Enabling professional collaboration that informs school development and improves learner outcomes.
In the constant pursuit of excellence in education, CIM was established in September 2012. Its aims are to cultivate a research-engaged school by:
- Championing collaborative inquiry as an effective form of professional development aimed at improving teaching and learning
- Driving the rigorous use and practice of school-based academic and co-curricular research as the foundation for a research-engaged school
- Harnessing and supporting the creativity clearly present across our schools
- Strengthening partnerships among campuses and divisions
- Forging relationships with external organisations to further international education
Working in close collaboration with the Heads of School, the Managing Director and the Board Chairman, CIM strives to make a difference by supporting the professional development and lifelong learning of ACS staff members.
Participation in Practitioner-Led Action Research (PLAR) is widely recognised as a highly effective form of professional development and the reason the Centre for Inspiring Minds (CIM) was established. Each year, a number of research project proposal are selected by the Heads of School. Successful project teams engage in a year-long professional development journey, supported by CIM staff members and external experts.
In addition, CIM Explorations offer a range of on-line and face-to-face professional development opportunities for teachers and staff members.
- Courses offer opportunities to build graduate-level understanding of research and professional collaboration methods
- Workshops offer opportunities to build professional competencies associated with teaching effectiveness, data-informed teaching and learning, practitioner-led action research, and professional collaboration
- Seminars offer opportunities to engage in topical discussions with recognised experts and thought leaders
Our Research Process
Forming a research team
Defining a research question
Conducting a literature review
Planning a research project
Introducing an intervention
Collecting student data
Assessing learner outcomes
Building usable knowledge
Communicating research findings
Applying new learning to practice
Leading professional development
Proposing a new research question