Reflecting on two published reports, Education in times of crisis: Effective approaches to distance learning, which formed part of the The Future of Teaching research reports published by the Chartered College of Teaching, and also the FED National Education Consultation Report 2022.
- Chartered College of Teaching’s letter to the Secretary of State outlining our concerns for teacher wellbeing
‘Teachers call on the government to support teacher recovery’.
- FED National Education Consultation Report 2022.
- FED National Education Consultation Report Technical Annex 2022.
- Chartered College of Teaching – Education in times of crisis: Effective approaches to distance learning.
- 1988-2021: How Seventeen Secretaries of State for Education, through Thirty Years of Constant Change, Enabled the System to Improve’ by Sir Michael Barber and Patrick Law.
- Chartered College of Teaching and Teacher Tapp – Podcast.
- Research Hub – Summaries of academic and practitioner research as well as reports that Chartered College of Teaching members have contributed to. You can also find a list of opportunities to participate in external research projects and access a range of tools to support you in your research engagement journey.
- Early Childhood Hub – The Early Childhood Hub hosts content by, and for, early childhood education practitioners, with a focus on pedagogy and practice in early childhood education.
Professor Dame Alison Peacock DBE DL DLitt, Chief Executive Officer, Chartered College of Teaching – Professor Dame Alison Peacock, Chief Executive of the Chartered College of Teaching, a Professional Body that seeks to raise teacher status through celebrating, supporting and connecting teachers to provide expert teaching and leadership. Prior to joining the Chartered College, Dame Alison was Executive Headteacher of The Wroxham School in Hertfordshire. Her career to date has spanned Primary, Secondary and advisory roles. She is an Honorary Fellow of Queens College Cambridge and UCL, a Visiting Professor of both the University of Hertfordshire and Glyndŵr University and a trustee for Big Change. Her research is published in a series of books about Learning without Limits offering an alternative approach to inclusive school improvement.
Carl Ward, Chair of the Foundation for Education Development and Chief Executive of the City Learning Trust – Carl has regional, national and international experience in leadership development and school to school improvement and has supported national and international projects and conferences for a range of organisations.
In a career that spans 26 years in teaching, 18 of them in senior leadership, Carl has worked in a range of schools and organisations across a number of settings. Further to this, Carl was ASCL President in 2017-2018 and between 2009 and 2011, formed part of the Prime Minister’s Talent & Enterprise Taskforce and has advised the Number 10 policy unit on several aspects of education.
Carl is Chair of the Careers and Enterprise Company’s Education Advisory Board and has previously been Chair for the Schools Cooperative Society and the Chartered College of Teaching’s trustee selection committee. He is a serving council member of the International Confederation of Principals, a member of the Global Education Leaders Partnership. In addition, Carl has been a member of the Education Funding Agency advisory board; DfE School and Academy Funding Group; Confederation of School Trust board and the European School Headteachers Association.
Most recently in 2020, Carl was recognised for his impact in education and named as a Fellow of the Chartered College of Teaching and as a Fellow of the Leadership Council at the Center for Universal Education, Brookings Institute, Washington DC.
Dr Lisa-Maria Müller, Head of Research, Chartered College of Teaching – Dr Lisa-Maria Müller leads on the internal and externally funded research projects. She is lead author of the Education in Times of Crisis reports which explored the potential impact of school closures on students and teachers, teachers’ experiences with distance learning, how they relate to existing research on the topic and what this means for the future of education. Lisa-Maria has also served as expert advisor on the OECD PISA 2025 Language Measure, is co-author of a literature review informing the deliberations of UNESCO CEART on preparing teachers for digital and diverse classrooms and has led a Wellcome Trust funded project exploring the effectiveness of journal clubs as teacher CPD. Currently, Lisa-Maria is leading on an evaluation of blended approaches to teacher CPD funded by the Paul Hamlyn foundation and research informing the organisation’s policy work on teacher wellbeing. Prior to joining the Chartered College of Teaching, Lisa-Maria was postdoctoral research associate at the Universities of Cambridge and York, working on projects relating to foreign language learning. Lisa-Maria is a qualified MFL teacher with teaching experience in secondary schools in Austria and England and has obtained her PhD from the University of Vienna in which she explored the similarities and differences between typically developing bilingualism and bilingual language impairment.
Claire Muhlawako Madzura, Co-Chair of the Learners’ Council, Foundation for Education Development, Ambassador for the #iwill Movement. Alongside her studies, Claire spends her time supporting young people from underrepresented backgrounds to progress to further education. Ensuring that the barriers to education are tackled by equity from all stakeholders is important to her because she stands firmly with providing those who need the most support the tools they need to succeed first. Claire has worked with Teach First and UNICEF to help bridge the gap between stakeholders and hopes to shape a world in which every young person understands how powerful their voice is.
Naomi Love, Teacher of Modern Foreign Languages, Queen Elizabeth School – Naomi is a teacher of Spanish and French at Queen Elizabeth School in Luton. After working in the charity sector for 15 years, she retrained as a teacher and is now an ECT in her second year of teaching.
Learn more about the Chartered College of Teaching
Impact is the termly journal of the Chartered College of Teaching. It connects research findings to classroom practice, with a focus on the interests and voices of teachers and educators. It supports the teaching community by promoting discussion around evidence within the classroom, and enabling teachers to share and reflect on their own use of research.
Chartered Teacher Status is a professional accreditation that recognises the knowledge, skills and behaviours of highly accomplished teachers and school leaders, offering a career pathway that is focused on developing and recognising high-quality teaching and leadership practice. As a professional accreditation, Chartered Status builds on individual practice, priorities and interests and can be undertaken at your own pace, up to three years. Find out more here.
Members have free access to our Decolonising and Diversifying the Curriculum series, access the modules here.