LEARNING to LISTEN: Listening to Learn

LEARNING TO LISTEN: Listening to learn

A resource for teacher researchers jointly published by MLC School, Burwood and the Centre for Practitioner Research, Faculty of Education and Social Work, University of Sydney.

Susan Groundwater-Smith & Nicole Mockler

ACKNOWLEDGMENTS

The authors would like to acknowledge the collaborative inquiry undertaken in each of the schools which form the Coalition of Knowledge Building Schools: Ashfield Boys’ High School, Asquith Girls’ High School, Burwood Girls’ High School, Curl Curl North Public School, Loreto Normanhurst, MLC School and SCEGGS Darlinghurst. As members of the Coalition, schools have developed methodologies which honour and have listened to the perceptions and voices of students. Each school has engaged in ways which support and enhance the improvement of learning for all. Many of the examples cited in this publication grow directly from this work. The work of the Coalition has been supported by the Centre for Practitioner Research, Faculty of Education, University of Sydney. A special thanks is due to MLC School whose Council provided the start up funds necessary for this publication.

Cover image by Pam Hatfield, MLC School Community relations

Distributed by the Division of Professional Experiences, Partnerships and Development Faculty of Education Social Work, University of Sydney, 2006. © University of Sydney, 2003 ISBN 1 86487 555 0 This work is copyright. Reproduction for any purposes other than that allowed under Part VB of the Australian Copyright Act 1968 as amended 1989 requires the written permission of the distributor. This project was supported by a grant from MLC School, Burwood NSW.

Requests and inquiries concerning the purchases of this resource should be addressed to: The Division of Professional Experiences, Partnerships and Development Faculty of Education and Social Work, University of Sydney, 2006. Phone +61 2 9351 7031 Fax +61 2 9351 6249 email [email protected] PREFACE School based enquiry has a long history in Australian education. However, this resource has some characteristics that are distinctive. Foremost among these is the emphasis upon developing strategies whereby the voices of key stakeholders in schools can be heard and attended to; hence the title. When it was first proposed to publish such a resource the Coalition of Knowledge Building Schools was in its infancy. The initial submission to the Council of the MLC School, Burwood and the Centre for Practitioner Research at the University of Sydney signalled an intention to draw upon the MLC School’s experiences in developing evidence based practice as a professional norm within the school. Since 1998 the school has engaged Susan Groundwater-Smith as a Researcher in Residence. Her role was, and continues to be, one where she works with teams of teachers to investigate matters of concern to the school in such a way that improvement in practice will follow. Over the intervening years a large range of studies have been undertaken and reported upon, not only within the school itself, but at State, National and International Conferences. As the Coalition of Knowledge Building Schools grew and expanded, the range of examples also grew as did the possibilities for development and refinement. This can best be illustrated by a particular case. MLC School was interested in collecting the views of students in the junior school. Senior school students were trained to run focus groups with samples of girls from K–6. Subsequently a report was prepared and delivered. The next iteration of the process was at Ashfield Boys High School, where boys from senior years were trained to interview students in the middle years. Following the focus groups a questionnaire was developed and the results analysed by students in a computer class. A further development occurred at Burwood Girls High School, where it was a group of parents who were trained to run focus groups. Asquith Girls High School has since used the process and added in a cycle whereby the students have fed back the results to a whole staff forum. Several of these examples are spelled out in the resources. Thus, it may be seen, that over the two years between the initial proposal and this product a range of practices has grown and emerged, contributed to by all of the schools in the Coalition. Clearly this evolution has served to enrich Learning to Listen: Listening to Learn. However, it is important to acknowledge and respect the initiative taken by MLC School in perceiving that processes leading to improvements to professional practice should be widely shared and discussed. Contents

INTRODUCTION 1 SECTION 3 Evidence based practice as a strategy for Developing evidence school improvement and teacher professional based practice 28 learning 1 Developing commissions of inquiry 28 Introducing teachers to evidence based practice within an action learning context 4 Collegial pairs as a strategy for action 29 The thorny nature of evidence 6 The corporate learning portfolio 30 Quality control and ethical practice 8 Accountabilities 31 CONCLUSION STRATEGIES 9 Facilitating practitioner inquiry 33

SECTION 1 APPENDIX A Gathering the evidence 10 Some helpful resources 35 Focus group discussions 10 APPENDIX B Images and metaphors 13 Sample letter 36 The monologue – Interviewing oneself 15 Scenarios as a stimulus 16 APPENDIX C A portrayal of a focus group discussion 37 Documentary photographs and drawings 18 A silent conversation 20 APPENDIX D Structuring a questionnaire 23 Example of a questionnaire arising from a focus group discussion 39

SECTION 2 Notes 41 Using the evidence 25 The place of the position paper as a means of informing practice 25 Reading research 26 Introduction »

There can be no disputing the fact that teaching, well done, is difficult and demanding physical, emotional and intellectual work. It requires of teachers that they engage in multiple decision making, whether in preparing for the day, interacting in the classroom or assessing and reporting upon student learning outcomes. Teachers are continuously deciding what to teach, how to teach it, how to respond thoughtfully and constructively to the learners in their class, and how to engage with their professional colleagues and parents. Often their decisions have to be made quickly and efficiently. However, there are also occasions when decisions can and should be based on carefully assembled evidence. These are the important decisions which shape and frame what lies at the very heart of teaching and learning. LEARNING TO LISTEN: LISTENING TO LEARN

EVIDENCE BASED PRACTICE AS A STRATEGY FOR SCHOOL IMPROVEMENT AND TEACHER PROFESSIONAL LEARNING This resource material has been designed to help teachers collect evidence, in the context of their own school, in ways which will assist them and their colleagues to make informed decisions. It argues that if we can learn to listen to students, to » parents, to the community, to our colleagues and professional partners, in systematic and well organised ways we can improve our practice as a result of what we have heard and how well we have understood it. Many books and articles have now been published which support teacher enquiry and school based research. We shall provide a short, annotated bibliography of these at the conclusion to the publication1. However, it is important to note that we are not going to burden our readers with the kind of referencing which goes into the usual academic publications. Instead we are concerned that we prepare a practical ‘primer’ which provides a range of strategies which can be employed and which are not only useful, but enjoyable too. We are anxious to illustrate the concept that gathering, interpreting and acting upon evidence can be accommodated into classroom practices and, indeed, can become part of the curriculum itself. Throughout the publication we shall present case studies of evidence based practice from schools who have been working in this way for some time within a loose alliance known as the Coalition of Knowledge Building Schools which see as their purposes: » developing and enhancing the notion of evidence based practice; » developing an interactive community of practice using appropriate technologies; » making a contribution to a broader professional knowledge base with respect to educational practice; » building research capability within their own and each other’s schools by engaging both teachers and students in the research processes; and » sharing methodologies which are appropriate to practitioner inquiry as a means of transforming teacher professional learning.

1 See Appendix A for an annotated list of useful publications supporting practitioner research. 1 INTRODUCTION

Each of the seven schools in the Coalition has made analysing, and interpreting. They were puzzling, a commitment to developing professional hypothesising, reflecting and discussing. In sum, knowledge about: teaching and learning; they were engaged in satisfying and rewarding curriculum and assessment; pedagogy; and school professional learning. organisation. Their knowledge is based upon evidence which has been collected in a variety of INTRODUCING TEACHERS TO EVIDENCE ways to serve a variety of decision making purposes. BASED PRACTICE WITHIN AN ACTION Four of the schools: Ashfield Boys High School, LEARNING CONTEXT Asquith Girls High School, Burwood Girls High How then does one go about introducing teachers School and Curl Curl North Public School are in the to evidence based practice within an action public sector; while Loreto Normanhurst, learning context? Just thinking about evidence MLC School and SCEGGS Darlinghurst are itself can be to challenge a number of preconceived Independent girls’ school, the latter two catering ideas. For those of us addicted to television for students from Kindergarten to Year 12. courtroom dramas, evidence is often that which is In order to demonstrate the ways in which schools offered up in an adversarial way to prove a case. can use evidence to improve the ways in which they But when considering evidence based practice in operate it is worth considering some of the projects the school context it is more useful to think about that have been undertaken by the schools to the ways in which the forensic scientist uses improve practice. There have been studies in evidence to understand a phenomenon. The test is several of the schools which have focused, one way not to prove a case, but to more fully and deeply or another, on what students, parents and teachers understand what is going on. believe to be good learning and sound conditions to In order to make the notion of evidence interesting promote good learning. A school has pursued with and problematic we have developed what we call its parents the ways in which they perceived that ‘The Wallet Investigation’. the school was meeting its planned objectives for It goes something like this. that year. Another was interested in systematically investigating the partnership which it had with a ☛ university to further develop critical literacy within THE WALLET INVESTIGATION the school. Two have been involved in innovations in science education which have encouraged The group leader takes his or her greater autonomy amongst its student body. In one wallet and lays it on the table. case there has been an investigation into student Teachers are asked to take responses to its arrangements for the middle years everything from the wallet and of schooling, while in another teachers’ attitudes and beliefs regarding information and use it as evidence to make communication technologies were explored in hypotheses about the lifestyle of order to identify further professional development the owner. The leader then quietly needs. In several of the schools more than one observes and records what investigation will be taking place at any one time. happens next. Clearly, then, evidence has been something which is being collected in a variety of ways for a variety of Much can be learned from this simple exercise. purposes. Teachers, at times with the assistance of Some participants are reluctant to investigate the students and parents, were observing, interviewing, wallet because they see that it is intrusive; in the photographing and surveying. They were collating, same way that some teachers, acting as

2 LEARNING TO LISTEN: LISTENING TO LEARN

researchers, will be concerned about intruding into or that the questions used in the interviews needed their students’ space by conducting an inquiry of to be rephrased. The point of the anecdote is to one kind or another. This delicacy is not to be indicate that what is not said can also be dismissed and will further be discussed when we important. turn to the ethics of gathering evidence. Other Inspired by the work of Michael Schratz and participants will go to the task with great Rob Walker, referred to in our annotated enthusiasm, pulling out the contents, exclaiming bibliography, another strategy for introducing upon this or that. Imagine their chagrin when issues around evidence is what we call ‘The Apple asked, at the end of the event, to return everything and the Elephant Test’. as they found it. Of course they cannot and this raises issues regarding the fact that the very act of ☛ THE APPLE AND THE collecting evidence can disturb the matter being ELEPHANT TEST investigated. Different participants will group the various Several days before the workshop artefacts in different ways, this too can be an an apple is quartered, ensuring indication of their own mindsets and beliefs. As that one quarter retains the stem. well they may jump to conclusions that are This early preparation is important subsequently unfounded. Only interaction with the because the cut surface of the owner of the wallet can verify their interpretation – apple takes on a suede like but then the owner might be lying – so are there texture and the distinctive apple other means of verifying or ‘triangulating’ the smell disappears. Three volunteers evidence? Similarly questions may arise in relation are blindfolded and each has his to the extent that the owner of the wallet may or her hand guided onto a specific choose to withhold some evidence by removing part of the apple: the outer skin, items beforehand, or even construct some evidence the stem, or the cut surface. All by adding items in. These are important research issues. other participants agree that each has touched the same object. It is even possible to reflect upon what is not in the The apple is removed and the wallet. Sometimes the ‘silences’ in research can be blindfolds taken away. The as important as that which is revealed. Once, when volunteers are asked to agree undertaking some research in the UK for the upon what it is that they have British Library one of the authors of this resource was required to analyse interview transcripts from touched. Quite aside from the the academic sixth form of a large number of puzzlement and hilarity that this schools across England and Wales. Among other induces it raises serious questions things, students had been asked for their reasons about what it is that classroom for selecting given subjects to take for A Levels research can and cannot touch (mainly used for entry into university). In spite of upon. Schratz and Walker combing the transcripts there were no references introduce, at this point, The Blind to the intrinsic worth of the subjects; that there Men and the Elephant poem. Each might be any joy in studying English or History, encounters a very different part of Mathematics or Science. All of the reasons were the elephant’s anatomy and makes instrumental – what would earn high marks, what conjectures upon what it is that was required for a given university course and so she or he has felt based upon that on. One would not want to make too much of it. But encounter. it could be an indication of a more general malaise,

