by a concern to 'make a difference', to improve practice in a specific area and share developments with colleagues in school. The provision of opportunities for dissemination and supportive critical review in school needs to be planned in order to promote wider professional learning.
• There is potential for the formal recognition of work undertaken by members of the evaluation group through participation on Chartered Teacher programmes, the Scottish Qualification for Headship ( SQH) programme, or the GTCS Professional Recognition framework.
• There is potential to further exploit opportunities for collaboration within Schools of Ambition network i.e. to move from clusters of associated schools to a strong 'learning network'. The Schools of Ambition VRE is a potentially powerful tool in supporting and developing collaborative work, in addition to the extensive programme of networking events organised by the team of Senior Advisors. The creation of 'neighbourhoods' in year two further strengthens opportunities for networking and peer support. Links with other teacher researchers beyond the Schools of Ambition can be made through the Scottish Educational Research Association ( SERA) Emerging Researcher network, the GTCS teacher researcher programme or the Collaborative Action Research Network, which hosts study days for practitioners across the UK.

4.2 Learning issues for support

• Teachers often have a perception of 'academic research' as abstract and inaccessible and make a clear distinction between 'research' and the practical purposes of curriculum evaluation and school improvement planning.
• Practitioners look to research for 'new solutions to operational matters' rather than new knowledge. The value of research is measured by the ease of translation into the context of practice. Teachers express a strong preference for digests of applied research accompanied by practical examples and tools that can be deployed relatively easily, with support.
• Engagement with research literature in order to establish what is already known and to clarify ideas can be daunting. Teacher evaluators appreciate the provision of entry points to appropriate sources e.g. research digests/briefings written for a teacher audience. Access to appropriate research databases could be signposted more clearly in the VRE and a resource bank of references and resources compiled for future cohorts.
• Less experienced teacher evaluators are often uncertain about how to proceed and what was expected of them. Participation in small-scale evaluation studies, based on an action enquiry model, can be quite challenging. Few of the teacher evaluators had previous experience of research or systematic evaluation before their involvement with Schools of Ambition. Some teachers were initially unsettled by an alternative investigative approach, especially colleagues whose previous experience of 'research' was informed by a traditional 'scientific' paradigm. A key role of the mentor is to provide reassurance, a strong focus and clear guidance on possible ways forward i.e. to develop the confidence as well as the capacity of teachers to engage in systematic evaluation.
• The role of the mentor is important in promoting a range of ways of thinking about the evaluation process and in considering a range of sources of evidence, especially qualitative indicators. The 'busyness' of life in school can create a pull towards compliance with an assumed 'preferred' model of enquiry (context free) rather than more open forms of questioning that started from a specific context (situated).
• Teacher evaluators in tranche one identified the following support needs:
  • conducting and analysing data from focus groups (working with qualitative data)
  • questionnaire design and analysis of quantitative data (Excel data analysis)
  • constructing manageable timelines
  • reporting findings, presentation of information

4.3 Positive features

• The Schools of Ambition programme offers the opportunity for participating teachers to develop skills of systematic enquiry with the support of an external research mentor. Six schools (28%) in tranche one have an established evaluation group and Evaluation Coordinators are optimistic about the developing range of expertise. A wide range of methods are being used to collect evidence across the Schools of Ambition including:
• • Surveys (paper-based, telephone, online) distributed to pupils, teachers parents and other partners
  • Focus group interviews (with pupils and teachers)
  • Observation of classes
  • Analysis of pupils' work
  • Analysis of attainment data and other school records (referral and attendance data, course choice, contact with parents etc.

'It will increase the range of methods used to evaluate projects and increase the robustness of the responses. By applying these methods to School of Ambition projects it will be then possible to apply them to school policies in the future as staff will be aware of the need for such approaches and be familiar with their use. Evaluation should become less threatening'. Depute headteacher.

• Classteachers who joined evaluation groups were receptive to new initiatives in school and demonstrated a reflective approach by postponing judgement and seeking evidence on which to base opinions.

