Option 1: Classroom-focused inquiry

For classroom teachers (including those holding mentoring or middle leadership responsibilities). This course provides an opportunity to learn about practitioner inquiry and how it can be utilised to support your professional development to gain deeper insights into your teaching practice, and to address specific challenges within your classroom, all with the ultimate aim of improving outcomes for your pupils. 

You will begin by identifying an aspect of classroom practice as a focus for your inquiry, developing a robust inquiry question and undertaking a comprehensive literature review that will inform your inquiry. As you progress through the course you will build your understanding of a range of research methods, explore ethical considerations and approaches to analysing data, and will be guided through the process of planning and implementing your inquiry project. Your final analysis will enable you to draw out recommendations for future practice, based on your findings and learning from research evidence. 

This is an assessed unit, requiring you to submit a written report (3,500-5,500 words) and a research poster (750 words approx.). The assessment has been designed to support your development in a meaningful way, with the option to focus your inquiry on an aspect of classroom practice that you think will make a difference for your context. 

Successful completion of the assessment provides 20 credits towards Chartered Teacher Status or Chartered Teacher (Mentor) Status. Detailed assessment guidance, exemplars and templates are provided. 

Course time / length: Typically around 3-6 months, self-paced, online
Enrolment fee: £149

Option 2: School evaluation-focused inquiry

For school leaders working in senior leadership or executive leadership roles. This course will support you to build your understanding of how to use inquiry as a mechanism for rigorous evaluation of school practices and to support school development. You will deepen your knowledge of education research, engaging in purposeful inquiry to evaluate a key area of policy or practice in your school and gather rich insights to support school development in your context.

You will begin by identifying an area of policy or practice as a focus for your inquiry, typically linked to an area of school/trust development. You will develop a robust inquiry question and undertake a comprehensive literature review that will inform your inquiry approach. As you progress through the course you will build your understanding of a range of research methods, explore ethical considerations and approaches to analysing data, and will be guided through the process of planning and implementing your inquiry, before formulating recommendations based on the area you identified

This is an assessed unit, requiring you to submit a written report (3,500-5,500 words) and a research poster (750 words approx.). The assessment has been designed to support school development in a meaningful way, with the option to focus your inquiry on an aspect of policy or practice that you think will make a difference for your context. Successful completion of the assessment provides 20 credits towards Chartered Teacher (Leadership) Status. Detailed assessment guidance, supporting tools and templates are provided. 

Course time/length: Typically around 3-6 months, self-paced, online
Enrolment fee: £179