Teacher quality: What it is, why it matters, and how to get more of it

Dylan Wiliam, UCL Institute of Education, UK Introduction There is increasing consensus, among both researchers and policymakers, that teacher quality is both variable and consequential; some teachers are more effective than others, and the differences are both large and significant for the students they teach.  Predictably, this has led to a variety of proposals for […]

Supporting early career teachers through an evidence-based coaching programme

Beng Huat See, Durham University Evidence Centre for Education, UK Leslie Blanchard, Leadership Development Institute, Louisiana State University, USA Kulwinder Maude, Durham University Evidence Centre for Education, UK David Kryštof, Institute of Lifelong Learning, Mendel University, Czech Republic Christine Callender, University College London, IOE, UK Samantha Wilkes, Leeds Trinity University, UK Introduction One of the […]

In it for the long haul: Building trusting relationships with parents

Jean Gross, independent consultant and author, UK  Nicola Noble, co-headteacher, Surrey Square Primary School, UK; Trustee, Magic Breakfast, UK Liz Robinson, Co-Director, Big Education, UK; Trustee, National Literacy Trust, UK A large body of research (Castro et al., 2015) has found substantial associations between students’ attainment and the extent of their parents’ engagement with their […]