A landmark national survey commissioned by the Teacher Development Trust reveals the stark gap between investment and impact, based on responses from over 1,000 teachers and school leaders.

Since January 2025 we’ve been challenging ourselves to explore this issue collaboratively with leading academics and teacher CPD practitioners from across the sector by convening an Expert Working Party (EWP). This report synthesises emerging findings, includes personal reflections and provocations, and offers the term didagogy as a way to articulate and therefore improve our collective approach to teacher development.

September 2024 marked a significant turning point in how UK schools approach teacher appraisal - the Teacher Development Trust's research considers what this means for teacher development.

A focus on developing and sustaining teacher professionalism should lie at the heart of all education policy, and particularly teacher recruitment and retention.

In this report we share the outcomes of a project to design, develop and pilot a system for quality assuring teachers’ continuing professional development (CPD).

This report marks the culmination of the ‘Education in times of crisis’ series, an essential resource for teachers and policymakers on distance learning. This final report presents findings from a project involving 400 teachers, setting out their views, experiences and innovations around emergency remote teaching.

The second in the ‘Education in times of crisis’ series of reports looks at member views on the potential impacts of closures on learning, wellbeing and long-term implications.

The aim of the Chartered College of Teaching is to support evidence-informed practice in education by narrowing the research-practice gap.

The Association of School and College Leaders (ASCL) commissioned an Ethical Leadership Commission in June 2017. It had very strong participation from members and has already had an effect on public discourse about schools and their leadership. Our Framework, included within the report, will now help to plot the new landscape.

The Chartered College of Teaching published a review of research evidence on school closures and international approaches to education during the COVID-19 pandemic. ‘Education in the time of crisis: The potential implications of school closures for teachers and students’ is the first in a series of reports looking at the impact that both the school closures and the wider crisis may have on students’ academic achievement and socio-emotional development, as well as their impact on teachers.

The landmark project, published by the professional body for teachers, brings together over 30 different articles by some of the world’s leading researchers and practitioners showcasing trends, opportunities and challenges in developing professional learning for teachers.

The Teacher Development Trust's exploratory study, gratefully enabled by funding from the Gatsby Foundation explores how England’s flagship Early Career Framework (ECF) programme for new teachers might be enhanced in terms of flexibility, subject focus, and sustainable capacity building.

Retention of teachers is important, never more so when recruitment and retention figures are falling and schools increasingly struggle to recruit the staff they need.