Browse Issue

Rob Coe, Director of Research and Development, Evidence-Based Education, UK Stuart Kime, Director of Education, Evidence-Based Education, UK The existence of this issue, and indeed of the Impact journal itself, is evidence of a depth and breadth of practitioner engagement with research evidence that is wonderful to see. Class teachers, school leaders, and those who [...]
Polly Crowther, Co-Founder, Early Insights; Evidence Leader in Education, East London Research School, UK Mona Sakr, Senior Lecturer, Early Childhood, Middlesex University, UK Financially precarious, under-valued and staffed by a workforce in crisis, the Early Years sector in the UK is fraught with complex challenges. It faces the intense post-pandemic needs of children and families [...]
Jen Barker, Dean of Learning Design – School Leadership, Ambition Institute, UK Tom Rees, Executive Director – School Leadership, Ambition Institute, UK In Issue 9 of Impact (Barker and Rees, 2020a), we introduced an approach to developing school leaders that we argued took a different perspective to the dominant conception of school leadership. The approach [...]
Jo Lomax, NPQ Programme Lead, Church of England, UK The reformed national professional qualifications (NPQs) for teachers and leaders acknowledge that ‘The quality of teaching is the single most important in-school factor for improving pupil outcomes’ (DfE, 2021, p. 4). These leadership reforms align coherently with the Early Career Framework, rightly placing teacher excellence at [...]
Steve Farndon, Ambition Institute, UK Instructional coaching is not only theoretically promising as the only form of CPD that reliably affects student achievement (Kraft et al., 2018), but its impact is also visible in schools. Through our work at Ambition Institute, we’ve seen maths teachers build success with their most challenging groups by focusing on [...]
Youlande Harrowell, Assistant Headteacher; Founder, Mindful Equity UK CiC, UK Aretha Banton, Founder, Mindful Equity UK CiC, UK It all began with a single tweet in June 2020, which read: ‘I am a member of this 0.1% – I am a black African Assistant Headteacher. Leadership is isolating, black leadership more so. But networks are [...]
Rebecca Raybould, Associate, Centre for the Use of Research and Evidence in Education, UK Philip Hamilton OBE, Chief Executive Officer, Community Academies Trust, UK Holly Rigby, The Telford Park School, UK Coaching has great potential for supporting school leaders in school improvement in a way that emphasises individual and collaborative agency, contributes to wellbeing (Campbell and [...]
Ben Gibbs, Integrity Coaching; Restart-Ed, UK Leadership is not an individual act Leadership coaching is now firmly established as an effective way to support an individual’s professional and personal development and to help leaders reflect on the complexities of their role. Through a carefully managed process of dialogue, the coachee is helped to explore how [...]
Suzanne Culshaw, Independent Researcher, UK Andy Samways, Director of Research School, Unity Schools Partnership, UK This article shares early findings of a small-scale project rooted in practitioner-focused reflective enquiry and funded by The British Educational Leadership, Management and Administration Society (BELMAS). It is a qualitative study into the experience of leadership; the overarching aim is [...]
Ellie Lister, Project Lead, Big Education, UK Liz Robinson, Co-Director, Big Education, UK The world is changing beyond recognition, but arguably, schooling is not (Burns and Polchar, 2019). At Big Education, a multi-academy trust formed of three schools - School 21, School 360 and Surrey Square Primary – and a social enterprise, we believe that [...]
John Mynott, School of Education, University of Aberdeen, UK The more experience I have with leading Lesson Study, the more impact on teachers’ professional learning I think it has. Yet there are concerns about Lesson Study’s translation into the United Kingdom (Seleznyov, 2018, 2020) and the outcomes of Lesson Study are not always positive (Mynott, [...]
HANNAH FOX, DEPUTY HEAD OF ENGLISH, SJWMS; ASSOCIATE LECTURER, CANTERBURY CHRIST CHURCH UNIVERSITY, UK Continuing professional development (CPD) is a crucial part of any educator’s life in the UK. Understood as practices to develop a teacher’s expertise and professional standards beyond their initial education, with a focus on improving the quality of teaching and learning [...]
KATY CHEDZEY, CHARTERED COLLEGE OF TEACHING, UK EMILY PERRY, SHEFFIELD HALLAM UNIVERSITY, UK MARIA CUNNINGHAM, TEACHER DEVELOPMENT TRUST, UK The need for teachers to have access to high-quality professional development is clear: quality of teaching is arguably the most important in-school factor influencing pupil outcomes (Hanushek and Rivkin, 2012; Burgess, 2015); the impacts of high-quality [...]