3 INTRODUCTION

These are not trivial exercises, but rather ones which will generate concerns in relation to ‘what ☛ THROUGH STUDENT EYES counts as evidence?’. Clearly there is a relationship between evidence and the questions being asked. The decision was taken to ask The wallet exercise would not be of much use if the students, in pairs, to take question were “how tall and heavy is the owner of photographs of what it was that the wallet?” The apple exercise would scarcely they liked and disliked about the work if the question was not “what have you touched?” but was “from where did this object new arrangements. These were then come?” developed into posters which the students discussed with each other THE THORNY NATURE OF EVIDENCE and with the researcher. In this Evidence is all around us in school settings. case, as in all others among the Much of it is already available in students’ work, in Coalition of Knowledge Building displays, in school documents, in ceremonies and Schools, the study was rituals. Some of it needs to be collected through documented. This means that later testimonies and witness. Some of it will be questions can be asked and the quantifiable, some qualitative. What is important is evidence returned to at a later that the evidence is used to a local purpose. It is point. For example, two years not being collected in order to form massive further into the change the same generalisations about educational practices, but girls can be interviewed regarding rather to address questions about what works and their posters, or new girls could be what doesn’t in the given school setting. asked whether they see things Asking good questions is the key to deciding what differently. evidence to collect. In wanting to know how students perceived changes to school organisation Again, it is important to note that this small piece at MLC, for example, the school was mindful of the of research was a part of the curriculum, not an fact that the innovation was recent and disruptive. add-on task. It was too early to make judgements about the efficacy of the change when the change had barely With larger inquiries the questions may be had time to settle down. So the question became categorised as key questions and contributing one of identity. How do students identify with the questions. What do members of our school new organisation of the middle school? community believe to be the characteristics of good learning? How is it seen by students? How is it understood by parents? How do teachers perceive it? What impedes good learning? What facilitates good learning? And so on. Once the questions are asked then it is possible to identify the kinds of evidence that need to be collected and how these forms of evidence might be obtained.

4 LEARNING TO LISTEN: LISTENING TO LEARN

Another example from MLC School is where the TAS Department decided that it would like to undertake an evaluation of the ways in which it was perceived and the forms of support available to it. At Loreto Normanhurst teachers within the Science faculty undertook an investigation into the nature and role of assessment in Stage 6 Science. The project was funded by the Association of Independent Schools as part of its New HSC Professional Development Program. Consequently, evidence was gathered that satisfied the requirements of the funded project while at the same time contributing to professional learning at Loreto with respect to assessment and moderation.

MIDDLE SCHOOL GIRLS IN TAS CLASS AT MLC SCHOOL

Investigations of TAS at MLC School

Together, the teachers decided upon the following key questions: 1. What is the perception of the status of TAS at MLC School? 2. How do students evaluate their experiences in TAS at MLC School? 3. How adequate are the resources and facilities (including human resources) to meet the needs of student learning in TAS? 4. What are the recommendations for improvement in the light of the inquiry?

It was decided that focus group inquiry would be the main research tool to address questions 1 and 2. All members of staff in the TAS Department would take part in a focus group which would also be used as a training opportunity. This entailed their release from teaching for a morning. A consultant researcher would conduct focus groups with the previous exit group of Year 12 students in the early evening. She would be observed by two volunteer staff members. Similarly the current Year 12 students would be interviewed by the consultant researcher with two further staff members observing. The staff would then undertake focus group interviews with all students participating in TAS studies in Years 8 and 9. A second training morning was used to discuss the outcomes of the various focus group meetings. The consultant researcher modelled the process by preparing the Year 12 reports and negotiations were conducted regarding the thematic structure of the Years 8 and 9 reports. The resources audit was undertaken in two stages. Two senior members of staff outlined the range and quality of available resources. Staff then photographed and annotated what they believed to be the strengths and weaknesses of the physical resources. Staff met to discuss, on the basis of the resources, an analysis of the needs of the Department. The writing of sections of the report was allocated to various members of staff who had volunteered to undertake the task. The draft report was considered and ratified by all members of staff the following week. The final report was then taken, with the recommendations, to a school management meeting and to the school’s research advisory committee. The timeline below indicates the framework of the study.

22nd 28th 2nd-6th 4th 12th Timeline March March April April April Focus Group Interview TAS Staff Year 12, 2000, Focus Group Year 8/9 Focus Groups Feedback Year 12 groups Draft report Focus Group Methodology TAS Staff Negotiate staff mini-report Year 12, 2001, Focus Group Resources Audit Needs analysis

5 INTRODUCTION

Investigating assessment in Stage 6 Science at Loreto Normanhurst

Science teachers at Loreto Normanhurst set out to address the following research questions: » In what ways will teaching and learning be enhanced across the Science KLA in Stage 6 as a result of designing from authentic assessment tasks to curriculum and pedagogical practices? » What type of tasks provide scope for students to meet the prescribed outcomes across a variety of subjects? » How is student learning enhanced by providing opportunities for sharing of learning between students? » How do teachers design lessons to support the task? » How are teacher decisions about learning informed by one-on-one teacher student interaction?

In the course of the investigation, evidence was gathered from students and teachers via surveys, focus group discussions and interviews. The evidence gathered was used to inform the development of an ‘authentic assessment’ task, which aimed to integrate assessment into the teaching and learning process. In the later stages of the project, students engaged with the assessment task and teachers worked together in the process of ‘moderating’ student assessment. This process was reported by the teachers involved to have been extremely beneficial in terms of developing their own professional judgement and developing their trust in that of their colleagues.

Designing a study takes time. It is not unusual for practitioners doing this kind of inquiry for the first time to collect far too much evidence. It is more desirable to do something, first of all, on a modest scale and within a realistic time frame than attempt something too large and overwhelming. Quality control is more likely to be within the grasp of the school when the inquiry is manageable.

LORETO NORMANHURST STUDENTS

6 INTRODUCTION

Investigating assessment in Stage 6 Science at Loreto Normanhurst

LORETO NORMANHURST STUDENTS

6 LEARNING TO LISTEN: LISTENING TO LEARN

QUALITY CONTROL AND ETHICAL Three of the schools in the Coalition have formed PRACTICE research advisory committees. In the case of Burwood Girls High School the parent council is Quality control is more than being meticulous in used in that capacity. Loreto Normanhurst and the design, collection, analysis and interpretation MLC School have established committees with of evidence. It is ensuring that the study, in all of its staff, student and parent representation. In manifestations is ethical. We cannot ever guarantee MLC School’s case the school’s chaplain also plays that we will do no harm in the ways in which an important role. By having research advisory schooling is conducted. We can inadvertently cause committees which act as a touchstone both in harm. For example, some years ago one of us was research planning and as an audience to the working with teachers in England, in the fen research there is an assurance that the inquiries country around Huntingdon. A teacher spoke of a will be public and transparent. boy coming to school with his right arm in plaster. When he attempted to write with his left hand he While being ethical is the most important principle proved very adept. The teacher mentioned this to in the conduct of research in schools it is also the boy’s parents, noting “you would almost think critical that strategies are employed which seek for he was a natural left-hander”. The mother evidence from a range of different perspectives. blanched. In the small fen community to be left In the research literature this is known as handed was to be seriously deviant. It later triangulation and is a vital form of quality control. transpired that the boy’s father had gone to some No one source of evidence can be considered lengths (including physical punishment) to ensure sufficient, so during an inquiry a school may wish to that he did not use his left hand. By disclosing the draw upon several using a range of procedures. boy’s dexterity with his left hand the teacher left We turn now to a range of strategies for collecting him exposed to further punishment. But, the evidence. Again we would like to emphasise that teacher’s behaviour was not unethical, because he much of the inquiry can be embedded in the lived meant no harm or malice. life of the classroom. If there is to be a student However, in the conduct of human research, in questionnaire, why not have the students active whatever environment, we must take care to guard participants in designing it. If a questionnaire’s against harm. A teacher, conducting a focus group results need to be recorded and presented interview, may hear some negative comments about statistically again students can be participative. a colleague; but confidentiality cannot be broken. After all, it is their schooling which is at stake. If surveys or questionnaires are said to be By being involved in the research the students not anonymous, then anonymity must be preserved. In only have access to some of the results, but also will all circumstances informed consent must be develop expectations that things will be improved. obtained; either from the students if they are of an If not, why not? Having students and parents age to give it; or from their parents.2 involved not only as informants, but also as researchers themselves, is a potent way of keeping us all honest!

2 See Appendix B for an example of a letter seeking informed consent. 7 Strategies »

Our discussion of strategies will encompass three sections; one will address the gathering of evidence, the second ways of using evidence collected by others and the third ways of organising a whole school to become involved in evidence based practice. LEARNING TO LISTEN: LISTENING TO LEARN

SECTION 1 SECTION 2 SECTION 3 Gathering the Using evidence: Developing evidence: evidence based practice:

» » Focus group enquiry » The place of the » Developing and its merit as a ‘position paper’ as a commissions of source of evidence in a means of informing enquiry variety of contexts practice » Collegial pairs as a » Images and metaphors » Reading research3 strategy for action as powerful research » The corporate learning tools portfolio » The monologue – » Accountabilities interviewing oneself » Using scenarios to stimulate responses » Documentary photographs and drawings » Silent conversations » Using questionnaires

3 From time to time participating schools in the Coalition have employed a professional research agency to undertake surveys using nationally validated benchmarks. This section would support those wishing to read and interpret such studies. 9 STRATEGIES

SECTION 1 Gathering the evidence

FOCUS GROUP DISCUSSIONS are small groups gathered together to respond to a set of questions which have been carefully considered beforehand. Hence the word ‘focus’. They are organised so that those participating can express their ideas, not only to the chairperson of the group, but also to each other. Teachers are generally very good focus group leaders because they are used to asking questions and not pre-empting the way that someone is going to reply. But, from time to time, it may be very worthwhile to train other stakeholders in the schooling process to conduct the focus groups. We have worked with students and parents to great effect.

Focus group discussions are used in a variety of 4 To inform a summative evaluation situations: Provides information regarding the worth or a 1 Needs assessment particular enterprise. For example, ‘How Allows participants to voice their needs and successful have computers been in assisting explain the reasons which underpin them. student learning?’ For example, ‘What do students need from their 5 To identify strengths, weaknesses, PDH & PE program?’ opportunities and threats during 2 To test new programs implementation Gives feedback at the design stage for the new Assists in a SWOT analysis as the program or program, thus the focus group can assist in the service is underway. For example, ‘What are the avoidance of costly mistakes. For example, strengths, weaknesses, opportunities and ‘How should we design a different kind of threats in the ways in which our multi-age school camp so that more young campers will classes are operating?’ participate?’ The notion is to encourage the exchange of ideas and 3 To discover what participants consider perspectives. It is very important not to judge either when deciding the participants or their ideas, but to probe and Identifies features of a particular product develop the responses. You can say such things as: which may influence people in making 1 Can you say a bit more about that? particular selections. For example, ‘What do 2 Is there another way of thinking about that? you consider when deciding which secondary 3 Can the rest of you remember when something school you would like to attend (or your child to like that happened to you? What was it like? attend)?’