'Hopefully by doing this piece of action research I will become more of a reflective practitioner and more able to look at a problem and analyse it. Maybe not just jump on the negative bandwagon but maybe give it a chance. To take a step back and be a bit more reflective. A bit more open minded. Not to say no to an initiative straight off, which teachers can do' Classteacher.

'I will have an objective, analytical and reflective standpoint from which to look at school policy and the activities in a school which result from it.' Classteacher.

'It has allowed me to see the importance of evidence-based evaluations.' Principal Teacher.

• Across the schools a variety of instruments are being used to generate benchmarking and baseline data systematically, including health and fitness monitoring, cognitive abilities testing, HMIe questionnaires for pupils and parents, school designed paper-based and electronic surveys. External agencies are working with some of the schools to distribute and analyse data from pupil surveys. These include the Centre for Confidence and Well-Being, Hay Group and Durham University MidYIS (Middle Years Information System).
• There is considerable pressure on school staff and pupils to improve performance, particularly through exam results, and to respond positively to new policy initiatives. However, rather than adopt passive/reactive stance, several of the schools are 'taking control' of the research and evaluation agenda, such that it does provide an enhancement of the development process.
• Although keen to stress that developments were still at an early stage, members of the leadership groups who participated in interviews identified areas where the Schools of Ambition programme was having a clear impact, for example, participation rates on vocational programmes, increased participation in physical activities of targeted groups and pupil take-up of new services through integrated children's services.
• Some schools have described the development of new relationships, responsibilities and skills required to carry forward aspects of innovation. In some cases 'transformation' was considered to present a challenge to traditional hierarchical relations between senior management, teachers, pupils (and parents). There was an acknowledgement in some accounts that 'transformation' would entail moving towards more inclusive and participatory approaches in terms of needs analysis and programme planning and 'delivery'.
• In preparing plans for change, several schools had consulted parents, business and community groups in their locality. Schools are also involved in developing new relationships with the local authority, for example in establishing Community Interest Companies ( CIC); and are strengthening cross-sector and inter-professional links, for example in improving transition from primary to secondary school and from school to college (and work) as well as joint work with Health Authority professionals.
• In developing new partnerships, tranche one schools and their external partners spoke of 'reciprocal benefits', such as the development of 'mutual respect' and the unexpected benefits of examining established practices from a new perspective.
• Following participation in externally delivered programmes e.g. in the areas of arts education or leadership development, teachers in some schools are being encouraged to experiment and extend their repertoire of skills to progressively adopt new roles. It was hoped that teachers will model these skills with peers, reducing the need for repeated rounds of input from external agencies. This process is important in customising provision for a specific school context, that is, in generating bespoke provision rather than buying in a 'one-size-fits all' experience.
• Similarly, some schools are taking care to involve representatives from all year groups in activities such as leadership development programmes or skills training in specific areas such as media production. In this way the benefits to the school community will not be lost when a partnership concludes or a member of staff or cohort of pupils leaves the school.
• The Schools of Ambition are beginning to develop networks of peer support, for example convening an ICT cluster meeting or organising a joint event for pupils such as the North Atlantic Conference. Existing Schools of Ambition have provided support to other schools in preparing bids for School of Ambition status and have been generous in sharing their experiences. The Scottish Government Senior Advisors are significant in supporting these developments. The 'serious involvement' of staff from tranche one schools at the induction event for tranche three was particularly valued by participants.
• Participants in tranche one have found the programme challenging, but worthwhile. They suggest the programme appears to promote a 'way of thinking', a 'change in mindset', and a new 'language'. In these accounts the Schools of Ambition programme promotes 'approved risk taking' that supports innovation and the breaking down of 'traditional barriers' to improvement.

'For me, almost every aspect of this programme has been a joy! It is transforming our school and we are learning so much that we can share. SoA is a way of thinking, it is a language we share with other Schools of Ambition ... I even see it in interviewees who come from Schools of Ambition. It has the potential to transform all our schools through the lessons we learn.' Headteacher.

