Research 28/04/2022

'School 2 School': how to make Teaching Schools a success

By Oli de Botton, Seb Hare, Anthea Humphreys

Download now

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.

Downloads

'School 2 School': how to make Teaching Schools a success

Download now

Related Content

Article

EDT to support school improvement in Leicestershire through new local authority partnership

EDT is delighted to be working with Leicestershire Local Authority and 29 local schools through the Schools Partnership Programme (SPP), forming a supportive professional learning network (PLN) focused on sustainable school improvement. Working closely with school leadership teams and the Education Effectiveness Team (EET), which supports all education settings in Leicestershire, this partnership focuses on empowering all staff to actively participate in the school improvement process.

Research

Joint practice development through a peer-led school improvement partnership: research-driven recommendations for policymakers and school leaders

This report presents a summary of a three-year project conducted by academics at the University College London (UCL) Centre for Education Leadership, funded by the Education Endowment Foundation (EEF), evaluating EDT’s Schools Partnership Programme (SPP). On the SPP, clusters of schools conduct peer reviews and support one another’s improvement – leading to improved system leadership and greater accountability in England’s schools.

Research

Joint practice development through a peer-led school improvement partnership: research-driven recommendations for policymakers and school leaders

CLT And Curriculum Reform Insight Listing

Insights

Using cognitive load theory as a touchstone for curriculum reform: recommendations for policymakers

Cognitive load theory can inform curriculum design and classroom practices, offering concrete strategies to improve student outcomes. Dr Richard Churches, our Director of Research and author of the book Neuroscience for Teachers, and Dr David Johnson of the University of Oxford, discuss the potential of using CLT as part of curriculum design.