JOHN PARKIN, SCHOOL OF EDUCATION AND SOCIAL CARE, ANGLIA RUSKIN UNIVERSITY, UK SARA SPEAR, SCHOOL OF MANAGEMENT, ANGLIA RUSKIN UNIVERSITY, UK This paper presents findings from a research study with primary school teachers during the COVID-19 pandemic. The school closures caused by the pandemic sparked an unprecedented move to emergency remote learning, which Hodges et [...]
Teachers as learners Teachers are also learners. They learn through their engagement with a knowledge base, through their immersion in practice contexts and through their relationships with others. Teachers’ learning determines how their practice develops over time and what impact their work has on students, colleagues and the settings in which they work. Working with [...]
Charles Tracy, Head of Education, Institute of Physics, UK Laura Childs, Senior Policy Adviser, Institute of Physics, UK As the professional body for physics in the UK and Ireland, the role of the Institute of Physics (IOP) is to create the conditions for physics to thrive. A substantial part of our work is aimed at [...]
Alison B. Monzo, Director Of Programs, Center For The Advancement Of Girls, The Agnes Irwin School, USA Bridgette Ouimette, Founder And Co-CEO, Advancing Girls, Llc., USA In teacher preparation programmes, educators are often taught how to adapt their instruction for various types of learners; this includes modifications for both gifted students and those learning English [...]
Peter J Watson, Resource Developer, NCELP; Department of Education, University of York, UK Victoria Hobson, Network CPD leader, NCELP; Department of Education, University of York, UK Emma Marsden, Director, NCELP; Professor, Department of Education, University of York, UK Rachel Hawkes, Co-director, NCELP; Director, International Education and Research, Cam Academy Trust, UK Professional development often focuses on [...]
Jeanie Davies, Head of Learning and Organisational Development, Oasis Community Learning, UK; Co-Founder, Schoolgenie, UK Georgina Newton, Associate Professor, Centre for Teacher Education, University of Warwick, UK; Co-Founder, Schoolgenie, UK Imagine a school day with no fear and anxiety, where staff are enabled and empowered to take risks, learn, feed back and grow, where everyone [...]
Scott Nevett, Assistant Headteacher, Southfield School for Girls, UK While the majority of research into teacher professional learning is concerned with the practicalities of processes and structure, it is increasingly clear that successful programmes need to be cognisant of the idea that ‘the context or conditions for professional development are at least as important to [...]
Martin Byrne, Assistant Headteacher (T&L; CPD), Kings International College, Camberley, UK In England, continuing professional development (CPD) is recognised as critical to improving teachers’ practice (DfE, 2013). The most recent Teaching and Learning International Survey (TALIS) revealed England to be one of only 15 out of a total 35 OECD nations where CPD participation is [...]
Zoe Enser, English Advisor, The Education People, UK During the first 12 years of my teaching, I became very disconnected from my own development – at least, disconnected from my development in relation to the CPD on offer. I had attended numerous sessions from exam boards, sat through hours of courses on AFL and APP [...]
Kirsten Tinsley, Teaching and Learning Research Lead, Windsor Academy Trust, UK Developing a research-informed profession, in which teachers validate their decisions based on professional judgement combined with insights from academic studies, has been a long-term goal. As far back as the 1970s, Lawrence Stenhouse of BERA was promoting an active role for teachers in enquiry [...]
STEVE TAYLOR, CEO, ROBIN HOOD MULTI ACADEMY TRUST, UK In June 2020, as the UK was beginning to emerge from the first COVID-19 lockdown, schools were naturally planning ahead for what we thought would be a fresh start in September. At Robin Hood Multi Academy Trust (a small group of four primary schools in Birmingham), [...]
Penelope Cartwright, Special educational needs teacher and Psychology student, Birmingham City University, UK Children and young people communicate best with practitioners who have positive wellbeing (Harding et al., 2019). This is even more important for practitioners working with children and young people with severe learning difficulties (SLD) because these relationships are built on the subtleties [...]
Claire Pass, Co-Founder And Director, Dragonfly: Impact Education, UK The focus in recent years on improving student wellbeing has subsequently led to increasing attention being given to teacher wellbeing, particularly regarding its significance to pupil wellbeing, pupil attainment, teacher effectiveness and teacher retention. The consideration of the practical implications of teacher wellbeing, while important, carries [...]
Kate Edwards, MEA Central, Manchester, UK In this reflection article, I explore the benefits of incorporating practice into professional development. In my experience, it can be an impactful way of making granular changes that directly and positively improve classroom experiences for teachers and students. For practice to work effectively, the school’s culture of professional development [...]
