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CCT Research Champions Toolkit

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Toolkit: Getting started as a CCT Research Champion This toolkit is presented as a bitesize CPD unit, incorporating key reading, video content and accompanying tools and resources to support you in getting started as a Chartered College of Teaching Research Champion. It should take approximately one hour to complete.  This has been designed to support you to: develop your understanding of the benefits of supporting research engagement in schools and become familiar with some of the evidence-base in this area increase your awareness of some of the Chartered College of Teaching resources that are available to you and your colleagues through Chartered College of Teaching membership understand how you might support research engagement effectively in your context, through your role as a research champion.   You will also: reflect on your current knowledge and expertise and how you might develop this further develop a plan for supporting research engagement

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References
  • Bennet, T. (2015). The school research lead. London: Education Development Trust.
  • Brown, C. (2020). The Networked School Leader: How To Improve Teaching And Student Outcomes Using Learning Networks. London: Emerald.
  • Godfrey, D. (2014). Leadership of schools as research-led organisations in the English educational environment: Cultivating a research engaged school culture. Educational Management Administration and Leadership, 44(2), 301–321.
  • Groß Ophoff J, Brown C and Helm C (2023) Do pupils at research-informed schools actually perform better? Findings from a study at English schools. Front. Educ. 7:1011241.
  • McAleavy, T. (2016) Teaching as a Research-Engaged Profession: Problems and possibilities. Reading: Education Development Trust.
  • NFER (National Foundation for Educational Research) (2015) Self-Review Tool for research engagement in schools and other education providers. National Foundation for Educational Research. Online.
  • Riggall, A., & Singer, R. (2015). Research leads: Current practice, future prospects. London: Education Development Trust.
  • Sharp C, Eames A, Sanders D, et al. (2006) Leading a Research-engaged School. Nottingham: National College for School Leadership
  • Stoll L, Greany T, Coldwell M, Higgins S, Brown C, Maxwell B, Stiell B, Willis B & Burns H (2018a). Evidence-informed teaching: self-assessment tool for teachers.
  • Stoll L, Greany T, Coldwell M, Higgins S, Brown C, Maxwell B, Stiell B, Willis B & Burns, H (2018b). Evidence-informed teaching: self-assessment tool for schools.
  • Walker, M. (2017). Insights into the Role of Research and Development in Teaching Schools. Slough: NfER
  • Wilkins R (2011) Research Engagement for School Development. London: Institute of Education.
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4 Comments
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Richard Dare

This is great. I love the idea of leadership for knowledge creation. Great to see the using research evidence in schools has evidence for its effectiveness.
I’ve tried to use the NFER self-evaluation tool before and not been able to access it. I stil can’t acces it using the above hyperlink unfortunately.
Thank you for a great article and what looks to be an exciting new CCT project.

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Leanne Stokoe

Interested to understand the project more and being a Research Champion.

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Clare Lamb

Great materials and a lot of useful information to guide my work in school and beyond. Thank you.

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Jonny Goodman

This looks great, ideal way to keep up with research and evidence based practice.

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