10 LEARNING TO LISTEN: LISTENING TO LEARN

Sometimes it may be the case that misinformation what took place. Should they suggest amendments is exchanged, or a perception varying from the it is then a matter of judgement whether the general school policy is put on the table. It is suggested change is merely idiosyncratic or that it tempting to put things to right straight away, but it is a serious omission or misrepresentation which is better to merely say “perhaps we can come back requires correction. If the latter is the case the to that later”, or “do others have a different view?” amended version needs to be renegotiated. otherwise it will appear that there is a ‘party-line’ The membership check can present some and participants will restrain their ideas and difficulties. One is that the participants in the focus comments. Indeed, if people are misinformed it is group need to realise that the portrayal is still better that the school is aware of this, rather than confidential until approved for use in the public stifling the debate. Recently in a discussion record of the investigation being undertaken; thus conducted by one of the authors it was clear that they should not discuss the portrayal with others parents were confused about the notion of who had not attended the group. Another is the standards based assessment in the new HSC in New time which it requires. In the case of undertaking South Wales and its implications for the focus groups with students across an entire cohort Universities Admissions Index (UAI). It was it may be that the membership check is not important that this confusion was fully articulated, undertaken. However, it is still important that before any correction occurred. After all, focus students do receive some form of feedback on what groups are only a sample of the larger group and it has been learned as a result of the focus group is important that the discussion attempts to, as inquiry. fully as possible, represent the concerns of that larger group. For further information on the conduct of focus groups, please consult Krueger, R. (1988). Focus The advice which follows has been used in several Groups: A Practical Guide for Applied Research. of the Knowledge Building Schools. In this case we Newbury Park: Sage Publications in the annotated are drawing on the notes which we distributed to reference guide. Years 10 and 11 boys at Ashfield Boys High School before they themselves ran groups with younger boys in the school. We trained them to work in groups of three, so that one would ask questions while the other two would prompt and keep notes.4 Finally, in using focus groups it is important to do two things. One is to distribute a brief questionnaire whose purpose is to gauge the extent of each member’s engagement and to elicit issues FOCUS GROUP AT ASHFIELD BOYS HIGH which may not have arisen for discussion, but which may prove to be ones which deserve further attention. The second matter to follow up is to undertake what is often called ‘a membership check’. Having written up a portrayal of the discussion (see Appendix C for an example) each member of the group should have an opportunity to read it and agree that it is a fair representation of

4 While in some cases it may be worthwhile to tape record discussions and use them to prompt recall after the meeting, some participants find that they would rather not be taped, in which case note taking skills are essential. 11 STRATEGIES

Students as focus group facilitators – Notes to students at Ashfield Boys’ High School Why use students as researchers? (it is important that those conducting the focus groups are informed regarding the purposes and processes of the study in question): Ashfield Boys High School has developed a reputation as a knowledge building school. For a number of years now various questions have been investigated using teachers as researchers, particularly through the National Schools Network, and by inviting in university researchers. Student opinions and perspectives have been seen as important and valuable. Increasingly it is being seen that students themselves can become involved in the research beyond being the subjects of the inquiry. We imagine that it will be more comfortable and relaxing for younger boys at Ashfield to respond to you, as more senior boys, than to be led in the discussion by an adult, whom they may see as being somewhat intrusive and where they may try to anticipate what it is that the adults want to hear.

How do students go about the inquiry? Below is a series of steps. We shall undertake each of these initially in a trial run. We have left spaces between each step for you to keep notes about what you saw and what you heard that might help you.

Step 1 Make the participants comfortable. Make sure that each participant is wearing a name tag that is clearly read from a distance. Think about an opening strategy which will relax the students, Have a ‘mud map’ and note their responses, be relaxed about them.

Step 2 Explain why they are here. Explain to the students that you are interested in their ideas about school and about learning. That you are going to take their ideas seriously and that they will help the school to become a place where they will be comfortable learning and their learning will go on improving.

Step 3 Set out the ‘rules’. Without being ‘heavy handed’ explain that there are some rules, that students should hear each other out and try not to interrupt or say that something is ‘stupid’. That you want everyone to have a say and that they can build on each other’s ideas. Also make sure that you introduce everyone – explain that you have some people helping, that they are taking down the ideas and that you will be having a talk afterwards to make sure that you have collected together the main ideas. Reassure the students that you are not going to talk about them as individuals and that you will respect their need for confidentiality.

Step 4 Discuss the questions (all of these questions have been negotiated with school staff). 1. How do you, as students, like to learn? 2. What is enjoyable about learning in Year……? 3. What makes learning difficult for you? 4. How much variety is there in the ways in which you can learn in your English/History/Maths and Science classes? 5. Do you like being challenged and are you challenged in these classes?

Step 5 Thank the participants Thank each of the participants and explain that their responses have been very helpful.

Step 6 Debrief Discuss with your co-researchers the things that they have recorded for each question – has anything been left out. Thankyou for your hard work!

12 LEARNING TO LISTEN: LISTENING TO LEARN

IMAGES AND METAPHORS contain no words at all. Before commencing an interview, which may be with an individual or in a In the conduct of focus groups it has already been group situation ask the participants to find an indicated that it is important to have a strategy for image which best represents for them what is being opening up the discussion. A powerful strategy is to discussed. If possible, have them write a few lines present the group with a series of images which (anonymously) which can be collected afterwards may represent a way of looking at the phenomenon and which will also be a form of evidence. The being examined. A way of doing this is to collect the process does two things, first of all it focuses each free postcards now so readily available in cafes, person and ensures that everyone has some coffee shops and cinemas. They often have bold and thoughts on the matter, thus avoiding the problem interesting images and captions. For example, ‘Take of one person dominating the discussion with his or Adventures, not Trips’, ‘Have your Say’, ‘Look Silly, her ideas. Secondly, where you may be working with Feel Great’. They may have a kaleidoscope of several groups over time it provides a kind of tally multiple images, or they may be quite abstract and of the issues which are emerging.

Images of ICT at SCEGGS Darlinghurst

For example, in their study of Information and Communication Technologies and Teacher Professional Development, undertaken in the Spring of 2000, at SCEGGS, Darlinghurst, teachers were asked to “Describe the image which represents for you the ways in which ICTs relates to student learning in your teaching area at SCEGGS”. They were also asked to provide keywords which came into their minds when considering the uses of ICTs in the assistance of student learning. Below is a summary of the results.

Images

Acrobatics Nine people selected this image which they related to the vitality of the work and the energy it required. “The image which best relates to IT and History is the man leaping in the air and holding an acrobatic pose. Areas of technology have been liberating for history in many ways. For example the Internet searches have allowed students into many new areas. The AUC has allowed the communication between students and staff. The use of PowerPoint for presentations has been great, but the teacher remains paramount.”

I want to believe Six people saw this image as the one which they subscribed to. It suggested to them that there was a desire to connect IT to student learning, but that at times the actuality was difficult and demanding. “At the moment staff are too rushed to effectively implement IT properly. There are enough people who want to integrate it into the curriculum but they are usually the same people who are called on to do many other things. We have the hardware, but have not stopped to work out how to use it properly. Everything is so haphazard and done on the run. It would be sensible to free up staff to work on a whole school program. Only when certain things are mandated can we all move forward together.” “My teaching combines small and large successes and disasters. I would like to be in more control – in a more ordered environment but I can never quite get there – sometimes it is me, sometimes the class, sometimes the system. I have so many students so much more advanced than me. Many more can help me with IT than I can help them, old dog, new tricks, slow learning.”

Friends The image of friends was also selected by six respondents who related the image to the social context of teachers and students learning to use IT in a friendly environment.

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Serious Energy Five selected this image, related both the energy which is generated by IT and the seriousness of the task. “IT could/should be exciting, energy-charged, rewarding. It could also be seen to be a ‘serious’ academic resource.”

Corsets The rather frivolous image of being laced tightly into corsets attracted five responses. They reflected a senses of holding things together and often feeling constrained. “I sometimes feel constrained and tied up. We need to become independent users of IT, not tied to ‘quality control’. More consultation is needed as to the type of help teachers need in their individual classrooms.”

Rush Four people selected this image. They were concerned for the time pressures placed on both students and their teachers as well as the notion that many are in a rush to find quick and easy solutions. “Students are often too quick to use the internet to find information for assignments. They are reluctant at times to clarify key terms. But expect to instantly find their answers in one complete ‘hit’ of the button.”

Reach Out Three teachers selected the image of reaching out. They saw students and teachers reaching out to each other for assistance and help. “This image for me symbolises the student and teacher in a visual arts environment using IT. I feel that I am learning on my feet and that often the students know more. I often ask for their assistance. I also feel that it is difficult to access the technology. One or two students may need access and so we are unable to move to an IT room. It would be better to have access within the established art room.”

The Gathering This image was selected by two people, both of whom referred to IT as a tool for gathering in information.

The Brain One person saw this image as representative of the many areas of knowledge and experience that information technology can offer in the context of the library.

Change Again one person selected this image and related it to reluctance to change. “Sometimes staff appear to be reluctant to try new methods. i.e. technology, in the classroom as a tool to enhance the learning environment.”

Own Image One teacher created her own image which was virtually a blank space. “We have little/no direct links to IT in our rooms and the only place within visual arts it is used by the students is for assignments done outside the classroom. I can’t think of many appropriate descriptions except I personally find it frustrating, time consuming and often deflating. Not often rewarding. It’s just a relief to finish using it.” Images Liberating, exploratory, powerful, frustrating (4) exciting (5) alive, potential, freeing-up-time, needs time (2) time consuming (3) flexibility, graphics, rush, galloping along, adhoc, students help, interesting, daunting, inexperienced, useful, discovery, conflict, opportunities, inspiration, clarity, change (2), tool (2) communication, Maurice (3) challenging, stressful, satisfying, helpful, empowering, supportive, friendly, accessible, non-threatening, skilful facilitation (4) professional, enjoyable (2), variety, good resources, innovation (2) fun, rewarding, encouragement.

It would be interesting, in a case such as this, several years later, to use the same images to see the extent to which the discourse has changed.

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In another study, working with parents across thirteen high schools in a district of Sydney teachers conducted focus groups in their own schools investigating the factors which influenced parents and children in making choices about which secondary school to attend. To commence the discussion, rather than using visual images, participants were asked to consider various metaphors for choice. “Which kind of choice is selecting a secondary school for your child’s education most like and why? » choosing a car » choosing a doctor » choosing a neighbourhood in which to live EXAMPLES OF POSTCARDS » choosing a renovator” In addressing these metaphors the participants had to first think about making choices and how it is THE MONOLOGUE – INTERVIEWING done before considering choosing a school. ONESELF Following the discussion the participants then It is often claimed that gathering evidence requires individually ranked school choice factors derived more time than busy practitioners have available to from the research. them. We have emphasised that many of the ☛ POSTCARDS from the Teaching strategies recommended here are ones which can Staff at Loreto Normanhurst be accommodated into the curriculum itself, particularly when we are training students to be researchers. At Loreto Normanhurst, during the initial phases of a large educational change, postcards were used to elicit responses to the proposed changes from teachers and other staff members. Approximately 200 postcards, each bearing different photographs and text. Teachers were asked to choose a postcard that in some way represented their response to the ideas that had been presented and write anonymously on the back.

