WE have facilitated and supported schools to use the Spirals framework in England since 2014 in partnership with originators Linda and Judy.
Today (08/04/2020) a paper was published in the Transformative Educational Leadership Journal investigating what we have learned about the power and relevance of Spirals of Enquiry model to the English education system.
Written by friend of WE Rosie Leonard-Kane, who led our Spirals network for two years, the paper shares a number of case studies to explore why the model is such an effective way to make a meaningful difference for learners.
“It is sometimes difficult to explain to school leaders in England why the Spiral framework is so effective in changing outcomes for learners. The six stages are deceptively simple. They are accessible to all but are underpinned by best evidence of what makes great professional learning for educators (Timperley et al., 2007) which means that it is an artfully sophisticated model.
In the particular English context there are a few trends which have emerged that help to explain why Spirals is so impactful.
It challenges adult assumptions, promotes student voice and supports schools to get to the real root of an issue
Advice from those finishing their first cycle of inquiry to new teams is often along the lines of “scan, scan and scan again!” or “try not to jump in too quickly and listen carefully to what the children are saying.” By the nature of the English education system, finding quick solutions has been a driver that sometimes leads to ineffective or unsustainable interventions which don’t tackle the root cause.”