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The Partner Schools Program (PSP) is a unique, collaborative, professional learning and research-practice partnership opportunity for educators and school leaders.

The science of learning can make powerful contributions to learning and teaching practice. However, several barriers exist to the effective translation and mobilisation of the science of learning into real-world teaching contexts. The UQ Learning Lab has developed an evidence-informed, partnership approach designed to overcome these barriers by establishing supported communities of inquiry.

Uniquely, the PSP brings together educators, researchers, and knowledge brokers to mobilise the science of learning through school-identified research partnerships with UQ.

 A purple puzzle piece in a squareDescription automatically generated with low confidence  Capability Building

A purple eye with a black backgroundDescription automatically generated with low confidence  Reflection

 A purple outline of people sitting at a tableDescription automatically generated with low confidence   Ongoing Support

"What I have really appreciated with the UQ Learning Lab is that really great understanding of the complexity of what goes on in our schools, what our teachers are facing all the time, and in our sector they’re incredibly diverse schools, and some of them do have very significant challenges. You’ve always approached that with a great deal of empathy, you and your team, and I think that is absolutely key. But you are armed with this gold standard research."

-PSP Participant

Working directly with multi-disciplinary researchers from the Learning Lab, participants engage with relevant contemporary research on the science of learning (neuroscience, education, psychology) as part of a year-long process of inquiry into a school-identified phenomenon.

Working either individually or in small clusters, school teams are supported by the Learning Lab team to:

  • Refine their school-identified learning phenomenon or focus.
  • Access relevant research.
  • Build a sound theoretical and evidence base for their project.
  • Design and implement their project.
  • Collect, analyse and interpret data.
  • Draw on findings to inform practice and contribute to the school improvement focus.
  • Write up and present their project and findings for the benefit of their own and other school communities.

Previous topics explored by schools include: learning regulation, wellbeing, effective learning strategies, feedback, metacognition, transitions, curiosity, collaboration and more.

"This partnership, I think is one of the great strengths of our school."

-PSP Participant

"The PSP could be seen as another bright shiny thing, but we know it is THE thing… Because [PSP] is about working more efficiently, with a greater sense of purpose."

-PSP Participant

The Partner Schools Program aims to bridge the gap between research and practice by:

  • Providing educators with access to and a deeper understanding of meaningful, relevant research in the Science of Learning.
  • Building strong professional networks and collaborations between researchers and educators, and between schools that can last beyond the life of the project.
  • Deepening teacher educator capability in critically evaluating, understanding, and engaging with quality research and evidence relevant to their school context and needs.
  • Deepening teacher capability and efficacy in identifying, leading, and evaluating evidence–informed practices in the classroom or broader school context.
  • Empowering educators to champion sustainable, innovative learning focus change.

"[The Science of Learning] has had a significant impact on a number of levels. It helps us as a College to reframe how we approach any new initiatives… I think also that the confidence of being able to look, you know cast your eyes a little wider to look at what research has been done."

-PSP Participant

A basic outline of the collaborative sessions for the Partner Schools Program are provided below. However, there is flexibility in how the sessions can be run depending on the needs of the school project and/or the cluster, and the location of the school.

Ongoing support from the UQ team via email, phone, video call or school visits occurs throughout the duration of the program. In addition to the scheduled UQ collaborative sessions, school teams need to be able to meet throughout the duration of the program to progress their projects. All team members will need to dedicate time to working on the project individually and with their teams. This will be discussed and planned at the 2-Day Professional Learning Workshop in Session 2.

Please note: the basic program is run with other schools. If schools are interested in a more bespoke and individualised program, there are additional costs to cover the running of the program.

Dates are estimates but may vary according to individual school's needs and locations.

Session 1

A cluster or individual school meeting with the UQ team. 2-3 hours in duration in Term 1. Online or face-to-face.

Content covered includes:

  • Overview of the program
  • Project planning
  • An introduction to research design and methodology
  • Supporting literature
  • Resources and links

This should be followed up with a school team planning meeting.

Session 2

Two-day face-to-face professional learning session focused on developing a research pitch – Term 1.

Content covered includes:

  • Project development
  • Exploration of literature
  • Research design and development of research pitch
  • Consent and ethics processes
  • Presentation and feedback on research pitches
  • Publication and presentation possibilities
  • Schedule team and UQ meetings to progress the project

This should be followed up with fortnightly school team meetings to progress the project.

Session 3

Online project updates – Term 2.

Content covered includes:

  • Project updates and discussion

School teams should aim to meet together a couple of times this term to progress the project.

Session 4

Online project updates – Term 3.

Content covered includes:

  • Project updates and discussion
  • Overview of symposium presentation structure

School teams should aim to meet together a couple of times this term to progress the project.

Session 5

Scheduled for Term 3.  Half or full day in-person at UQ or at school (depending on location).

Content covered includes:

  • Support with individual school data analysis and interpretation
  • Drafting of symposium presentation

Session 6

Learning Lab Symposium scheduled for Term 4.

Content covered includes:

  • Project presentations
  • Q&A with educators, researchers, and industry partners from the UQ Learning Lab

Successful project teams involved in the past have included the following characteristics:

  • A collaborative team approach, with participants including school leaders and teachers.
  • Clearly articulated team roles and a commitment to the project and sessions.
  • An inquiring mindset and positive dispositions towards learning with and from one another, from the broader partnership, and from the process.

"I think the real benefit of that research approach, and being part of the Partner Schools Program with the Learning Lab is it's allowed for the [community to have] ownership of the project. Which then means for us it's more real, and it's more tangible for what we want and what we think."

 -PSP Participant

To participate:

  • Establish a team of approximately 5 curious staff (including teachers and leaders)
  • Complete and Submit the Expression of Interest

Submit an EOI

"The idea of a research project as part of professional development is so much more valuable than any other sort of professional development that you might do throughout the year – it’s ongoing, contextual, hands on, and you get real data... from your context."

-PSP Participant

  Contact

For more information about the Partner Schools Program, please submit an expression of interest form or contact Dr Stephanie MacMahon.

Submit an EOI