Conference Agenda

The middle tier is not only a contested space it is also a contested term in educational research and policy making. This symposium explores the policy of introducing a new set of arrangements, Regional Improvement Collaboratives (RICs) in Scotland. Six RICs operate between national government and local authorities (LAs) and are designed to support collaborative working across local authority (LA) boundaries to promote school improvement.

Specifically, this symposium draws out the lessons from a five-year Research-Practice Partnership (RPP) between a university and the largest RIC, the WEST Partnership (WEST). WEST is composed of eight LAs involving over 1000 educational establishments, serving 35% of Scotland’s children and young people. The three papers in this symposium focus on the design and evolution of the RPP, the development of digital infrastructure during and post pandemic and key developments in building professional learning opportunities at a regional level. The key theme that permeates this symposium is complexity of establishing a new policy of this type in practice including local and national political challenges and the extent to which the middle tier can be a mechanism to move ideas, expertise and learning across local authority boundaries to create a Networked Learning System (NLS).

Background

This paper provides an overview of the model of the RPP that has evolved over the past five years. It draws out the learning about cultural and structural change that is required to support the development of a NLS (Madrid Miranda and Chapman, 2021) and improve of service provision within and across local authorities.

Purpose

The purpose of this paper is to explore the extent to which WEST has delivered its vision of building: “a collaborative, Networked Learning System to improve learning experiences and increase attainment for every learner across the region.” (WEST Strategic Plan, 2020-23) and to consider the implications for building capacity across the middle tier of educational systems.

Perspectives

The paper considers the role of relational trust (Bryk and Schneider, 2002) as the connective tissue that underpins authentic collaboration and the development of networks. Such collaboration, combined with learning through systematic evidence building within Research-Practice Partnerships can be characterised as an NLS (Madrid Miranda and Chapman, 2021). NLS’s set out to increase subsidiarity and collective agency regarding decisions about priorities for improvement. More broadly, this paper draws on socio-cultural theory and the development of public service organisations as mutualistic, self-improving entities (Douglas, 1982; Hood, 1995).

Methodology

This RPP builds on a ten-year research programme by the University of Glasgow (Chapman and Ainscow, 2021). Underpinned by professional learning, building leadership capacity and an inquiring stance, and co-constructed with a diverse range of stakeholders, Design-Based Implementation Research (Fishman et al., 2013) underpins this work. This is approach is guided by four principles: focus on problems of practice from multiple stakeholders’ perspectives; a commitment to collaborative design; a concern with developing theory and knowledge related to both learning and implementation through systematic inquiry and a concern with developing capacity for sustaining change in systems. The sources of data include annual interviews and surveys, documentary evidence and annual evaluation reports.

Findings

Analysis suggests that WEST provides a context and mechanism for cultural change that promotes subsidiarity and places decision-making and support for improvement closer to the learning level. This said, promoting cultural change is a complex and challenging task which is often compounded by structural challenges that can undermine efforts and hinder progress and there is much work still to be done. Key themes include: building relational trust; managing local and national politics collective agency and leadership capacity; understanding and using data; inquiry and reflection and adding value to established ways of working.

Importance

This paper draws on longitudinal evidence from an innovative RPP from inception to maturity. The paper has significant implications for those wishing to understand and develop collaborative approaches that involve building NLSs that challenge traditional ways of working in education and public services. This paper links to the conference themes relating to leadership, professional learning, inquiry, innovation and school and system improvement.

Objectives

This paper reflects on WEST’s approach to promoting collaborative learning networks (CLN) as an underpinning strategy to enhance and sustain educational improvement through a Networked Learning system (Madrid Miranda and Chapman, 2021). Specifically, the paper draws out the lessons from navigating the pandemic, particularly through the establishment of the WEST Online School (WEST OS) and online networked learning.

Research questions

• To what extent did the WEST learning system build collective agency to accelerate improvement likely to improve educational equity?

• Has West OS built collective agency to drive/accelerate improvement in learning, both in and out of schools?

• What does WEST/key stakeholders understand and mean by impact?

Perspective

The concepts underpinning this research relate to the field of evidence-informed collaborative school improvement approaches that aim to promote educational equity (c.f Ainscow et al., 2016; Chapman et al.,2016; Fullan, 2013); learning systems; innovation and systems improvement is relevant (c.f Fullan, 2013; Chapman et al., 2016; Chapman & Hadfield, 2010) and collective impact (Kania and Kramer, 2013).

