Shirley Clarke Formative assessment, as a concept, became known as a result of the seminal review by Black and Wiliam published in 1998. This was commissioned by the Assessment Reform Group as a reaction to the entire focus in England at the time on summative assessment. The principles were welcomed by all, but the missing […]
Hayley Murphy, Year 2 Teacher and History Leader, Eversfield Preparatory School, UK My triple roles as Year 2 class teacher, history leader across the primary phase and MA education student inspired me to communicate and encourage the importance of teaching historical skills, as well as knowledge, across my school. The focus was to trial the […]
Rebekah Gear, Primary Education Lecturer, Nottingham Trent University, UK The impact and application of cognitive science within educational research is increasingly attracting interest from both practitioners and policymakers alike. It draws our attention to the importance of understanding cognitive load by considering the complexities of working and long-term memory, and has subsequently begun informing both […]
Lucy Harps, Key Stage 1 Primary School Teacher, Westroyd Primary School, UK A report from the Education Endowment Foundation (EEF, 2021) found that young people’s achievement in reading and maths was significantly impacted by the COVID-19 pandemic, contributing to an even wider attainment gap for disadvantaged pupils. The EEF also found that children who receive […]
Andrew Morris, Co-founder, Learning and Skills Research Network, UK From nursing care to environmental action, important advances flow when research interacts with practice. As readers of this journal are aware, it’s increasingly the case in education as well. By combining knowledge from rigorous studies with that from practitioner experience, new ideas, better methods and more […]
Debbie Bogard, Neil Hart and Samantha Hughes, City and Islington Sixth Form College, UK Our intervention sought to empower teachers through providing a supportive and trusting environment for collectively developing practice and ongoing professional learning. Our model was underpinned by the EEF’s recommendations (2018) on the implementation process, with an emphasis on sustained, iterative and […]
Janet Goodall, Associate Professor, Swansea University, UK When I was asked to write the editorial for this issue of the Chartered College of Teaching’s journal, I was flattered and very happy to do so, having been an advocate and supporter of the Chartered College since its earliest days. And the topic, of creating effective learning […]
Richard Churches, Education Development Trust, UK Robin Hall, Department for Education, UK Kate Sims, Education Development Trust, UK In collaboration with Education Development Trust, the Department for Education and Teaching Schools Council, teachers across England conducted quantitative research into the effects of workload reduction. Teachers designed and implemented a range of quantitative studies into the […]
Natasha Raheem, Assistant Vice Principal, Dixons Teaching Institute, UK Teaching during the pandemic has challenged the ‘everyday resilience’ needed by teachers to maintain their commitment and effectiveness (Day et al, 2011, p.5). Ostensibly, COVID-19 impacted on recruitment and retention positively with slightly higher recruitment and retention rates. However, this was a short-term gain (Worth, 2022). […]
Henry Sauntson, Director, Teach East SCITT, UK Teaching might be a profession in trouble. Recent statistics indicate that more than 10 per cent of those who attained QTS in 2019 left teaching before the end of July 2020, and nearly 40 per cent leave in their first five years (DfE, 2021); research cited by Gorard […]
David Weston, CEO, Teacher Development Trust, UK Bethan Hindley, Head of Leadership Delivery, Teacher Development Trust, UK Maria Cunningham, Regional Delivery Lead, Education Endowment Foundation, UK Multiple teams of researchers have made significant efforts to summarise the research on the process and content of teacher professional development. However, these reviews, due to their methodology, tend […]
Cara Carey, Development Lead, Teach First, UK Research suggests that if we are to create an environment where students can excel, we must prioritise the wellbeing of teachers. Improved teacher wellbeing facilitates improved pupil wellbeing (Harding et al., 2019; Ramberg et al., 2019), while the negative impact of teachers’ poor wellbeing seems to be greater […]
Michael Taylor, Professional Tutor, Liverpool Hope University, UK Steve Lambert, Associate Professor in Educational Leadership, University of Chester, UK Introduction Hughes et al. (2005) state that empathy is an essential skill for leadership in any field. This paper reviews the literature on the importance of empathy by exploring the applications of benefits in other professions […]
Tara McVey, Vice Principal, Towers School, UK In supportive schools, teachers not only tend to stay and be more effective, they also improve at a much greater rate over time (Kraft and Papay, 2014). For a school like ours, that is a game-changer. In our school, the one-stop solution for improving recruitment and retention, and thus […]
Karen Dempster, Co-founder, Fit2Communicate, UK Justin Robbins, Co-founder, Fit2Communicate, UK At the heart of all successful schools are effective relationships – between students and teachers, between parents and their children and, of course, between school and parents. It’s a three-way relationship, with the students firmly at the centre. Never has this relationship been so important […]
Martin Byrne, Assistant Headteacher, Kings International College, UK In Issue 13 of Impact, I asserted that ‘schools that are characteristic of learning organisations have a culture in which individual and team learning is encouraged and valued. Teachers will recognise a clear focus for their CPD, which not only promotes personal mastery of their practice but […]
Kerry Hill FCCT, National School Improvement Partner, UK The 2021 Education Support Partnership’s Teacher Wellbeing Index again highlighted a significant concern about the levels of poor mental health within educational professionals. The report uncovered the fact that the mental wellbeing of teachers is worse now than during the peak of the COVID-19 pandemic, finding that […]
Amy Sayer FCCT, Author Why there is a need to have a conversation When I first started researching staff mental health in schools (Sayer, 2020), there was a clear and urgent need for more schools to receive training to destigmatise conversations about mental health and create a culture in which people felt they would be […]
Ann-Marie Argyropulo-Palmer, Subject Leader for Music, University of Birmingham School, UK Whether introduced by individual teachers or employed school-wide by leaders, routines – a specific sequence of actions regularly followed – are a common feature of UK classrooms (DfE, 2011). Routines as recommended classroom practice can also be seen at a national level, with the […]
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 […]
