Embedding CPD and action research using the Early Career Framework The Britannia Teaching School Alliance has been using the Early Career Framework to help embed action research as part of its CPD programme for NQTs and RQTs. John Collier explains
CPD: Books on the balcony... School leaders can find inspiration and solutions if they build reading for professional development into their schedules, says Yvonne Gandy
Observing vulnerable students during lessons For teachers with challenging or vulnerable students in their lessons, observations can become all the more stressful. Daniel Sobel looks at how we must observe the pupils in question and not the teachers...
What is going on for our learners? How do we know? Why does it matter? The innovative Spirals of Enquiry model is an action research technique that can give us great insight into our pupils' attitudes and learning. Killian Moyles shares the experience of staff and children at Mayfield Primary School
New year, new roles, new networks As the new year begins, the importance of having supportive professional networks around you is clear. Fiona Aubrey-Smith gives us some suggestions
How are schools using evidence-based strategies? Do you go by intuition, by what your neighbouring school does or what you’ve always done? Or, do you use the Education Endowment Foundation’s Teaching and Learning Toolkit to guide your decisions? Recent research has outlined what schools are using and why. Suzanne O’Connell reports
The links between teacher wellbeing and CPD Does your school’s CPD provision help or hinder teacher wellbeing? Megan Williamson considers the links between effective CPD and teacher wellbeing and offers some practical advice
CPD: Is it making a difference in your school? What are the key questions that you should be asking yourself when it comes to designing and evaluating CPD with measurable impact? Maria Cunningham advises
Every teacher a researcher Research in education is becoming ever more vital to raising outcomes. Fiona Aubrey-Smith argues why every teacher should be a researcher and advises on how this can be achieved
Evidence-based resources: Do they make a difference? Many teachers find it hard to engage with and act on research evidence, even when they know it can help them to improve teaching practice and student outcomes. Dorothy Lepkowska explains
How after-school coding clubs can benefit pupils In an increasingly digital world, Suzanne Straw looks at research findings showing to what extent after-school coding clubs can support young people to develop skills and further their interest in coding
Lesson Study: Five steps to success in the primary setting Lesson Study, a collaborative, pupil-focused approach to CPD, is gaining popularity in the UK. Maria Cunningham discusses how to implement Lesson Study effectively in a primary school setting
Early learning and child wellbeing research The National Foundation for Educational Research (NFER) is piloting the OECD’s new study of early learning and wellbeing in England later this autumn term. Caroline Sharp explains what the study is about and what it will mean for schools
Action research: The Centre for Inspiring Minds The teacher-led research work at ACS International Schools is supported by their very own Centre for Inspiring Minds. Dorothy Lepkowska finds out more
The emerging role of executive headteachers What is an executive headteacher? Karen Wespieser looks at the role and skills of the growing number of executive headteachers and outlines the strategic purpose of this emerging role
Action research: Transformational CPD CPD, action research and family engagement have been key to transforming the fortunes of Tuxford Primary Academy. Dorothy Lepkowska explains more
The Research Mark journey Headteacher Update is a supporter of the NFER’s Research Mark accreditation. Here, Dorothy Lepkowska looks at how this initiative and other resources from the NFER can help schools on their research journey
Case study: Research in practice Headteacher Update is a supporter of the Research Mark accreditation. Dorothy Lepkowska reports from Eglinton Primary about how research is defining their practice
Research and evidence in the classroom The number of schools embracing teacher-led, action research is growing. Gareth Mills explores why there is a growing enthusiasm from teachers for an evidence-informed education system and looks at some examples from schools already adopting this approach
Embedding classroom research Headteacher Update is a supporter of the NFER’s Research Mark accreditation. Dorothy Lepkowska looks at how classroom research helped one school to bounce back from a poor Ofsted result
Research Mark: Supporting the research journey Headteacher Update supports the principle of schools engaging with research to inform their initiatives, which is why we support the NFER Research Mark. Ed Cuffe-Adams speaks to two schools at different stages on their research journey
Boosting confidence, communication and learning skills Staff at Paget Primary School have carried out a range of enquiry and research-led investigations to help boost their pupils' confidence, communication and learning skills. Dorothy Lepkowska explains
What is your research goal? When it comes to deciding what research evidence to use in the classroom, what really matters is the goal of the research not who produces it, argues Dr Julie Nelson
Describing the role of a research co-ordinator What does being a research co-ordinator actually look like? We speak to Alex Wright to find out about his experiences when he took on this role at Latchmere Primary, a Teaching School
Making their mark The badge of ‘research-engaged school’ is appealing recognition for a school’s achievements in research, but what does it mean in practice? Caroline Fisher looks one school’s evidence for the NFER Research Mark.
