Assessment criteria


Assessment criteria

Note:

  • Criterion 3.3, Main research activities in the last three years, is essential for a successful application. 
  • Applicant groups that score at least 70% (16 out of 22) will achieve the award.
  • At least two criteria from each of the five sections must be achieved.
  • The bullet lists show the kind of response that will lead to success, and these are not exhaustive.
  • Where ‘organisation’ is used in this document, this applies to whole schools, large departments in schools, departments/faculties in colleges, and whole colleges. It does not apply to groups of schools.
  • Your submission should comprise a short document (maximum 8pp) using each of the 22 assessment criteria as headings, with copies of research outcomes as necessary or links to these if they are available online.


1. Values, leadership and culture

1.1 - Is research/enquiry at the heart of the organisation?

  • part of CPD
  • part of planning cycle
  • commitment to being a learning organisation
  • management support
  • mentioned/included in inspections

1.2 - Is school culture supportive?

  • support from management – time, resources, understanding
  • outcomes are shared
  • mentioned in school prospectus/brochure/website
  • research undertaken is recognised officially

1.3 - How does research contribute to learning?

  • reflective practice
  • pupils/students gain research and analysis skills
  • change to teaching/learning methods
  • change to classroom materials and resources
  • change to curriculum
  • change to school systems/structures to facilitate learning
  • increased/shared knowledge

1.4 - How do senior leaders demonstrate active support?

  • time, resources
  • praise, recognition
  • embody evidence-based decision-making
  • sharing with other leaders

1.5 - How is commitment to research/enquiry evident in the school?

  • public acknowledgement of commitment to research engagement
  • results shared with colleagues
  • visible/tangible changes to the way the school works
  • results published in materials available to visitors
  • results displayed prominently
  • staff enthuse about research to visitors


2. Support systems

2.1 - How is time made available?

  • inset days, CPD, other training
  • study leave
  • team meetings, staff meetings, team teaching
  • time to attend conferences/events/courses
  • allocated time
  • sabbaticals
  • day release

2.2 - What access do you have to other resources from the school?

  • librarian
  • IT support, equipment, software
  • research manager/officer
  • university link person
  • administrative support
  • statistical support

2.3 - What mentoring and/or peer support is available to act as a critical friend?

  • partner school
  • partner university, university link person
  • local authority
  • consultant researcher
  • researchers from other organisations
  • local business
  • tutor
  • colleague
  • email support/phone line support
  • support group
  • buddy/mentor/coach

2.4 - What other ways do people gain access to research findings and expertise?

  • librarian/information professional
  • websites, e.g. NFER
  • journals/books/magazines
  • school subscription to research journal or similar
  • courses/workshops/seminars
  • training
  • events/conferences
  • research networks and/or professional organisations
  • National Teacher Research Panel
  • Bera special interest groups
  • CERUKplus/eep/ttrb/DCSF schools research newsletter


3. Research activity

3.1 - What is the system for encouraging research engagement?

  • clear goals
  • a planned system rather than a collection of individual activities
  • monitoring of progress
  • evaluation of success
  • using results to inform practice

3.2 - How do research areas reflect the interests of the organisation?

  • linked to school improvement plans
  • linked to school strategy
  • linked to staff development
  • linked to Ofsted/Education and Training Inspectorate reporting
  • special status of school linked to research area

3.3 - Main research activities in the last three years (essential for successful application)

  • at least one example to be given in full
  • links to other examples where possible
  • references for any publications

3.4 - How is ethical practice ensured?

  • policy agreed and in place
  • policy monitored, reviewed and updated as necessary
  • ethical issues identified at the start of a research investigation
  • steps are taken to ensure ethical practice
  • parental permission given for involvement of students as necessary
  • adherence to Data Protection Act and Copyright, Designs and Patents Act

3.5 - How is quality of process and outcomes assured?

  • quality assurance procedure agreed and in place
  • quality checked by critical friend/mentor (someone with research knowledge) at draft stage


4. Impact

4.1 - How does the organisation show its commitment to sharing results?

  • publishes in-house journal, research newsletter or similar
  • results disseminated via school intranet
  • encourages submission of articles to journals, newsletters, etc.
  • encourages presentations at conferences
  • shares findings among staff/participantsresearch on agenda for school meetings

4.2 - What opportunities are there for sharing results outside the school?

  • results published on school website
  • results published on other websites
  • sharing results with networks
  • submission to journals
  • presenting results at conferences and other events not run by the school

4.3 - How has your school contributed to external research-related partnerships, networks, events or publications? (Two specific examples to be given.)

  • working in partnership with another school, university, local,national or international network, local business, etc.
  • presentation at an event
  • findings accepted/adopted by another school, network, business, etc.
  • findings published in local or national publication or website
  • publication of results referred to by others


5. Sustainability

5.1 - How many staff have been involved in research in the last three years?

  • expected to be at least 25% of staff in the school, college, department or faculty

5.2 - Which members of your organisation have been involved as researchers?

  • teaching staff
  • support staff
  • pupils/students at your school/college
  • parents
  • governors

5.3 - How do you encourage people to become involved for the first time?

  • buddy/mentor/coach system
  • incentive of some kind, such as time for study, one-off payment
  • attendance at research events
  • recognition for the research work undertaken by staff in performance management system
  • introduction to research included in induction for new staff
  • regular introductions to research and/or the school/college’s research programme
  • promotion of benefits and value of research to individuals, school and teaching and learning
  • promotion of opportunities and of support systems in place

5.4 - How sustainable is your organisation’s research engagement in the next three years?

  • school research plan shows commitment to longer term
  • research activity is embedded into school systems
  • staff at all levels involved
  • new starters and more experienced staff involved
  • funding secured and budget assigned for research work in the future
  • contingency plan in place for end of external funding/support
  • leadership team responsibility for promoting research engagement

5.5 - How do you intend to build your school’s research skills, capacity and impact in the next three years?

  • three-year plan in place and agreed with staff
  • time, money and resources for training built into forward plans
  • continuing professional development plans include research skills
  • impact of research is considered at the outset of each project and regularly assessed with a view to ensuring that learning is shared and used

Dates and deadlines | How to apply

 




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