Using images and metaphors liberates the imagination and ensures a more lively discussion. We are now going to turn to less interactive, but nevertheless practical strategies for gathering SCEGGS DARLINGHURST TEACHER AND STUDENTS evidence. USING ICT’S TO SUPPORT LEARNING

15 LEARNING TO LISTEN: LISTENING TO LEARN

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Monologues at Loreto Normanhurst

Teachers in the English Department at Loreto Normanhurst recently were each given a blank audio tape. They were asked to take it home and interview themselves on questions related to their beliefs regarding the characteristics of good learning in English and classroom factors which could enable such good learning to occur. They also reflected upon school structures and arrangements which supported and inhibited the teaching of English. The tapes were then given to the consultant researcher who did not know the staff well enough to identify the various voices. She extracted a series of statements which were then used in the following workshop:

This exercise should be undertaken with about four participants in each group.

1 Take the beliefs about characteristics of good learning in English. Individually, highlight ten important ideas for you. With your colleagues agree upon six. Cut and paste them onto the paper provided. 2 Using the same process look at the enabling factors, but agree upon 8. 3 Link the characteristics to the enabling factors. 4 From these discussions reflect upon what you believe you do well and what you could do differently tomorrow. 5 Share with colleagues. 6 How would you be able to judge how effective you have been; what evidence would satisfy you and your peers? 7 Discuss the structures and arrangements that enhance good learning in English. 8 Which surprised you and why? 9 Look at what is seen to hinder good learning in English at Loreto. Identify two or three major themes. 10 Which one final comment most struck you and why? 11 Make a commitment, as a group, to an agenda for your next workshop.

Nonetheless, interviewing, whether through focus SCENARIOS AS A STIMULUS groups or with individuals, generally takes time and It is sometimes the case that during the collection organisation. However, it is possible to set up of evidence a particularly evocative narrative is interviews where participants virtually interview related or a dilemma noted. Such material can themselves. Using a tape recorder they ask become a very useful resource which can elicit the themselves the questions and then respond. The responses of others. In the case cited below the advantages of this process are that there is time for scenarios were posted on the website used by a reflection; the questions can be thought about for research cluster of schools in South Australia. several days before recording. Also the participant Responses were sent electronically to the evaluator can choose his or her own time and place – after of the project, working in Sydney. It may be that dinner with a glass of wine may be far more several schools, some distance from each other, preferable than a snatched half hour in the staff want to research together in a similar way. Using room. While it is not strictly interviewing it may strategies such as this can be both profitable and also be useful to think about times when having an enlightening, leading to a higher level of collegiality audio-recording of students working together could than may be possible if schools are working in be quite revealing of the ways in which they isolation. interact and approach the problem at hand. They can then later listen to the recording and add to it In this case it was requested that the schools their observations and reflections on their learning. respond to each of the four scenarios in terms of Or extracts can be created into scenarios for others “could this happen at your place and how would it to comment upon. be handled or if this could not happen in your site, why is that so?” The responses should focus on the dilemma rather than the contextual setting. So hopefully, no one would say “that can’t happen where we are because we are a secondary school, not a primary one,” or words to that effect.

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Research and Reform Project “Could this happen at your place?’’

Julie is working with a small team co-ordinating the Research and Reform project in her school. Their project has focused upon bullying, peer mediation and support. She is concerned with the ways in which they are collecting data from staff. “They are totally sick of surveys and I think we need to find a more interesting way of getting how they really feel about what we are trying to do. We don’t want just another ‘feel good’ set of answers; that doesn’t give us enough direction about where to go next.” But Ray is worried that if they use more qualitative methods they may uncover some pretty sensitive stuff which may be much harder to negotiate and get into the broader discussion.

Because School X is a small school, the whole staff are involved in the Research and Reform project. They have been looking at ways of mapping student skills in information technology in order to develop a coherent IT curriculum with good scope and sequencing. They have been interviewing their students about how they learn to use the computer and have been discussing their results with their university associate. He/She has suggested to them: “What you are really struggling with is that you have assumed a transmission model of learning. That the teachers have to set up this sequential curriculum. But what the kids are telling you is that they are learning in a different way. They keep saying that they ‘play around’ with the computer and find out what its capabilities are in terms of meeting a need they have for its use at a particular time. Now that’s the evidence you are getting from the kids. So is there a different way of designing a curriculum which recognises that the kids are learning in a different way, and that a lot of the time they actually know more than you do!”

Bob is the Head of the Science Department at a co-educational comprehensive high school. He is a key member of the school’s Research and Reform team. They have been looking at providing longer blocks of learning time and integrating the curriculum in Year 8. Bob feels that the work impacts upon the whole school ethos and can act as a catalyst for ongoing reform for Years 9 and 10. He conducts regular team meetings which have been systematically collecting and reflecting upon data; but he wants to broaden the communication base and ensure that the whole school knows about the progress of the change. He has suggested that there be a once monthly whole school staff meeting devoted exclusively to the project. He and his team plan to present to each meeting a mini-paper outlining particular features of the research and providing some time for subsequent discussion. He and the school Principal see this as an important form of professional development. He would also like to invite parents, who are able to come, to attend on a ‘drop-in’ basis. While Bob’s team is very enthusiastic other Heads of Department are concerned that meeting time is a scarce resource and would be better taken up addressing departmental concerns.

The group at one of the primary schools in the Research and Reform project are struggling with the ways in which they want to write about their work. They have developed an in-house strategy for conferencing about their writing, asking those less directly involved in the project to read drafts and provide feedback. Several times the issue of ‘how’ things are being done has come back to haunt them. As one member of staff has written “you keep writing about giving the students more opportunities to make decisions, but you haven’t spelled out how you do this – we know, because we’re in the school; but someone outside the school wouldn’t have a clue.” One of the problems that the group see is that they have been working together now for several years, both on the Research and Reform project and one which preceded it. They know they are taking for granted the ways in which they do things. They want to be transparent, but they are not sure how to best proceed. It is suggested that they approach the Project Manager and ask him to act as a critical friend for writing purposes.

It should be noted that each of the four scenarios considers ways of writing up the project. The has a different focus. The first raises questions project evaluator was able to collate the emailed about research ethics; the second is concerned with responses and use these to add to the evidence teaching and learning issues; the third relates to regarding the impact of the Research and Reform school structure and organisation, while the fourth Project on the schools.

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In a more modest vein, Ashfield Boys High School asked students to not only respond to questionnaire items on a Likert scale (more of this later) but also to indicate their reactions to the following scenarios which had grown out of some of the focus group discussions:

Ashfield Boys’ High School ‘Is this true for you?’

1 The teacher gives really good feedback on assignments. I am told where I went wrong and what I need to do to improve. As well, I am told what my strengths are and how I can build on them. I am also given a chance to assess my own learning and give a comment on how well I think I went. Can you give an example of this happening in a particular subject. Does it happen often?

2 The teacher puts our rankings up in the passage for everyone to see. Sometimes our actual marks are read out in class. I hate this because I don’t think it helps my learning and other boys have a go at me later. Has this ever happened to you or your friends? How did you feel about it? What would you like done about it?

3 The teacher spends a good bit of time helping us to think through how to tackle an independent task or one where we are working in groups. We are taught how to plan, to investigate and research and then to set out our findings. The teacher doesn’t just leave us to learn alone but checks up every now and then on how we are going. Is this true for you? Do you get enough help when you are set a major assignment? Would you like it to happen more? What other things would you like your teachers to do to help your learning?

Scenario writing can itself be a part of the the school camp may depict a series of buildings in curriculum. Students might write about a time a bush setting, with one or two students in the when they succeeded or failed in a particular key foreground. For the outside viewer that is all that learning area. The scenarios themselves can then they may see, but for the students it may remind be treated as evidence and, at a later point, them of lumpy beds, or cold showers. It may bring particular scenarios used across the cohort. back memories of being on kitchen duties and the time a possum was trapped behind the stove. Just as scenarios can be illuminative, so too can A teacher looking at the photograph may remember photographs and drawings. that one of the students in the frame went DOCUMENTARY PHOTOGRAPHS AND sleepwalking and what anxiety that provoked. One DRAWINGS can think of a photograph as an episode in a longer and more complex narrative. Anyone who has gone back through old photographs knows how evocative they can be. The photograph Photographs of camps and excursions, of special is not only a representation of a particular person, events within the school and the like, can be place or event; it is also a catalyst for much that is considered as sources of evidence. But generally not contained in the image itself. A photograph of they are not sufficient on their own. To have them

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contribute to our understanding of what has taken discussion students were involved in a large variety place we need to use them and this is often done by of learning outcomes. The task became part of the interviewing participants with regard to their recall curriculum, provided the students with a voice and of that particular occasion. Rob Walker, whose work the teachers with insight and understanding. we have referred to at an earlier point, asked a A school about to embark on an innovation could photographer, Janine Wiedel, to take photographs consider using photographs to prompt ‘before’ and of the first day at secondary school for just one ‘after’ discussions. While the example which follows class. Later he interviewed the students about the is not in a school setting it is an illustration of how meanings they attached to the images. They varied this might work. One of the authors of this greatly. For some there was elation, for others publication was contracted to undertake an apprehension. Some emphasised one aspect, such evaluation of a large ICT project in the early days of as relations with the teacher; while others computers in schools. Teachers came to the commented on new friendships which had been university for a two week induction program, the formed, or how worried they were about being lost computers were then taken to their homes for them in an unfamiliar, even alien environment. to ‘play’ and find what was possible within their Even more powerful is when we ask the own specialist key learning areas. Finally they participants to knowingly take the photographs as a worked in teams within and across schools to form of evidence. In the introduction to this develop curriculum applications. Teachers selected publication we cited the instance of students taking for the project had very little experience with photographs of the newly formed Middle School at computers. On their first day at the university the MLC and the ways in which they liked and disliked evaluator photographed each teacher as she or he its arrangements. These photographs were taken by sat at the computer. She then interviewed them at small groups of students who needed to negotiate the end of the project and used the photographs to with each other in their selection of the images. stimulate their recall of that first day. As well they worked together, using the photographs, to make a poster, which they annotated and which would be on display for others to see and comment upon. Michael Schratz and Ulrike Steiner-Loffler, two Austrian researchers, argue that young students can use photographs as a means of providing the school with feedback on how they experience ASHFIELD BOYS HIGH STUDENTS school life. They asked small groups of seven and PRESENTING A PROJECT eight year old students to discuss and photograph the places in the school where they felt good and where things were ‘not so good’. Whereas the school playground was a well liked spot, the toilets were clearly disliked and seen to be unpleasant and smelly. The photographs could be used to uncover not only the explicit and planned for activities in the school, but also that which is hidden. In the negotiation, implementation and subsequent

