Stoll, L; Brown, C; Spence-Thomas, K; Taylor, C; (2015) Perspectives on teacher leadership for evidence-informed improvement in England. Leading and Managing , 21 (2) pp. 76-91.

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Abstract

With a national policy emphasis in England on evidence-based teaching within a self-improving school system, teachers need to create and use knowledge to best effect. It is also imperative that they collaborate within and across schools to develop and deepen their practice. In this context, middle and other teacher leaders can play an important role in enhancing improvement. In this article we will first set out the national context for teacher leadership and improvement, signposting key shifts over the last 10 years. We will then describe three national projects and some key findings: a middle leader knowledge exchange project with Challenge Partners, a national network of schools, funded by the Economic and Social Research Council (ESRC); Research Learning Communities, a research use randomized control trial project, in its first of two years, funded by the Educational Endowment Foundation; and a National College for Teaching and Leadership funded network enquiry project. Finally, we will discuss issues and challenges and implications for teacher leadership of improvement.

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