Research School Network: Evidence Leaders in Educations (ELEs)

Job title: Deputy Director of Institute
Areas of expertise: Primary Literacy, Secondary Literacy, Leadership, Coaching, Effective PD, Teacher Education

atie Pattinson is the Deputy Director of the Institute at Academy Transformation Trust. Prior to this role, Katie had significant experience of middle and senior leadership roles in a range of schools across Staffordshire and Derbyshire as well as holding Trust wide Subject leadership, Educational Research and School improvement roles. Katie’s main passions within education have always been in developing leaders and improving teacher education and professional development – which has led her to her current role at ATT. Katie believe that everyone can continue to develop, irrespective of their current roles and really enjoys challenging herself to learn more. Most recently, Katie has completed her Teacher Education Fellowship, a NPQLTD and a Masters by Educational Research, where she focused upon the role of Deliberate Practice within effective Teacher education. As part of Katie’s role at ATTI she is a leadership coach and leads the Early Career Teacher programme and their Initial Teacher Training programme – supporting new entrants to the incredible profession is one of the best parts of Katie’s job! Katie loves working with a whole range of practitioners and leaders across her organisation and beyond – the organisation is currently lucky enough to work with over 70 schools, which means Katie gets to work with and learn from lots of experts in their field. Katie’s role as Evidence Lead in Education for Derby Research School means she is able to champion the role of evidence and research within the organisations everyday practice and to support the teachers and leaders she works with to continuously improve their practice. Across the organisation there is the introduction of Instructional Coaching – another real passion of Katie’s. Katie is looking forward to supporting leaders in embedding this into their everyday practice and to expand the offer to support Visiting Fellows, ECT and ITT Mentors further. Katie can’t wait for the day when that it can be said that everyone in the organisation has the time and opportunity to be coached; Katie think it’s such a transformative tool where professional development is concerned.

Job title: Strategic Inclusion and SEND Lead
Areas of expertise: SEND, Mental health

Dylan Murphy is the Inclusion and SEND Lead for Robin Hood Multi Academy Trust. He has worked in SEND leadership across the East Midlands for over eight years, including three years as SEND Cluster Lead at Rise Multi Academy Trust. Through these roles, Dylan has developed and implemented systems to improve outcomes for pupils with SEND and those facing disadvantage, with approaches that have been adopted across multiple schools.

Currently, Dylan works closely with SENDCos, headteachers and senior leaders to strengthen inclusive practice and improve outcomes for children and young people with SEND. He has supported the development of trust-wide approaches to SEND, contributed to local authority funding panels, and helped shape strategic SEND provision across a range of educational settings.

Dylan has experience teaching across the primary phase, including EYFS, Key Stage 1 and Key Stage 2. He is a Specialist Leader of Education (SLE) in SEND and is SEND Reviewer trained, enabling him to support schools in evaluating provision, implementing evidence-informed practice and identifying priorities for improvement.

Dylan is passionate about ensuring that children and young people with SEND make strong academic progress and develop the independence, confidence and skills they need to be successful. He is driven to work collaboratively with school leaders and practitioners to remove barriers to learning and improve outcomes for all learners. Dylan has particular interests in adaptive teaching, reasonable adjustments and creating inclusive learning environments that enable every child to thrive.

Job title: SMT English Leader & Trust Reading Champion
Areas of expertise: Primary Literacy, Vocabulary & oracy, Teaching & Learning

In order to help children succeed, children need to feel safe and in a culture which enables them to flourish, which is why Sarah is so passionate about helping level the playing field and support schools to achieve their best for the children.

With over 15 years of experience, Sarah has taught across all phases, either with her own classes or through her coaching and mentoring role. She has a solid grasp of the curriculum and expectations across the whole of primary; Sarah has led KS1, LKS2, Year 4, Year 5 and Year 6 in her career. Sarah has conducted training and performance management of HLTAs and TAs, as well as mentoring Apprenticeship and experienced teachers. Her role in supporting others to develop has focused on teaching and learning and English through her English leadership role, which includes supporting new leaders to English leadership from others school. Sarah loves developing others and helping them to grow and become empowered. This is why Sarah loves working with the Research School and in her role as a Trust Champion. Alongside these roles, Sarah is passionate to support the sector through speaking at conferences and writing case studies for books.