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Building evidence around contrasts can be very A SILENT CONVERSATION rewarding. Students can not only photograph The notion of a silent conversation appears to be a differences, but also draw them. Teachers from a contradiction in terms. The basic idea is to provide Greater Western Sydney region school asked ways of not only responding, in writing, to a children to draw themselves reading at school and particular input, but also developing the response at home. They found that children reading at home through the observations of others. For example, fell into two categories; those who read for pleasure students might be considering the photographic (often girls) and those who read in order to engage posters made by their peers. They might be asked in an electronic game (usually boys). They noticed to indicate what they see to be the plus, minus and that generally the reading was alone. Reading at interesting points which have been made. This they school was more diverse, ranging from reading in do on large, separate sheets of paper. Once they order to accomplish a task, such as research, to have written their own comments they look at shared big book reading. others which have been made. They may agree or Returning to the Middle School innovation at MLC, disagree or want to elaborate on a point. All of this teachers were interested in the effects of having is done in silence. It ensures that the quietest Year 6 teachers teach into Year 7 and vice versa. student is ‘heard’. Students were asked to draw a ‘cartoon’ of a way in Asquith Girls High School recently arranged for which these teachers taught differently. Year 8 and 9 volunteers to be trained as focus group As we have noted before, this kind of work can be leaders in the ways that the boys at Ashfield Boys risky business. Sometimes students will identify High School had. Following the training and the issues that we prefer to keep concealed: unpleasant conduct of the focus groups the girls met again for a toilets; bullying peers; boring, out of touch debriefing. After they had spoken around the issues teachers. But if we are truly listening to learn, as of student learning and the ways in which it could well as learning to listen, it is essential that we be improved in the school they were asked to provide opportunities for student voice to be record any further thoughts they had within the manifest. Of course, it is not all negative. Many framework of a silent conversation. They were times students will hearten and surprise us with asked to consider those things that worried and their insights and understandings. surprised them and what they believed that the Such was the case when undertaking a ‘silent school should do to enhance the learning conversation’ at Asquith Girls High School. conditions for students. Just some of their observations are recorded below. It was clear that as they engaged in the ‘silent conversation’ the students were not only recording their own observations, but were engaging with issues raised by their peers.

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Asquith Girls’ High School ‘Silent conversation’

Surprises The students, acting as focus group leaders, expressed surprise at the dynamics of the group interaction and the level of participation. » Very small groups seemed to want to talk more, they worked better with their friends. » They got off the topic a lot. » Not all group members liked to open up and give out their ideas and feelings. » One girl was a bit of a rebel and she dominated the discussion and everyone was ‘yeah, I agree’, ‘no, I don’t have an opinion on this question’! » I found they changed the subject to what they wanted to talk about. For Year 9 students who had interviewed Year 8 participants there was a number of observations which commented positively upon the experience. » They (participants) really enjoyed doing the discussion. » They thought it was great to give out what they wanted with the teachers. » They felt comfortable with saying what they felt because we were nearly the same age and we would tell others what they said. » They really opened up about how they feel about their teachers. » They wanted to do more focus groups.

Worries The Year 9 group leaders divided their comments between the processes involved in the conduct of the focus group and the reactions of participants to questions being posed. » Our first group just didn’t talk, they were very silent. » There was a group of girls who sat at the far end of the desk and there were others who were feeling left out. » They didn’t want to say something that others would have thought dumb. » Students felt uncomfortable at first when we started, but when they realised no-one was going to judge them and we were going to listen to them they revealed more and spoke out. » Some only talked among their friends, others were left out so we changed the seating plan, but it continued. » We tried to be nice but one girl kept talking and fiddling. Maybe next time they shouldn’t bring anything in. Year 9 student leaders indicated that opportunities to ask questions in class appeared to be a significant issue for Year 8. It was both a matter of confidence, and peer pressure as this string of eight responses on one sheet indicates. » Students are not confident enough to ask questions in class. » And not enough self esteem to speak up and help themselves learn. » Some students are really worried about getting judged by friends when they speak up. » They didn’t want to get the wrong answer in case people laughed at them, but if they did speak up they would not be cool. » They didn’t want to say something that others would have thought dumb. » There’s peer pressure but they don’t mind talking to others their age. » There should be less students in class because students are scared/intimidated to ask questions in front of 30 kids. » Smaller classes would be better.

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‘Silent conversation’ contined

But, speaking up was also linked to the nature of the question and the student/teacher relationship. » Students feel embarrassed with a certain teacher and cannot ask questions. » Yeah, especially male teachers about certain things. » Students feel that they can’t put their hand up and ask a question without being embarrassed. » They feel that the teachers should be young. » They can’t relate to the older teachers who know more. » Older teachers have to be more enthusiastic about their job. » But then younger teachers would be more inexperienced. Finally, as one respondent astutely observed, there were questions and issues which had not been anticipated when the question schedule was designed. » There were things that the girls talked about that was about school, but there weren’t any questions for what they were saying, and I felt that these things they were saying were important. But these things didn’t get written down, because there wasn’t enough time and also because it just wasn’t a question.

What Next? The students’ main concerns were related to ensuring that teachers were advised of the results of the focus group enquiry. » Give the results to the teachers so in future everyone can learn at… » Start working on the responses we got and start changing this school so that students feel more comfortable. » If this school listens to these responses it will make the school a better place to learn. » Have a better system of teaching so it’ll be interesting. Consider what students said and try to work from these (answers) to improve and help students’ learning. » Have a big meeting with all teachers discussing what students want and how they want to learn from the results, then teachers use this so they can teach better. » There should be a consideration of student ideas, but also how the teachers feel about them. Discuss how they can improve their teaching skills to make it a better and more interesting environment. They also wished the questions to be extended. » More questions! » A range of questions, not just on school problems. » (We need to discuss) homework, travel, bullying and friends. They also wished advice to be given to specific groups. » Teach the new teachers coming through how to teach students with learning difficulties. It’s really hard to learn if the teacher doesn’t have an understanding of your learning difficulty. » Older teachers should consider being more enthusiastic and have more hands on activities. They should vary activities. They should try to relate to the students. This should be discussed with all teachers. In spite of their surprises and worries students indicated the worthwhileness of the project. » Do this every year to see how everyone’s learning ideas change (4 agreements) » Do it with Year 12 and Year 7 and compare results.

Silent conversations can play an important part in all participating parents to have a voice. Just as developing responses to situations where, focus groups may provide statements which can ordinarily, those with power and confidence hold later be tested across a larger cohort through a the floor. A school may be researching parent questionnaire so too can the silent conversation. responses to an innovation. More vociferous parents Indeed, it is important to realise that several may take the discussion in a particular direction. strategies are used in order to triangulate the The silent conversation can provide a medium for evidence.

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STRUCTURING A QUESTIONNAIRE While there is a great deal of technical advice available for the design and structure of a questionnaire, we would suggest that some simple rules are kept in mind. » Use a scale which forces a choice. For example, ‘strongly agree’, ‘agree’, ‘disagree’, ‘strongly disagree’, or ‘most like me’, ‘like me’, ‘not like me’, ‘not in the least like me’. When a midpoint is employed many will use it to opt out of effectively responding to the item. What you will ASQUITH GIRLS HIGH DISCUSSION GROUP be interested in is the strength of the response; having a large number of your respondents opting out is not helpful. » Keep it short. One side of an A4 sheet is a good » Avoid technical or specialist language rule of thumb. We can get too greedy for (particularly when asking for parent or student information and alienate the person who is responses). It is best to have a small group responding. sampled from your target group read the items and point out to you any problematic language. » In developing your questionnaire think about As professionals we are very accustomed to such how you are going to collect and collate the words as ‘curriculum’ or phrases such as results. Are there particular group ‘student learning outcomes’, these may be less characteristics that you want to know about? familiar to those who are completing the It may be that gender or age or ethnicity are questionnaire. important considerations, or you may want to know whether students have changed schools » Watch out for double negatives ‘I don’t like it and how many times. Remember to provide a when I can’t play sport’ may be better put ‘I like means of collecting that relevant data on the it when I can play sport’. Also keep each item questionnaire. discrete; that is, do not have several points embedded in the one statement. » Provide for a response to the questionnaire itself. If using one side of a sheet of paper, you » Take care to not imply a desired response. could indicate that the respondent could write a For example one of the authors of this resource, few sentences about the issue, or the some years ago, was working with a school on questionnaire itself on the back. the role of the careers’ counsellor. Students were asked to complete a questionnaire about her contribution to their understanding of the range of careers available to them. The questionnaire had a preliminary statement “Ms ….., is important and helpful in assisting you in choosing your careers. We are interested in your perceptions of her contribution”. It may also be the case that there is a lack of balance between positive and negative statements. Too many of one or the other suggests that the questionnaire is going in a particular direction.

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In this section of the strategies component of Finally, ensure that you have made » Learning to Listen: Listening to Learn we have arrangements to ensure confidentiality. If the covered a range of ways of gathering the evidence. questionnaire is given out in class have students We turn now to considering evidence which has collect the sheets and shuffle them before been gathered by others but will be of use to the handing them in to the teacher. If parents or inquiring school. We shall do so in two ways; the teachers are responding provide sealed first of these is in relation to developing a research envelopes and have them deposited in a neutral based position paper, the second with respect to spot. This does mean that you may have a attending to research conducted by those outside reduced response rate, but that is a reasonable the school, but feeding back into the school’s cost to pay. A little good humour can help. policies and practices. Follow up letters can suggest “sorry to bother you, we know that the dog ate the last request or it fell into the bottom of the school bag with yesterday’s lunch and the squashed banana, but we would really appreciate you completing this questionnaire if you have not already done so”. (See appendix D for an example.) Once you have developed and delivered your questionnaire you have the task of collecting and collating the data. Depending upon the size of your sample or population of respondents you may elect to use manual or electronic means. Excel is a user friendly application which will allow you to generate easy to read graphs; but if you are only dealing with small numbers you may be using a sledge hammer to crack a nut. Whatever means you use you should be alert to additional information. If a number of your respondents have made notations on the questionnaire regarding the wording of an item you should be prepared to treat this as a form of data and take it into consideration when interpreting your results. While you may not be involved in sophisticated item or cluster analysis you will probably want to group items using categories that are appropriate. In your analyses it will be helpful if a small team forms to provide each other with alternative explanations and points of view and to look at the congruence between the questionnaire results and other sources of data.

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SECTION 2 Using evidence

THE PLACE OF THE POSITION PAPER AS A MEANS OF INFORMING PRACTICE The position paper makes use of current thinking and research on an issue or topic to create a ‘position’ or stance which can then be debated and discerned by members of the school community.

The position paper can be a useful tool for: The Construction of a Position Paper » Clarifying thinking about a proposed change or Like most research, researching a position paper possible pathway calls for some ‘detective work’. In simple terms, the process of developing a position paper should begin Drawing together current research findings and » with the ‘unearthing’ of sources on the issue, in the theoretical perspectives in order to better first place by asking colleagues for any ‘leads’ they inform decision making may have discovered in their own professional » Fuelling professional discourse around reading and doing keyword and boolean internet significant issues searches. Accessing the website of Australian » Challenging cherished beliefs and Council for Educational Research, Australian understandings Association for Research in Education, the Educational Resources Information Centre (ERIC) The position paper is usually written by a small and the Educational Policy Analysis Archives might team of people, who endeavour to research and also assist, as may accessing a university or union represent the issue from a range of perspectives, library. Generally, one recent, well-written article integrating recent research findings with current will yield a list of significant references which may thinking and theory and salient aspects of the local in turn yield a number of other references. and/or school context. Remember, quality is more important than quantity. In constructing your paper, try to use a balance of theoretical perspectives and research findings, Recent research perhaps beginning with a discussion of the broader findings theory and moving then to the way in which the theoretical perspectives are represented in the Current Local/school research. Linking both of these dimensions to the theoretical context perspectives specific local (depending on the issue, this could KEY mean national, state, sectoral or school) context ISSUE will help you to define your position on the issue. While it is not essential that a position paper be written by a team of people, the process and product are both usually enhanced by the opportunities for critical discussion and POSITION professional conversations which are invariably OR STANCE offered by the process.

