This is the link to my session at researchED Blackpool  in which I put forward the following argument

• Colleagues in research schools (and wider) are showing an interest in disciplined inquiry

• This is a product of three things

  • Dylan William’s view that all teachers should seek to improve and should  take part in 'disciplined inquiry’

  • Bloggers writing about disciplined inquiry

  • Widespread dissatisfaction with current models of performance management in schools

• Disciplined inquiry is now being used in a number of schools as an integral part of school’s performance management processes and CPD activities

• However, this is being done, with little or no reference to the research literature on what makes for effective performance management processes; the relationships between disciplined inquiry and teacher knowledge, skills, attitudes and behaviours and teacher outcomes; and different types of inquiry – such as action research

• Ironically the promotion of disciplined inquiry as part of performance management is an example of what the evidence-based community is trying to avoid i.e. addressing problems with little reference to the research evidence-base and the adoption of practices promoted by gurus

• Nevertheless, this does not mean we should not show interest in ‘disciplined inquiry’ as a way of addressing the problems associated with performance management in schools.  

• Although we should be upfront and say that while the adoption of DI seems a goods idea. there is little or no robust evidence about what works, where, for whom, to what extent, for how long -  when undertaken as part of performance management