Practitioner enquiry programmes are intended for experienced class teachers committed to improving their practice to benefit learners, and willing and in a position to work with others to bring about change. They take account of the GTCS Revised Professional Standards, in particular those for Career-long Professional Learning and aim to:
  • raise awareness of current educational issues
  • link research, policy and practice and develop critical reflection
  • support practitioner enquiry as an approach to professional learning
  • deliver improvements intended to benefit learners.

Ajax Loader Gif

Staff from nursery, primary, and/or secondary sectors attend scheduled meetings at monthly intervals over a school session (September – May). Self-evaluation using HGIOS4 and the revised professional standards identifies an aspect for development to inform a proposal for enquiry. Over a period of 12-16 weeks (roughly a term) teachers undertake professional reading (policy and academic literature) related to their chosen topic and implement their plan for action, gathering ongoing evidence of impact. At the end of that period they interpret the evidence gathered, draw conclusions by evaluating the evidence in the light of their background reading, and write up their findings in a short report. The enquiry process is designed to move learning forward for the individual, for their establishment, cluster or authority.
Leading Learning through Practitioner Enquiry – a programme devised and delivered for the past three years to staff in Scottish Borders Council. It is accredited by the University of Edinburgh as part of the partnership arrangement and granted Professional Recognition by GTCS.

Investigating Creativity through Practitioner Enquiry – a variation on the above supporting Scottish Borders Council to deliver on the national creativity target of more teachers recognizing, valuing and being able to articulate creativity.

Practitioner enquiry as an approach to implementing aspects of the school improvement plan while fostering individual interest and responsibility as well as ownership of change.
Recognising the current financial constraints facing schools and local authorities, programmes have been devised to provide a meaningful, cost-efficient framework within which staff can develop a way of working that has lasting benefits for their own development and clear impact on children and young people's learning. The intention is that, after a programme has run its course, staff will have the physical and intellectual resources to build on what they have learned. Programmes can be customised to fit full day sessions, half day sessions, after-school collegiate time, or any combination of all three so the cost will vary depending on circumstances.
  • Full day session - £700
  • Morning or afternoon session - £400
  • Twilight session - £350
  • Desk work - developing materials and programmes of work, reviewing and commenting on plans or reports - £50 per hour or a maximum of £400 per day
Assuming support for up to 20 participants, this is excellent value by any calculation!