Why representation in teaching is a systems issue, not a pipeline problem
Read about Harroop Kaur Sandhu’s experience as a DEI coach for the Increasing Diversity in ITT project, working with SCITTs and placement schools to change leadership habits and turn equity from an aspiration into everyday practice by building racial literacy, interrogating data, and shifting the systems that shape who gets supported and accepted.
The Next Generation of Assessment
The ‘evolution not revolution’ message of the Curriculum and Assessment Review (DfE, 2025c) (CAR) is such a binary. It is an important message for educational settings who want to change or expand their provision but also need to be mindful of staff workload and wellbeing as well as expertise and capacity.
Exploring the impact of offsite PPA on teacher retention – be part of the research!
Get involved in In phase 2 of our research, where we are continuing to build the evidence base on flexible working!
Next Generation Assessment Project
Funded by the Comino Foundation, the project is led by Dr Laura Kerslake at the Chartered College of Teaching and Professor Bill Lucas from the University of Winchester. In the first phase of the project, we will systematically review the research evidence into different ways of carrying out assessment. We will hold a series of […]
Resources for Edtech companies
Building EdTech Evidence course School decision-makers increasingly expect to see clear, credible evidence about what EdTech products are intended to achieve and how impact is demonstrated. This free short course will support you to build evidence that builds trust in your product. You can read more about the course here and enrol via the button […]
Resources for Teachers
EdTech Evidence Evaluation tool The EdTech Evidence Evaluation tool is a practical guide designed to help educators make more confident, evidence-informed decisions about EdTech. The tool guides you through a scaffolded, three-step process to help you: Define your EdTech needs Find out about potential products Critically evaluate the products’ evidence base. We have developed four […]
Why the science of learning is a 1000-piece puzzle (with lots of missing pieces)
Dr Lisa-Maria Müller, Head of Research and Policy, Chartered College of Teaching, discussed how at the Global Alliance for the Science of Learning, practitioners championed teacher voices, nuanced evidence use, balanced pedagogy, belonging and diversity to avoid simplistic implementations and unintended consequences.
Teacher retention: Building the evidence base on flexible working
In collaboration with UCL Institute of Education, we carried out research funded by the Education Endowment Foundation (EEF) to understand more about offsite PPA in primary and secondary schools.
EdTech Evidence Board Project: Insights from phase one
During phase one of the EdTech Evidence Board project, lots of insights from educators, researchers, experts and EdTech companies were gathered. Here is what we’ve learned so far, and how the EdTech Evidence Board project is helping to close the gap between EdTech innovation and educational impact.
Mission 44 and Downing Street
Recently, out of the blue, I received an email from Number 10 Downing Street inviting me to attend a round table with the Prime Minister, to discuss ‘Opportunity for all: how can we make sure all young people are supported to succeed at school’. At any time, an invitation such as this would have been something I would have been delighted and excited to receive. This area of discussion, however, is something I have been thinking about, writing about and through the lens of ‘Learning without Limits’ and latterly Rethinking Assessment have been agitating about, for over twenty years.