1. Co‑create a research‑informed vision with your community
- Run stakeholder surveys and use the findings to shape a shared vision.
- Make the process transparent with a “you said, we will” approach.
- Review the vision annually in light of new research.
“Survey stakeholders and use the findings to inform vision, priorities, policies and practices… Regularly review and adapt the vision based on… new research findings.”
2. Prioritise research literacy for all staff
- Build research literacy into induction, CPD, coaching and appraisal.
- Train mentors/coaches to model evidence‑engaged practice.
“Prioritise research literacy and capacity development in professional learning… train all new staff.”
3. Create research‑informed Professional Learning Communities (PLCs)
- Establish structured PLCs with clear roles and routines.
- Use them for collaborative planning, inquiry cycles and problem‑solving.
“Create research-informed professional learning communities (PLCs)… Establish clear roles and responsibilities within PLCs.”
4. Build a culture where inquiry and innovation are normal
- Encourage small‑scale trials, disciplined innovation and safe risk‑taking.
- Celebrate attempts, not just successes.
“Provide a safe and supportive environment for staff to take risks and learn from failures.”
5. Make research accessible and visible
- Curate research summaries, EEF guidance, and internal evidence in one place.
- Use technology to share insights widely.
“Use technology to facilitate the sharing and dissemination of research knowledge.”
6. Embed evidence into school development planning
- Ensure the SDP explicitly references research and internal data.
- Use evidence to justify priorities and evaluate impact.
“Develop a research-informed school development plan with explicit internal evidence for successful implementation.”
7. Look outward: build partnerships and networks
- Connect with universities, research-engaged schools and MAT networks.
- Encourage staff to participate in external research projects.
“Foster research partnerships with universities… Participate in and contribute to research projects and initiatives beyond the school.”
8. Model learning leadership at every level
- Leaders should engage in research‑informed CPD and inquiry cycles.
- Develop research leads and distribute responsibility for evidence use.
“Ensure that leaders participate in professional learning to develop research literacy… Develop school improvement research leads.”
9. Start small: focus on a few dimensions at a time
- Choose 1–2 SLO dimensions to prioritise each year.
- Use EEF implementation guidance to plan, deliver and sustain change.
“It is likely effective to focus on a few dimensions… utilise a structured yet flexible process to support effective change.”
10. Celebrate and share research‑informed practice
- Showcase examples of staff inquiry, innovation and impact.
- Use newsletters, briefings, learning walks and staff meetings to amplify success.
“Celebrate and share successful research-informed practices across the school.”
Find out more!
This article, and many more, can be found in the brilliant Impact journal from the Chartered College of Teaching. With membership from a few £ per month, it’s a bargain!