It is her own experiences during her career which has fuels Sarah to support practitioners, alongside her natural desire to improve learning and life chances for children, who deserve schools striving to be their best. Wellbeing and maternity rights and support in leadership is also something which has become important to her and she also enjoys supporting with these areas.

As a leader, she has had great success in aiding schools to rapidly improve phonics and reading especially, we swell as whole school vocabulary approaches; she has also implemented increased performance and success in writing across schools too.

She is a trained Schools Shakespeare Director; Word Aware Trainer; Specialist English leader and a Reading for Pleasure Leader for the Open University.

Job title: SEND, Adaptive Teaching, Enrichment
Areas of expertise: Professional development, whole-school curriculum design

Beth has over twenty years’ experience working in education: in mainstream and SEMH special school settings, in both class-based and intervention-based support roles across Key stages 2 – 4; teaching GCSE art; whole-school curriculum development and Trust leadership of professional development.

Following completion of a Masters in Education in 2012, she established and developed the role of Westbury Academy Research Lead, supporting research engagement and offering critical friendship, coaching and promotion of routes for professional learning for staff at all levels. In this role, she led the school in a trial of Lesson Study as part of a research project, Closing the Gap: Test and Learn with the National College for Teaching and Leadership and CUREE, and was a member of the Transform TSA Evidence Based Practice Hub.

Beth holds a curriculum design and research TLR responsibility, leading on embedding research into curriculum development, refining assessment pathways, and ensuring Westbury’s teaching and learning principles remain evidence-informed and aligned to current guidance. The role also supports subject leaders through collaborative QA and professional development approaches.

She has served as the Raleigh Education Trust Learning and Development Lead since 2018, working closely with colleagues to shape the Trust’s central professional development offer. This has included working with external providers as well as designing and embedding a range of internal programmes. A Teacher Development Trust Associate in CPD Leadership and a qualified OLEVI coach and facilitator, she brings expertise in auditing practice, supporting collaborative improvement networks, and coordinating large-scale events, including the Trust’s annual conference and festival of learning. The Trust is currently working with Nottingham Contemporary and Freelands Foundation on a two-year, whole-trust research project to evaluate how teachers and artists can work together and learn from each other’s practice.

Beth has worked closely with several organisations to promote evidence engagement and professional development, including Derby Research School as Innovation Hub Lead, leading the Evidence Champions programme and Knitting Network from 2019 – 21, and as and ELE since 2020. She was a member of the ​‘What Matters’ steering group, aimed at promoting collaboration between schools and the University of Nottingham, and was a member of the Chartered College of Teaching Associate Advisory Group. Beth has written

and presented on the theme of journal clubs and professional development, both nationally and internationally, for organisations including researchED, the Teacher Development Trust, the Chartered College of Teaching, and for individual school conferences. During COVID lockdowns, she helped found the Teacher Development Trust CPDConnectUp series of webinars, and she is a member of the Trust-Wide CPD Leaders Forum.

Job title: Assistant Principal

Areas of expertise: Secondary literacy, curriculum design, CPD design, leadership

Lauren is currently Assistant Principal leading on curriculum development and CPD at a large secondary school and Sixth Form, as well as being the ECT Induction Tutor. Lauren’s background is particularly strongly focused on curriculum having previously held responsibilities as Lead Teacher of English, Head of English Faculty, Trust Associate English Subject Director, as well as being a seasoned GCSE English Language AQA examiner. Lauren has also line-managed multiple faculties outside of her own subject specialism and provides regular CPD to curriculum leaders. Having completed the NPQ in Leading Teacher Development and achieving a Masters in Education, Lauren truly values ongoing professional development and learning from up-to-date research developments. At present, Lauren is enjoying the challenges of leading the design and implementation of a long-term whole school literacy CPD programme.

