Building upon a previous report, this research focuses on schools that either achieve and maintain high-quality teaching or succeed in rapidly improving the effectiveness of lessons.
The report builds upon a previous report and reviews current UK research. It identifies some key features of teachers' strategies and professional development:
The report makes recommendations for moving to the highest stage in teaching quality, based on interviews with university-level experts and the findings of a number of in-depth case studies at secondary schools. These recommendations focus on:
Building upon a previous report, this research focuses on schools that either achieve and maintain high-quality teaching or succeed in rapidly improving the effectiveness of lessons.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.