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Position paper to inform policy at MLC School

Who has not heard the lament, ‘If only I had more time…’ Time is one of the most precious commodities we have and it is finite – there is no more time. But there are ways of using time differently and that was the focus of a position paper on the organisation of learning time at MLC School. The purpose of the discussion paper was to raise issues with respect to academic learning time at the school – issues which take into account the manner in which it was then organised, and the rationale for reconsidering its configuration based upon both published research and in-house enquiry. The MLC Strategy 1997 – 2005 had as its central focus an imperative to transform learning; this was to be achieved by fostering: …a culture that is outward looking, flexible and continuously monitoring performance to see whether there are opportunities to improve and grow. Critical to its understanding of transforming learning was the notion of the differentiated curriculum – a program for learning which takes account of the varying needs, orientations and abilities of students.

Resourcing the different curriculum, along with human skills development, required material, human and technological facilities. The staff development program at MLC had been placing an emphasis upon teachers knowing and understanding the key elements to transforming learning. This professional learning took place in a context which understands the realities of the need to do things differently, not only substantively, but also in terms of organisation. Fifty-two minute periods were the norm, with students frequently changing their rooms and the curriculum focus occuring within them. Transforming learning required of students that they be academically engaged, which in turn required that they have sufficient time to become absorbed in their learning. The notion of engagement is well documented in student learning literature. High levels of academic engagement produce high levels of academic acheivement. Engagement is characterised as being related to task persistence, cognitive effort, excitement and interest in encountering new ideas. Students who are engaged with their learning are said to exhibit enthusiasm, optimism, curiosity and interest. They are willing to exert intense effort and concentration and will select tasks which challenge and intrigue them. All of this takes time. It was in this context that a formal discussion paper that explored the literature in the field was developed. It was then presented to the executive of the MLC School for their consideration and ultimately for wider debate among the staff. The position paper was very effective in developing a new policy for arranging student learning time. It may have been the case that such a change could have been made anyway; but in this instance the change was well informed and groundeed in an enhanced awareness for all.

READING RESEARCH volume of data which would be difficult for teachers to analyse within the busyness of their working Evidence is often collected within schools by a lives, it makes sense to engage the services of an third party and fed back to the school community in outside researcher. The benefits of doing so often one way or another. Some of the schools involved in reach beyond these reasons, however – the outsider the Coalition of Knowledge Building Schools have, brings a new perspective to the school, seeing and on occasion, engaged an independent researcher to attending to those elements of school life that can conduct research within the school, reporting on an be taken for granted or go unnoticed by those who aspect or aspects of school life. Results of ‘live’ within the day to day reality of the competitions such as those conducted by the organisation. The outsider can often ask questions Educational Testing Centre at the University of New which might otherwise go unframed within the South Wales, Basic Skills Tests, ELLA and SNAP micro political community of the school. Tests, and the School and Higher School Certificate can all be ‘read’ as examples of evidence on aspects Often within the course of reporting on their of school life. This section will provide some advice research, an outside researcher will suggest ways of on the use and reading of such evidence. ‘making sense’ of the data based on their knowledge of the school, and utilising their Research Conducted by an Outside Researcher outsider’s perspective. Those to whom the findings Sometimes, often due to a sensitive issue which has are reported then face the challenge of needing to arisen within a school, or the need to collect a deal with the findings honestly, both those which

26 LEARNING TO LISTEN: LISTENING TO LEARN

are positive and those which might not be so affirming while at the same time applying their own professional judgement to the data and assessing whether there might be multiple plausible explanations for the trends which emerge. This is a serious challenge, for the aim is neither to reject the ways in which the data has been ‘made sense of’ by the researcher nor to be afraid of interpreting it in different ways according to the context of the school. Reading Results Results provide an excellent source of data, which often arrive within the school complete with tabulations and graphs. Like any evidence, results can always be ‘read’ in a variety of ways, and it is important to recognise at the outset that results, whether they are of competitions undertaken for ‘fun’, standardised tests, or high stakes assessment are extremely complex representations of learning and understanding and that no one factor can be isolated as causal. MLC STAFF MEMBERS DISCUSSING RESEARCH ON THE PAPERLESS CLASSROOM In reading results, it is essential that data is triangulated (see section 1) where possible, so as to allow them to be interpreted in the light of what project is upon the development of literacy skills. else is known about the particular teaching and The eight boys involved in the project will become learning context. As with all other research, it is mentors to Kindergarten students, assisting them also of paramount importance that sensitivity and in using technology. In turn the Year 4 boys will be confidentiality is observed where particular supported by teacher education students from the conclusions may be drawn about individuals or University of Sydney. These students will act as on- groups within the school. At the same time, line coaches. Thus the boys identified as ‘at risk’ however, it is important to remember that results will be using technology in a number of ways, all of provide a valuable resource in the form of ONE which will enhance their own literacy development. measure of the output of the teaching and learning So how have the boys been identified? This is where enterprise, and if they can be read in a way which using research becomes critical. The school has seeks to affirm, problematise and problem-solve used a wide array of information including: Basic with teachers, they can be a very valuable source skills testing; a personality profile and a self esteem indeed. questionnaire. It is not just depending upon teachers’ observations, although these too have As we have emphasised throughout this resource been important in the process. Neither has the the use of evidence must be purposeful. This is true school only used the BST, but has added in the for reading results – Why are we reading them? other data as well. Importantly the standardised How are we going to use them? Are there other tests will allow the school to map the progress of sources of evidence that we shall need to consider? the boys who have been supported by this Curl Curl North Public School is planning an innovation. innovative project to support Year 4 boys who are considered to be ‘at risk’. The emphasis of the

27 STRATEGIES

SECTION 3 Developing evidence based practice

In the previous two sections we wrote about user friendly strategies for collecting evidence and ways in which evidence that has been collected by others can be used effectively in the knowledge building school. In this final strategies section we are going to discuss some practical approaches that the school might take to embed the collection and interpretation of evidence into its work.

As has been the case, throughout this document all 6 Transforming learning through independent of these strategies have been used by one Coalition learning. school or another. Necessarily, the section is brief 7 Transforming learning in the context of the in its outline of each strategy as we believe that new Higher School Certificate. schools will want to find their own ways of reshaping these ideas and making them their own. 8 Transforming learning in the context of the International Baccalaureate. DEVELOPING COMMISSIONS OF INQUIRY Each commission drew upon both the professional literature in the field and the team’s own research Whereas in much school based research, the group to examine the given perspective on transforming concerned with investigating a particular area of learning at the school. interest is a small group within the school the All but the last two commissions had arisen as a notion of Commissions of Inquiry has been one direct result of the earlier studies undertaken in which has been inclusive of all the teaching staff. the school. As to numbers 7 and 8, they were in The Commissions of Enquiry formed at MLC School response to a strong awareness of the external in 2000 were teams of teachers and their leaders environment, in that New South Wales in 2000 was with specific briefs. In the main, teams ranged restructuring its exit credential, the Higher School across school sectors: junior, middle and senior Certificate (HSC), with a greater emphasis being years; and subject departments. All members of the given to standards referenced outcomes. The school teaching staff were involved. The eight commissions was concerned to evaluate the new credential all had a shared focus in terms of the school’s against the claims made for the International commitment to transforming learning and were: Baccalaureate (IB). 1 Transforming learning by integration of the The formation of the commissions was challenging. curriculum. Not all staff had hitherto been involved in research 2 Transforming learning through differentiation. projects in the school. Consequently a discussion 3 Transforming learning using technology as a paper was prepared which drew upon that learning tool. literature which focused upon the development and management of learning teams. As well, those 4 Transforming learning by integrating human leading the change have been encouraged to form skills in the classroom. collegial pairs with dedicated time to puzzle over 5 Transforming learning through theories of emerging issues and examine ways in which knowledge. challenges and problems might be addressed.

28 LEARNING TO LISTEN: LISTENING TO LEARN

COLLEGIAL PAIRS AS A STRATEGY Reinforce effective work practices by: FOR ACTION » Conducting efficient meetings: Leading a major inquiry project in a school is not a » Establish a meeting agenda task to take on alone. It is helpful when one has a » Start and finish meetings at agreed times colleague with whom to anticipate and solve » State the purposes of each meeting problems and celebrate success. Throughout this » Prescribe times for agenda items resource we have made a point that learning to » Summarising outcomes at the end of meetings listen, whether to students, parents or one’s » Set next meeting time colleagues is critical to ongoing school » Evaluate meetings improvement. Contribute to team’s purpose by: Collegial pairs can: » Rewarding and recognising achievement Develop a team climate by: » Voicing a commitment to succeed » Encouraging openness in discussion Generate and maintain creativity by: » Sharing values » Encouraging creativity and risk taking » Establishing agreed ground rules Encourage critiquing by: » Encouraging members to listen to one another » Providing the opportunity to critique the Develop a commitment to the school’s agreed project’s purpose and the team’s performance purpose by: When team leaders are in collegial pairs, where Ensuring members are clear about the team’s » they discuss their team’s work and development it contribution to the school’s values and goals is less likely that teams will become competitive, Clarifying and sharing team goals and aligning » trying to outdo each other. Rather, a synergy them to those of the school. develops across teams with a good understanding Commence team organisation by: that the common purpose is to contribute to the » Ensuring members’ roles are clear school as a good place for learning. » Identifying individual goals The example given here is of collegial pairs formed » Encouraging active participation. through the pairing of team leaders. In other Develop the team’s skill base by: instances, in the Coalition, collegial pairs have » Ensuring an appropriate mix of skills been formed across a part of the school that is involved in an innovation and which gives time, Improving knowledge and skills where needed » opportunity and affirmation to teachers working in Attend to intergroup relations by: new and challenging circumstances. If collegial » Developing a working relationship with other pairs are to work it is essential that they are groups written into the school’s development plans and » Ensuring that the given project’s aims and properly resourced. It is not enough to depend upon objectives relate to those of the school the goodwill of the individuals. In our experience, collegial pairs work best when there is a dedicated Engage in effective leadership by: time for them to meet and there are expectations Involving team members in decision making » that they will document their learning. » Being a part of the team A tool which we have found to be extremely useful Being consistent » for documenting the development of a project has been what has been called ‘a corporate learning portfolio’.

29 STRATEGIES

THE CORPORATE LEARNING PORTFOLIO The important thing is that it is more than just a loose confederation of individuals but is a cohesive Just as schools are places in which individuals group willing to contextualise, document and learn, so too are they institutions which can reflect upon its learning as the result of gathering collectively learn. ‘Corporate’ literally means a body evidence. The example below is from MLC who which acts as a whole. The ‘body’, in this sense may decided to keep a comprehensive documentary be the whole school, or a division within the school, account of the formation and actions of its Middle early, middle or senior years, or a faculty. School Initiative.

MLC School Middle School Learning Portfolio

The Middle School Learning Portfolio provides MLC School with a structure for reflecting on shared history and growth, collaboratively developing and articulating a shared understanding of salient issues, engaging in practitioner research with a particular agreed focus and documenting professional learning in the context of the establishment of a Middle School.