Methods and evidence sources

A mixed methods approach involving interviews and focus groups with a range of key stakeholders across WEST and from surveys of key stakeholders and all school practitioners in the eight districts. Observational data and fieldnotes documented insights from meetings and professional learning seminars.

Key findings

• WEST responded to the needs of the system during the pandemic by `listening` to practitioners and adjusting its professional learning offer and resources;

• WEST OS provided important opportunities for student engagement and learning during the pandemic. OS was scaled-up to provide e-learning for all schools in Scotland;

• WEST supported significant leadership and learning and teaching developments during the pandemic, which informed school improvement planning;

• The principles of the NLS have been embedded. However, the pandemic had a disruptive impact on sustaining access to key leaders necessary for effective collaboration at scale;

• The Improving Our Classroom (IOC) programme has built collective agency to drive improvement in learning, which has impacted on learner outcomes and attainment;

• Impact is defined by key stakeholders through developing a common understanding of improvement to find collective solutions and they understand that impact that has taken place through: Individual and collective capacity building, practitioner empowerment, enabled by improved self-evaluation, use of data and quality and rigour in professional learning.

Educational importance of this research

The findings in this paper contribute to concepts of collaborative educational improvement, particularly those that focus on systems-wide approaches. The lessons emerging are relevant to academic, educator and policy audiences who are interested in collaborative strategies to promote educational equity, improving systems` resilience and school effectiveness and improvement.

Connection to the conference theme

This paper aligns with the key conference theme of how those providers of quality professional education can lead improvement collaboratively and sustainably to enhance school effectiveness and improvement. It also covers many of the sub-themes in learning from the challenges of the pandemic to try new ways of working.

Purpose

This paper reflects on how district-level professional learning programmes can be scaled to benefit wider educational improvement systems. The paper focuses on the Improving Our Classrooms (IOC), a year-long accredited programme for class teachers, to illustrate the scaling up of district-level professional learning to enhance inter-district collaborative systems. In 2022-23, 143 teachers from eight LAs participated in the programme. This professional learning programme is one of three that focus the classroom, department/faculty and school. All three programmes have the same focus on high quality self-evaluation at classroom level, aspiring to impact on: improved learning and teaching; use of data informed targeted interventions; improved attainment and achievement; and a persistent focus on equity and excellence for all children and young people. The IOC has been running in the WEST for three-years and for over 13 years in one LA.

Research question

How does inter-district partnership foster adaptation of local professional learning to ensure robust and coherent professional learning programmes that reflect and address learners’ needs and context?

Perspective(s) or theoretical framework, or context

The importance of effective professional learning, particularly collaborative forms, for educational improvement is prominent in the literature (Hargreaves, 2005; Harris, 2005). There is also a plethora of studies that have highlighted the characteristics of effective professional learning with notable examples including Cordingley et al (2003) and Guskey, 2000. Our analysis draws on this literature and particularly Desimone’s conceptual framework (2009). This emphasises certain ‘critical features’ required for effective professional learning programmes and the importance of understanding ‘operational theory’ or how teachers implement what they have learned.

Methods and sources of evidence

The research adopted a mixed methods approach during 2018-2023. This has included interviews and focus groups with practitioners and school leaders across the WEST, surveys of IOC participants and analysis of secondary data from internal evaluation reports and case studies.

Results, findings, learning

Early findings reported by teachers who participated in the IOC programme during the 2023-24 academic session indicate that 95% have raised attainment in their class with similar levels of positive impact on the confidence, attitude and engagement of the children and young people. Comparable levels of positive impact on those involved were seen in relation to the extent of data use, skills as a practitioner and confidence to make evidence-base changes to practice. Qualitative findings corroborate these positive findings and reveal the importance of collaborative approaches to professional learning.

Educational importance of this research or inquiry for theory, practice, and/or policy

The paper is relevant to practitioner, policy and academic audiences. It contributes to our understanding not only of what constitutes effective professional learning in complex educational settings and challenging environments, but also how such approaches can be scaled up and sustained to promote complex systems change.

Connection to the conference theme

The paper relates to the conference theme of quality professional learning in the context of school effectiveness and improvement. Specifically, it focuses on how effective approaches can be scaled up using professional learning networks to enhance educational systems change.