Creating a Culture of Research Engagement
One of the most common things new staff comment on when joining the School is the collegiality among the teachers and the ambitious professional culture that exists here. Whether you are a trainee, an Early-Career Teacher, or an experienced practitioner, there is a shared commitment to professional development, whether subject-specific or pedagogical. I see this every year with the increasing number of attendees at our monthly training sessions (‘TLAGs’), our journal club meetings, and in the comments on blog posts like this one. One of the highlights of my role is receiving people’s postcards of thanks in my pigeonhole, where I see staff celebrating one another after observing a brilliant lesson. So, it was extra special to receive recognition for our hard work from the Chartered College of Teaching last month, after a year-long application process to achieve their coveted ‘Research Mark’ accreditation. This award sets us apart as one of the best places to learn, teach and develop, but this was no surprise to us!
What is Research Mark?
Since 2019, the Chartered College of Teaching, our professional body, has been accrediting teachers with Chartered Teacher Status in recognition of their expertise and commitment to evidence-informed practice. I was fortunate to be part of the first cohort of teachers to achieve this, and it has been great to see the number of St Albans School staff achieving this certification growing each year. The College’s goal of promoting evidence-informed practice later expanded to include leaders and mentors and has now extended to institutions. Launched last year, Research Mark acknowledges schools demonstrating a thorough understanding and commitment to research-based practice at all levels.
In their own words:
‘This exclusive kitemark will recognise and celebrate schools and trusts who are working towards or who already have embedded engagement with research and evidence across their setting or settings.’
The six criteria to achieve Research Mark
The application process to achieve the Research Mark accreditation has taken a year for us to put together. The c.10,000-word application involved us reflecting on our practice across six criteria (see below) and commenting on how we satisfy each component. This was accompanied by a portfolio of evidence, such as our Teaching & Learning Strategy, professional development programme, and INSET materials. After being reviewed by their assessment team, the application process culminated in a two-hour interview, where we explained our approach to leadership, teaching, and staff development. The six criteria are:
- RM1: School leaders establish a strong culture of research engagement
- RM2: Leaders take an evidence-informed approach to school evaluation and development
- RM3: Research and evidence informs the content and design of professional learning and development
- RM4: Staff are supported to engage critically with, and in, research to inform their practice
- RM5: Research engagement is enhanced through collaboration, within and beyond the school
- *RM6: Research engagement is sustained, embedded within the structure and practices of the school
What did the Chartered College say?
We were thrilled to receive the top result of ‘embedded’ across each of the five main criteria, qualifying us to be considered for the final RM6 criterion. Meeting this final element saw us achieve the top award from the Chartered College – Research Mark Plus - which is reserved for only a handful of schools across the country that have a ‘sustained’ approach to evidence-informed teaching, creating a culture of research.
The Chartered College stated:
A culture of research engagement drives the school vision, and staff are empowered to be learners … Purposeful engagement with research drives staff and school development in a sustainable manner, underpinned by a clear vision and culture … Research engagement is planned at a strategic level over a significant period, leading to long-lasting impact, and a culture of learning amongst staff means that they act as effective role models for students
We achieved the top 'Research Mark+' award
Why is this important?
Kitemarks are a useful way for schools to develop aspects of their practice and showcase their achievements to their wider community. Various kitemarks and awards are available for schools, often linked to subject-specific achievements, such as our kitemarks from Steinway & Sons for our Music facilities and our Eco-School and Problem-Solving School status. Receiving this accreditation not only validates the work we have put in over the last few years but spurs us on to achieve even more as part of our next Academic Strategy for 2025-29. Remaining evidence-informed will continue to strengthen our provision for pupils at all stages, while boosting the recruitment and retention of both students and staff. The education research is clear on the importance and benefits of research engagement within schools:
‘Research engagement has the potential to empower schools and staff to incorporate a virtuous cycle of enquiry, critique and improvement into well-planned and targeted development.’ (Sharp, 2006)
‘The most strongly research-engaged schools were highly effective, well-led organisations within which 'research use' meant integrating research evidence into all aspects of their work as part of an ethos of continual improvement and reflection.’
We already have plans to build upon our current efforts by launching several new initiatives in the next academic year. For example, we are coming to the end of a pilot programme of our StAR Project – the St Albans Research Project – which supports staff to conduct small-scale action research within the School. Projects like these contribute to personal, departmental, and/or school-wide development areas, and are a key checkpoint on our ‘Advanced Teacher’ professional development pathway. This year, Zoe Wills, Ed Baker, and Orlagh Davies have all designed and implemented research projects, which they will publish later this year. Zoe provided an update on her project in a previous blog post. There are also plans to host a Teaching & Learning Conference in 2026, which will provide a platform for established and up-and-coming voices in the world of education to share their research. This is part of our wider goal to create and strengthen our local and national networks, which is an essential part of remaining evidence-informed.
Our 'Advanced Teacher' professional development pathway promotes small-scale action research
The Research Mark process has validated the hard work staff across the School have contributed over the last few years and provided an opportunity to reflect on our current practices. As we look ahead to our next academic strategy and the introduction of co-education, we can feel confident that we are on our way to setting the School apart as the best place to teach and learn.
