From research to development

Many schools conduct surveys. For instance, on staff, parent and pupil satisfaction. But how do you use the results to really improve your education? Or to structurally reduce the workload? Roeland Stehmann (senior consultant at DUO-Onderwijs) helps schools link outcomes to concrete actions. With 25 years of experience and over 300 school visits, he knows the practice inside out.

It sounds simple: you do research, look at the results and improve your school. Yet few schools manage this really well. ‘It is best if research is not a snapshot in time,’ says Roeland. ‘Ideally, it becomes part of how you learn and grow continuously as a school. It is a continuous process of measuring, reflecting, choosing and developing. It is and remains people work. If you want to use research results to sustainably improve your education or organisation, it is therefore important to ensure an impact-oriented, structured approach.’

A survey often produces several areas for improvement. The question is: which ones will you work on? ‘Everyone has their own hobbyhorse,’ says Roeland. The headmaster wants to work on communication, a teacher on workload, another on a new learning environment. I often see schools wanting to work on everything at once. That doesn't work. Making choices is inevitable.‘

DUO-Onderwijs helps schools in this regard. ‘We look in from the outside and help make choices. Which problems are most important? What is realistic to tackle?’ The advantage is that Roeland and his colleagues know the education sector and do not work at the school. They can therefore neutrally observe and guide. That is our strength,‘ he says. In a school team, everyone has their own opinion and interests. That makes choosing difficult. With our expertise and objective view, we help schools translate their research results into concrete and achievable actions. That is not only effective, but also creates calm and stability in the school.’

Roeland sees that the way schools conduct research is changing. ‘Instead of conducting an extensive employee satisfaction survey once every few years, for example, they are now more often opting for shorter and more targeted measurements. These smaller survey moments provide quicker insights and make it easier to take immediate action.’ For example, one school decided to split the traditional survey into eight short measurements spread over two years. The intention? Faster feedback and immediate follow-up.

Not only is the frequency changing, the way schools communicate about research is also becoming different. ‘Previously, a small group in the school management decided the questions,’ says Roeland. ‘Staff and parents received little information about progress and results. That is different now. Schools have become more transparent and increasingly use research as a way to engage with each other. This increases support and involvement. People want to know what happens to their input.’

Research is valuable when it provides direction for development. For example, by choosing the right training that matches the areas for improvement from the research results. Roeland sees that schools are increasingly conscious of this. The focus is changing. Where previously the focus was mainly on whether an action was carried out, it is now more about what an intervention has delivered.‘

He considers this shift towards effect-based working a positive development. ‘Offering training based on research outcomes is a good first step. But you only see the real difference in practice. For instance, when teachers have noticeably better conversations with their pupils after such training. Then you know that the policy really works.’

Every era has its own themes and challenges. DUO-Onderwijs has a broad benchmark. What signals does Roeland get from primary and secondary schools? ‘Work pressure is a recurring theme in many schools,’ says Roeland. ‘Especially when it comes to assisting pupils with additional support needs. Schools report that they do not always have sufficient time and resources to provide appropriate support to these pupils. Staff satisfaction is also high on the agenda. Factors such as workload and support from school management play a big role in this.’

Roeland hopes that more and more schools will make the translation from research to development. Ideally, he would like to see all educational institutions measure regularly, share results and monitor effects. ‘This will create a continuous cycle of learning and improvement, allowing schools to work in a focused way to create a fine and strong learning environment.’ For Roeland, it's simple: ‘It's about children and young people. They deserve a school where they feel safe and can develop. And that works if you move together from measurement, to targeted choice and then to action.’