The basic elements of the Portfolio are: Middle School History This section of the portfolio involved a research facilitator working in conjunction with the Head of School and a small management team in collecting information through key people and artefacts within the Middle School in order to develop a social history of the sub school. Unearthing the legends and stories is an important part of this section, as is the development of a current ‘Who’s Who’ which records the staffing of the middle school, including a skills inventory. Philosophies and Beliefs This section of the portfolio involves the Head of School, Heads of Departments, current MS staff and parents to discuss, refine and document philosophies and beliefs. It is thought that this component will become particularly salient in the induction of new staff into MS. Philosophies and beliefs, once agreed upon, will form a ‘charter for practice’ and be used as a touchstone when new ideas are introduced – ‘do they fit, are they consonant with the espoused philosophy of the Middle School?’ Exhibits The portfolio is seen as a living document which contains exhibits of school based inquiries. During the first year of operation, 2002, the following two exhibits were included: ‘At Sixes and Sevens’ Focus Questions: What has been the experience of Year 6 teachers as they have moved towards engaging with Year 7 students? Reciprocally, how have Year 7 teachers perceived these changes? What are the consequences of these changes for student learning in MS? This section of the portfolio involved nominated members of the Middle School in an inquiry into the agreed area of their own practice with the aim of improving learning for their students. As well as describing the innovation the exhibit contained data from student surveys, which also involved students in drawing cartoons of their experience. ‘Collaborative Learning in Maths’ Focus question: What have been the experiences of teachers and students during specific teaching learning sequences in maths which have required them to work collaboratively? This project was undertaken with the assistance of an academic partner from the University of Sydney and involved action, observations, interviews and surveys. Goals and Needs This section of the portfolio engages stakeholders in determining their agreed goals and needs for the future, informed by their reflection on their learning throughout the portfolio.

30 LEARNING TO LISTEN: LISTENING TO LEARN

An important feature of the corporate learning portfolio is that it satisfies genuine accountability requirements.

ACCOUNTABILITIES Accountability is not merely a kind of audit requirement. It is an ethical one. Schools who are willing to listen, and who listen to learn, welcome opportunities to make their work transparent to their key constituents: students, parents, staff and community. Schools in the Coalition of Knowledge Building Schools welcome opportunities to speak publicly about their work. They have all been involved, one way or another, in reporting on their work at professional conferences and in professional journals. They are also accountable within their schools. A number of them have satisfied this need by setting up research advisory committees. MLC School has a committee representing staff, parents and students as well as an external academic AN MLC SCHOOL TEACHER INVESTIGATES adviser and the school Chaplain who ensures that LEARNING IN THE CLASSROOM the research processes are ethical and appropriate. The committee advises on the development of inquiries and comments on the results. Burwood Girls High School has evolved a committee which is formed through its school council and is advised by its SRC. Loreto Normanhurst’s committee comprises staff, student and parent representatives as well as an academic associate. In this key section of this resource, the Strategies Section, we have provided many practical examples. However, it is important to recognise that they are not recipes to be followed slavishly, but careful accounts of how schools have managed school based inquiry. In our conclusion we point out that this work is not the ‘silver bullet’ that will solve all of the many challenges facing a school; but rather is one part of the complex and demanding process of schooling.

31 Conclusion »

Facilitating practitioner inquiry

Facilitating practitioner inquiry is not for the faint hearted. While we both agree that engaging in practitioner research is extremely rewarding, both for the researchers and the research facilitator, here we aim to anticipate some of the ‘traps for young players’ and provide some advice for first-time facilitators. LEARNING TO LISTEN: LISTENING TO LEARN

Essentially, there are two sides to the successful facilitation of practitioner inquiry, namely the relational and the administrative. While it could justifiably be claimed that the relational is by far the more important of the two, considering the notorious intensity of teachers’ work and the fact that often practitioner inquiry is undertaken as an ‘add on’, effective administration of practitioner inquiry can often do much to assist in the building of the necessary relationships, while conversely ineffective administration can do much to undermine relational spaces. The best facilitators of practitioner inquiry in schools enter into the process with no agenda other than the achievement of the best possible BURWOOD GIRLS HIGH SCHOOL DISCUSSION GROUP professional development for the teachers involved. Of course, sometimes the parameters of a project may be set in advance by the handing down of a a fair way towards beginning the building of trust. research agenda from either outside or inside the Demonstrating your own trustworthiness to school, but in this case it is absolutely essential members of the team over a significant period of that the teachers involved are made fully aware at time is the only real way to move ahead on this the outset. In the first place, the role of the journey. research facilitator is to assist in the building of trust within the team, and this is only possible An important aspect of facilitating practitioner where underlying aims and agendas have been inquiry is remembering that quality is much more declared and acknowledged by the group. important than quantity. Sometimes at the outset of a new project the urge to collect large amounts of The building of trust and a readiness for risk-taking data from multiple sources rears its head. The wise are difficult tasks and there is no set formula for research facilitator reminds team members that a doing so within the parameters of practitioner little bit of data can go a long way, and that inquiry. In our experience, demonstrating conserving energy for the vital conversations confidence and trust in the professional judgement around the interpretation of the data rather than of your colleagues, a willingness to validate the spending it on tabulating huge amounts of opinions of all members of the group while information is sometimes best. More can always be acknowledging the diversity of those opinions while sought if the team decides that the initial yield is at the same time being able to state your own not quite rich enough. opinion without the expectation that it will necessarily be adopted by the group and being Supporting team members in reading the data they demonstrably non-judgmental in your approach go have collected and sometimes in being confronted

33 CONCLUSION

with reflections on their work which they find left feeling exposed despite the confidential or difficult is a most important (and difficult) part of anonymous nature of the data. A ‘forensic’ being a practitioner research facilitator. Much of approach to the data may help here, as may the risk-taking implicit in practitioner inquiry and accentuating, although not unduly, the referred to above is related to this issue. complementary positive findings (in our Marion Dadds puts it well when she writes: experience, there always are some!). This is another situation in which some experience at [In self-study] we may be entering into facilitating this kind of work will assist you in processes by which we deconstruct some basic, developing the confidence in your own professional historically rooted views of ourselves. In such judgement to deal competently with the issues as “ processes our existing images of the they arise. professional self will be challenged, questioned, re-thought and re-shaped in some The administration of practitioner inquiry is a key degree. These processes are necessary if task of the facilitator, and although this task can change and development are to occur and self- sometimes seem quite burdensome and thankless, study is to lead to new learning. We cannot it is through the effective administration of projects escape them, or the discomfort they may bring that teacher release time can be preserved for the if we value our commitment to professional type of critical conversations which are at the heart development.” of practitioner inquiry efforts. Minute taking at (Dadds, 1993:288)5 meetings so as to keep a record of decisions taken, organising letters of consent, focus groups etc and While we believe that Dadds is right in her the preparation of initial tabulations of data for assessment that it is not desirable to escape the consideration by the team are all part of this task. discomfort the processes may bring, the best The writing up of projects, while not strictly facilitators of practitioner research are able to administrative, is also an aspect of this task, support their colleagues through that discomfort, although in many cases the writing is shared among by (for example) affirming what should be affirmed, team members while co-ordinated by the research sharing stories of their own professional growth facilitator. under similar circumstances, offering alternate interpretations where they are called for, Finally, the best facilitators of practitioner inquiry empathising in the midst of the discomfort. This is are those who engage in what John Elliott has perhaps the most difficult aspect of facilitating termed ‘second order’ practitioner inquiry, that practitioner inquiry, and the only real advice here is where they constantly engage in reflection and to approach it with authenticity and concern for gather evidence on their own practice as both teachers and students, trusting in your own facilitators. Doing so not only assists the facilitator professional judgement to guide you. on their own path to constant improvement but also provides a powerful model of reflection on action The need to ‘tell the story’ of the research with for the teachers with whom they work. integrity is a significant part of the work of the practitioner research facilitator. Sometimes a We began this conclusion by stating that facilitating dilemma presents itself in terms of the need to practitioner inquiry is not for the faint-hearted. In authentically represent the findings of the research our experience, however, the task is delightfully while being sensitive to the needs of those involved. rewarding in the scope it offers for assisting While ethically it is of paramount importance that teachers to come to understand their own practice, confidentiality and anonymity be maintained where and through them, the improvement of student it has been promised, in some cases where findings learning. We wish you well in your journey. point to difficulties and problems, people may be

5 Dadds, M (1993) ‘The Feeling of Thinking in Professional Self Study’ Educational Action Research 1(2) 287–304

34 LEARNING TO LISTEN: LISTENING TO LEARN

Some helpful resources

This brief annotated bibliography contains items which schools in the Coalition have found useful starting points for thinking about school based enquiry.

Bloor, M., Frankland, J., Thomas, Janesick, V. (1998). SCOPE (1996). M. & Robson, K. (2001). ‘Stretching’ Exercises for Self-Directed Collegial On-Going Focus Groups in Social Research. Qualitative Researchers. Personal-Professional London: Sage Publications. London: Sage Publications. Effectiveness. The writers recognise that for many Developing the skills necessary to East Perth: Education people the use of focus group become an effective school based Department of Western Australia.

enquiry is something which is done researcher involves more than This kit contains twelve small Appendix A by market researchers rather than simply learning the rules, tools and booklets addressing such strategies those in the professions. They formulae. In this book as observation in the classroom, address the key issues of using focus Valerie Janesick treats research as research techniques for student groups in the latter context and deal an artistic enterprise, rather like feedback and ways to write up with issues of design, group size, dancing, which requires the school based enquires. The material composition, and ways of breaking researchers to ‘stretch’ their is written in ‘teacher friendly’ the ice. There are a number of capacities and think beyond language and was contributed to by examples which are very useful to conventional practices. a range of practising teachers in practitioners. Western Australian classrooms. Prosser, J. (Ed.) (1998). Harbour, R. & Kitzinger, J., (Eds.) Image Based Research. Tripp, D. (1993). Developing Focus Group London: Palmer Press Critical Incidents in Teaching. Research. London: Routledge. London: Sage Publications, Much qualitative research is pp. 1—20. dominated by words – words which Although David Tripp’s book has capture people’s attitudes, feelings been around for a while now it is This, and the book above, are helpful and perceptions about particular still refreshing to find a text which to those using focus group enquiry. events and practices. Jon Prosser, in discusses professional judgement In the work of the Coalition, the this book, has brought together ways used in situations where there are focus group has been seen as an in which researchers have moved no easy or ‘right’ answers. Tripp uses important strategy for delving into from words to images. For example the notion of the critical incident in issues where many and varying of there is a paper which examines the research which may well be a fairly points of view prevail, such as ways in which students used ordinary event that can be made “What is the experience of learning photographs in a school self critical by examining it from a mathematics in Year 9?” While a evaluation that is particularly different perspective. number of the chapters are case revealing. studies in other disciplines such as health there is very useful advice in Schratz, M. & Walker, R. (1995). the opening chapter regarding the Research as Social Change. structure and function of focus Clearly there are many other London: Routledge. groups. resources that are available. This book is committed to the notion We would encourage you to that social enquiry should become think about journals such as an integral part of school Educational Action Research improvement. Not only does it where there are articles setting demystify research, but also out various studies in various provides many strategies for professions in different parts developing enquiry skills; a number of the world as well as more of these have been referred to in the theoretical accounts of current text of Learning to Listen: Listening issues in practitioner enquiry. to Learn.