CLAIRE BADGER AND AMANDA TRICCAS, THE GODOLPHIN AND LATYMER SCHOOL, UK Lockdown closures in March 2020 forced schools to find alternative professional development approaches to support teachers who were switching instantly to a new way of working. This article discusses how one school adapted their internal CPD to support teachers through both periods of school [...]
Claudette Bailey-Morrissey, Careers Leader, Careers Development Institute, UK This article explores the experiences of three teachers who embraced online teaching in the context of the COVID-19 pandemic, which required that teaching and learning took place online during periods of school closures and lockdown between 2020 and 2021. It illuminates how they developed their practice and [...]
Robbie Campbell, Doctoral Student, Sheffield Hallam University, UK; Teacher, XP School, UK What does our induction look like? It is June 2019, and in the bar of a rugby club, two new members of staff are discussing the increase in food poverty in the area with Glen and Mick Hennessey, who founded Thorne and Moorends [...]
Suzanne Allies, Senior Lecturer, School of Education, University Of Worcester, UK The ability to maintain a work–life balance for many teachers can feel unattainable; indeed, research seems to confirm and reinforce this (Education Support, 2020). I only gained some semblance of balance between my personal responsibilities and the demands of teaching in the last five [...]
Scott Buckler and Harriett Moore, Holy Trinity School, Kidderminster, UK Educator mental health and wellbeing (MHWB) has been an issue that has not been resolved in decades, and can result in ‘burnout’ (Kyriacou, 1987; Maslach et al., 2001). Over a century ago, educator wellbeing was similarly discussed – for example, Palmer (1914, p. 537) reported, [...]
Hayley Guest, Headteacher, East Park Primary, Wolverhampton, UK Jan Rudge, Director, Leadership Edge Coaching in Schools, UK Even the most seasoned of leaders are questioning themselves about the new demands placed on them. One of the challenges that lies ahead is how best to provide for your staff’s needs; with NQTs and RQTs nationally having [...]
DAVID BOWMAN, TEACHER OF MATHEMATICS, GLOW MATHS HUB, UK In 2020, 82 per cent of UK households (Ofcom, 2020) had a mobile phone that requires a SIM card to function. How many of those users have ever thought about what SIM stands for? Similarly, CPD is widely used in the education world but how many [...]
Phil Herd and Graham Trick, Transform Trust, UK At the start of 2018, some schools within Transform Trust were introducing more technology through purchasing class sets of iPads. On seeing this, other schools became interested in doing the same if it proved impactful to the children’s learning. In order to support schools, we needed to [...]
Tessa Blair, Doctoral Teaching Fellow, University of Oxford; Strategic Lead, Early Career Framework, East London Teaching School Hub, UK The role of self-regulation in effective learning is increasingly accepted (Muijs et al., 2014). This article draws on my doctoral research to consider the self-regulation of beginning teachers on employment-based routes (Teach First and School Direct [...]
RICHARD CHURCHES AND COLIN PENFOLD EDUCATION DEVELOPMENT TRUST, UK Teacher development is complex and takes place over time. This said, despite there being much evidence about the factors that contribute to teacher professional growth, little research has looked at whether abilities prior to initial teacher training influence early practice in the classroom. This article reports [...]
Katie Jump, Author and Lecturer, Fareham & Gosport SCITT, UK The comprehensive review of initial teacher training and the introduction of the early career framework (DfE, 2020a) has the potential to have a significant positive impact on the confidence and capabilities of newly qualified teachers. A robust framework of expectations alongside clear guidance regarding what [...]
Paul Maiden, Curriculum Leader, King Edward Vi Sixth Form College, UK Inspired by the EEF’s (2018) findings on the effectiveness of metacognition, and hoping to draw positives from the disruptions of the last two years, I initiated ‘Project Reset’ with my classes. Research by Quigley and Stringer (2018) addressed three misconceptions to argue that metacognition [...]
Helen Joan Tyler, Director, Forest Independent Primary Collegiate (FIPC) (SCITT), UK With the shift from school-based to school-led ITT, the role of the school mentor has been reconceptualised into that of teacher educator. Mentoring theory and practice have increasingly been applied in a number of fields and professional contexts. Mentoring has been an essential element [...]
Saba Ahmed, Pharmacy Lecturer at Bradford College Introduction During August 2020, I was tasked with updating course materials for the ‘Respiratory disorders’ lesson on the higher education (HE), BTEC Level 4 Professional Diploma in Pharmacy Clinical Services course that I teach at my local FE (further education) college situated in West Yorkshire. I am a [...]