'I would recommend any school to take part in this opportunity. It has been a huge learning curve, but a journey well worth undertaking. It is an exciting opportunity for any educational establishment.' Headteacher.

'The School for Ambition initiative is an important way to change the mindset and targets for the whole school community. It is giving scope for some of the traditional barriers to be broken down and new ventures to be attempted. The opportunities and development already experienced should facilitate the emergence of ACfE in the coming years.' Principal teacher

4.4 Conclusions

This report has summarised the first year of activity in the Research to support Schools of Ambition and has identified a number of themes and issues that will continue to be important as the work proceeds into the second and third years. These themes often overlap and are inter-related.

Management: There has been a range of approaches to the management and organisation of research and evaluation activity. Where leadership in these matters has been most 'distributed' there tends to have been a broader development of research and evaluation capacity in the school. Resource allocation and management of time have been key factors in creating the conditions in which the activity takes place. The motivation, interest and engagement of key staff, especially members of Senior Management Teams, is also very significant.

Research skills: A number of areas have been identified for the future focus of the work of the Research Support Team. A relative lack of confidence in qualitative approaches has been reported and this tends to have impeded the development of more complex forms of evaluation that address holistic processes and issues in the schools. On the other hand many staff are relatively confident in the use of data that is routinely gathered for the purposes of monitoring.

Communication: The extent of inter-school activity is still limited in relation to research and evaluation (although the schools do communicate their more general experiences and the important example of the collaboration at the North Atlantic conference [see Appendix 10] should be noted). The Research Support Team will be endeavouring to promote and exploit the VRE to a much greater extent during year two of the work. The Team will also continue to work closely with the team of Scottish Government Advisers who are working with the Schools of Ambition.

Organisational learning and professional development: During year two, further efforts will be made to 'capture' and report on the nature and processes of cultural change that are happening within schools and with their communities. The development of 'communities of enquiry' (Cassidy et al, forthcoming) on the back of well-established 'communities of practice' (Wenger, 1998) has started to emerge already. This process is likely to be enhanced if it is possible to increase the numbers of teachers who are working towards accreditation for their research and evaluation activity (including the Standard for Headship and the Chartered Teacher programme). It may be possible to make active connections with the GTCS Teacher Researcher Scheme and to encourage membership of SERA's recently established Emerging Researchers Network.

Evaluation and development: A number of schools continue to find the link between evaluation and development very difficult to achieve. To make this link does require a willingness to be flexible and adaptable. Indeed, it requires a willingness to recast the Transformational Plan, potentially quite radically. School staff who are responsible for the TP have often invested large amounts of time to the writing of the plan and may be reluctant to see it being changed, before the implementation has been completed. However, that is one implication of an action research model for the evaluation of the work.

Research, policy and practice: The particular arrangements for Research to Support Schools of Ambition are certainly unique in Scotland. Members of the Research Support Team are sharing their experiences in a number of fora (see Appendix 11) over the months ahead and will be seeking to identify any other contexts where a similarly symbiotic relationship between HE based staff, school staff and government policy officers exists. It is in the particular dispensation of autonomy, responsibility and control between the stakeholders in this work, that its distinctiveness lies.

Much of this first annual report has been concerned with the first 21 Schools. The research element of the SoA scheme was only introduced to these schools at the beginning of their second year of engagement. The second and third tranches are benefiting from earlier contact with the Research Support Team and it is hoped that this will provide a more secure basis for development of research activity. For example, the encouragement of the early establishment of an evaluation team or group within each school is likely to be taken up more consistently (see above).

As has been mentioned, the Research Team has been expanded in order to ensure that there is sufficient capacity to work with 52 schools (some of them working in clusters with a shared TP). The project is inherently complex in that there is enormous diversity both across the schools' TPs but also in terms of the school contexts and the research and evaluation capacity and experience within each school.

As the work develops further, it may also be expected that the innovative and 'risk taking' approaches that prevail in the Schools of Ambition may mean that there are opportunities for particularly important engagements with other national policies that are developing, such as A Curriculum for Excellence, the Journey to Excellence and Assessment is for Learning.

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