35 36 Appendix B Sample letter (Parent signature) Dr SusanGroundwater-Smith onMonday, 18thNovember2002 to takepartinafocusgroupdiscussionontheMiddleSchoolFestival tobeconductedby I givepermissionfor S Di Cottrell-Dormer(HeadofMiddleSchool) / / With manythanks, Could youpleaseensurethattheformisreturnedtoschoolby letter givingpermissionforherinvolvement. take approximatelyforty-fiveminutesofhertime.Couldyoupleasecompletetheformatbottomthis individual studentbeingidentified. of preparedquestions.Thegroupdiscussionwillnotbeaudio-taped,butnotestakenwithoutany researcher-in-residence. Itwilltaketheformofafocusgroupwitheighttotenstudentsrespondingset The interviewwillbeconductedbyProfessorSusanGroundwater-Smith, whoactsastheschool’s which theFestivalwasaneffectivelearningopportunity. school wouldliketointerviewarandomsampleofstudentsobtainfromthemtheirviewsthewaysin resulted inthe‘MiddleSchoolFestival’.Aspartofitsnormalproceduresevaluatinginnovations As youmayknowtheMLCMiddleSchoolundertookaninnovativeintegratedcurriculumunitwhich Evaluation ofMiddleschoolFestival Dear Address Date a m p has beenselectedtobeamemberoffocusgroup.Itwill le LEARNING TO LISTEN: LISTENING TO LEARN

A Portrayal of a focus group discussion

Synthesis of responses given by parents Parents on the School Council had been trained and acted as focus group leaders

Do you believe that our Are there ways the school It would seem that TAFE classes school is a safe and caring could improve the manner in provide a good learning experience environment for the which it looks after the girls? and motivate the students. students? Can you give some It was suggested that an enhanced Community Service classes in Year 9 examples? buddy system could alleviate settling are seen as very positive for girls as There was strong affirmation that in anxieties and even some of the is work experience and the the school is a safe and caring travel worries. opportunities in the program to hear Appendix C environment. It was felt that the different speakers. Signage would assist both students school is a very supportive and their parents in finding their The Roundtable presentation for environment for the students and way around the school. It was R&D was seen as a great success. that there is a “culture of mutual suggested that during the support that everyone recognises The Band was seen as highly positive orientation period guided tours and strives for”. Clearly the and contributed to an enhanced occur so that parents could picture students’ emotional safety is in good image of the school. However, some the environment in which their hands. As a manifestation of the attention needs to be paid to the daughters are learning. school’s concern for its students its ways in which it is run. follow up on absenteeism was At times there are worries that when Excursions were generally enjoyed considered noteworthy. a girl’s parents would like to raise a and the camp is considered a great negative issue they are ‘silenced’ – experience for the girls. Have there been times when they don’t want to be seen by the school has not been as teachers/executive as a ‘whingeing Does it recognise a variety safe and caring as you parent’. This could have of achievements (academic, would like? repercussions for their daughters. cultural, social)? The state of the toilets is a key Students requiring assistance from People were keen to see that concern, which is mainly related to the school counsellor should be achievements should be recognised cleanliness and hygiene and them tactfully and thoughtfully dealt with. across a range of activities, being a site where students smoke. Mild depression in adolescence is including a recognition of effort. It is The security pass system for going to fairly common and should be dealt more difficult for less able students the toilet has some problems, with early on. to be acknowledged and affirmed. particularly salient in these times when schools are subject to How well do you believe the Does the school provide an intrusion. school provides for a range education that prepares girls of different learning There were some worries which may well to cope with the wider experiences for the girls, in be beyond the school’s direct control world? the classroom; out of the – these were principally in relation classroom (e.g. excursions, Generally there is good career to travel safety on the streets, in the field trips, camps, guidance for students. buses and on the trains. performances)? There is a wide range of subject There are still orientation Again, the tenor of the responses choice. difficulties for new students coming were positive. Some discussion into Year 7. It was seen that The multicultural nature of the centred around the notion of insufficient attention is given to the school gives its students differentiation. Not all students information that comes from Year 6 opportunities to mix with girls from learn in the same way or like to record cards – this is of particular many different backgrounds and learn in the same way. For example concern when related to health experiences. group work, while sound in some matters. instances may not be desirable in others. The notion was that there should not be ‘one size fits all’ solutions.

37 38 Appendix C continued needs tobefriendlyandcourteous. first contactwiththeschooland Front deskreceptionisoftenthe unnecessarily. in thebud’maydevelop that matterswhichcouldbe‘nipped are discouragedbytheschooland perceive thatinformalinterviews their daughters.Furthermore,they issues andareoftendiscouragedby uneasy aboutringinguptodiscuss enough. Parentsreportedfeeling way, arenotconductedoften exchange canoccurinanunhurried Face tofaceinterviews,whereareal Music Evening. example InternationalWomen’s Day, event afterithasoccurred,for Parents oftenfindoutaboutan such asR&DinYear 9. the newHSC,ormajorassignments deal withsuchcomplexmattersas particularly importantwhenthey who maynotpassthemon.Thisis rather thansenthomewithstudents communications shouldbeposted mastery ofEnglish.Important excluded becauseoftheirlack NESB parentscansometimesfeel parents wereleastsatisfiedwith. Communication wastheareathat abilities? your daughter’sskillsand communicate withyouabout How welldoestheschool significant issues. that allgirlsareconsultedregarding active, butitisseenasimportant policy making,certainlytheSRCis opportunities tobeinvolvedin Girls arenotgivenenough their leadershipcapabilities. whereby allstudentsarenurturedin appear tobeadefinitepolicy public speaking,PIP)theredoesnot through avenuessuchasdebating, available formanygirls(especially While itisclearthatleadership leadership inallgirls? Does theschoolencourage taken intoaccount. technology andthisneedstobe have accesstosophisticated regarding equity. Notallstudents Some concernwasexpressed cases itwastakingawholeterm. students’ improvement.Insome slow andinsufficienttosupportthe Feedback frommajortasksisoften being unevenandpoorlydistributed. between subjectswiththeloads there wasalackofcoordination too little.Butitwasagreedthat years. Somethoughttoomuch,some mixed. Itseemstofluctuateoverthe Responses tothisquestionwere by theschool? Is homeworkmanagedwell adequate andappropriate. they generallythoughtthemtobe Where parentsknewofthepolicies policies? has sounddiscipline Do youbelievetheschool opportunities whenitcanoccur. that thereseemtobefew way communicationtakestimeand Again, itwasseenthatvalid,two what parentshavetosay? parents, butalsolisteningto that isnotonlyreportingto two waycommunication; Does theschoolencourage at home. school andhowitcanbeaddressed matter isbeingaddressedbythe failing toachieveandhowthe want toknowiftheirdaughtersare than formalreportingtimes.Parents emotional difficulties,attimesother hear aboutlackofprogress,or There needtobeopportunities school ishandlingthings? you anideaofhowthe emotional problemandgive when thereisalearningor Do theyletyouknowintime » » » » » » » satisfied with? the schoolyouareleast What arethethingsabout » » » » » » » » » are mostsatisfiedwith? What arethethingsthatyou » » fears andconcerns.” school isanarenafordispelling “overwhelmingly happy”.“The them andwheretheyare experience highexpectationsof state itisonewherethegirls the schoolisinarundownphysical In sum,itwasseenthatalthough space islacking; Appropriate lockerandstorage no advicetoparents; Changes inteachingstaffwith inappropriate choicesinYear 7; explanation, Languages– explicit instructionor Mathematics –notenough were concerns,forexample, In somespecificsubjectsthere in governmentschools; expenses parentsnormallymeet costly, overandabovethe extracurricular activitiesare Expenses –manyofthe who aredriventoschool; No dropoffzoneforstudents Toilets –poormaintenance; family names); misspelling ofgirls’givenand Communication (includingthe Academic workencouraged. Annual Reportverydetailed; Band; Girls happy; Girls safeandchallenged; Multicultural; On topofthings; Positive atmosphere; Great School! attending also. parents couldbeinterestedin speakers cometotheschool assemblies etc.Whenguest for parentstobearound– Would likemoreencouragement Poor volleyballtraining; from afocusgroupdiscussion Example ofaquestionnairearising Student Survey, Years 9and10 Ashfield Boys High School 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 PART A PART Its goodwhenteachers explainthingsreallywell. I likeexcursions,wedon’thaveenough ofthem. Some ofthebooksthatweuseare irrelevantandoutofdate. better likemanagingtimeandpreparing forexamsandtests. I wouldlikemoreassistanceinlearninghowtomanage some controlovermyownlearning. I likebeinggivenchancestobeindependentandhave learned, buthowIamlearning. My reportsshouldexplainbetternotonlywhatIhave being toldthe‘right’answer. I likeitwhencandosomeproblemsolving,ratherthan are pointlesstome. Some ofthesubjects,forexample understand thelesson. I don’tthinkthatmyteachersknowwhen Teachers dependtoomuchontextbooks. There neverseemstobeenoughtimegetthingsfinished. We coulddowithmorevideos,aslongtheyareuptodate. from eachother. It isgoodwhenwecantalkwitheachotherandlearn The teachersdon’tseemtowantusgetinvolvedinclass. too easy. I likebeingchallengedinclass,sometimesthingsare assignments sothattheydon’tallcomeatonce. I wouldliketeacherstogettogetherandworkoutour ways inwhichIlearn. I don’tbelievethatmyteachersknowmeverywellorthe what Ihavetodo. I liketobetoldwhyamdoingthingsinclass,notjust teachers foronesubject. I finditdifficulttolearnwhenwehavealotofdifferent copying notesfromtheboardoroverheads. I mostenjoylearningwhenamdoingsomething,notjust LEARNING TO LISTEN:LISTENING TO LEARN AGREE STRONGLY AGREE DISAGREE DISAGREE STRONGLY 39 Appendix D 40 Appendix D continued Please commentonthem. Below are somebriefaccountsofthingswhichmayhappentoyou atyour school. 3 2 1 PART B to happenmore?Whatotherthingswouldyoulikeyourteachersdohelplearning? Is thistrueforyou?Doyougetenoughhelpwhenaresetamajorassignment?Wouldlikeit The teacherdoesn’tjustleaveustolearnalonebutchecksupeverynowandthenonhowwearegoing. we areworkingingroups.We aretaughthowtoplan,investigateandresearchthensetoutourfindings. What wouldyoulikedoneaboutit? Has thiseverhappenedtoyouoryourfriends?Howdidfeelaboutit? class. Ihatethisbecausedon’tthinkithelpsmylearningandotherboyshaveagoatmelater. The teacherputsourrankingsupinthepassageforeveryonetosee.Sometimesactualmarksarereadout my ownlearningandgiveacommentonhowwellIthinkwent. improve. Aswell,Iamtoldwhatmystrengthsareandhowcanbuildonthem.alsogivenachancetoassess Can yougiveanexampleofthishappeninginaparticularsubject?Doesithappenoften? The teacherspendsagoodbitoftimehelpingustothinkthroughhowtackleanindependenttaskoronewhere The teachergivesreallygoodfeedbackonassignments.Iamtoldwherewentwrongandwhatneedtodo NOTES

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COALITION OF KNOWLEDGE BUILDING SCHOOLS

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CURL CURL PS

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Ashfield Boys’ Asquith Girls’ Burwood Girls’ Curl Curl North Loreto SCEGGS MLC School High School High School High School Public School Normanhurst Darlinghurst