This paper aims to analyse and describe the potential of the Teaching Schools initiative to improve teaching and raise standards, identify some of the risks that might jeopardise its successful implementation and propose possible mitigations.
The authors conducted a literature review examining school-centred professional development, drawing on international research. We selected our case study countries on the basis of the effectiveness of their systems and the availability of relevant literature in English. We also explored practice in non-education systems of adult learning, particularly England’s Teaching Hospitals.
The 2010 government White Paper The Importance of Teaching called for the creation of a network of National Teaching Schools in England, based on the model of Teaching Hospitals. These schools will be outstanding institutions charged with working in collaboration with an alliance of local schools to raise standards. Teaching Schools will take a lead in the provision of continuing professional development (CPD), school improvement, leadership development and, in time, the provision of Initial Teacher Training. Through the establishment of networks, best practice is to be shared so that ‘more children in more schools experience the benefits of great teaching and leadership’. Initially, 100 outstanding schools have been selected to become part of the first cohort of Teaching Schools. Teaching Schools are currently in the development year (2011/2012); the programme will be rolled out in the academic year 2012/2013.
This paper aims to analyse and describe the potential of the Teaching Schools initiative to improve teaching and raise standards, identify some of the risks that might jeopardise its successful implementation and propose possible mitigations.Download now
This edition of Successful School Leadership brings in the latest evidence and material to what has remained a popular publication. While the fundamentals of what drives successful school leadership remain the same, new evidence further supports the arguments put forward by Christopher Day and Pam Sammons back in 2016. The growing interest in system leadership that we have witnessed over the last five years also features in this edition, as does a reflection on the expanding body of international literature focused on school leadership in low-income contexts.
London schools continue to constitute an extraordinary ‘success story’. By common consent, the government school system in London achieves extremely good results compared to the rest of England, and students from disadvantaged backgrounds do particularly well.
This review examines a range of lesson observation frameworks designed for and used in the observation of teaching in mathematics.