Job Title: Head of School

Areas of Expertise: EdTech, leadership, Implementation primary phase.

In 2011, Daniel Millward began his journey in education, establishing himself as an innovative and forward-thinking practitioner. As one of Spencer Academy Trust’s earliest adopters of 1:1 iPad devices, Daniel led staff in exploring how technology could meaningfully enhance teaching, learning and pupil engagement. His early leadership in this area helped lay the foundations for a culture of digital excellence across multiple schools.
Daniel’s partnership with the Derby Research School marked a significant phase in his professional development. Working as part of a collaborative research project, he investigated how metacognitive approaches could be strengthened through the thoughtful use of technology. This deepened his understanding of evidence-informed practice and reinforced his commitment to adaptive teaching that meets the needs of all learners.
As Senior Vice Principal at Ashwood Spencer Academy, Daniel has played a central role in shaping curriculum innovation, digital strategy and high-quality teaching and learning. Under his leadership, Ashwood Spencer achieved national recognition, receiving the Best Use of ICT in the UK award — celebrating the school’s commitment to purposeful, transformative technology use. Daniel also has a keen interest in instructional coaching, which is a current and evolving area of practice he is exploring to further strengthen teaching and learning across the academy.

Beyond his work in the UK, Daniel has spent the last four years supporting rural tribal schools in India, helping them implement sustainable technology solutions and adaptive teaching practices in low-resource contexts. His international work has strengthened global partnerships and expanded access to quality education for underserved communities.

Daniel also leads The Research into the Classroom Podcast, a platform dedicated to making educational research accessible, practical and relevant for classroom practitioners. Through conversations, insights and real-world examples, he supports educators in turning evidence into action.

Looking ahead, Daniel aims to continue driving innovation, expand research-engaged practice, and further develop collaborations that improve educational opportunities for all children.

Nicol is an Early Years and mathematics specialist with extensive experience of school, trust and system leadership. Her roles have included Trust Leader for Early Years, Associate Senior Leader within Spencer Academies Trust, Assistant Maths Hub Lead and Equity Lead for the East Midlands West Maths Hub, and Early Career Framework Lead for Spencer Teaching School Hub. Working alongside headteachers, senior leaders and trust leaders, Nicol has supported school improvement across a wide range of contexts, including schools serving communities with high levels of disadvantage, SEND and EAL.

Recognised for expertise in early childhood development, mathematics and effective implementation, Nicol’s work focuses on helping schools translate evidence into meaningful improvements in practice. This has included supporting Early Years teams through significant change, coaching and mentoring practitioners and leaders, designing professional development programmes, and helping schools establish the systems, structures and culture needed to sustain improvement over time. Nicol has supported professionals at every stage of their career, from teaching assistants and Early Career Teachers to experienced senior and system leaders.

Alongside leadership in schools and trusts, Nicol has spent a near-decade working with the Maths Hubs programme, including leadership of Early Years programmes across the East Midlands West Maths Hub. As an Evidence Leader in Education, Nicol contributed to the review of the EEF’s Improving Mathematics in the Early Years and Key Stage 1 guidance report and remains passionate about helping practitioners recognise and extend mathematical thinking through children’s everyday play, interaction and exploration.

A strong advocate for equity, Nicol developed the award-winning Maths Masterclasses programme, which received SHINE funding to scale nationally across 100 schools. Designed to build confidence in mathematics among parents and carers, including many who had previously disengaged from education, the programme reflects a belief that meaningful and lasting change is built through strong relationships, professional trust and a deep understanding of the communities being served.

Peter Monk now works as an educational consultant, including as a Link Advisor for seven secondary schools in Derbyshire. He is a PD consultant for ASCL and is trained in their Leadership Appointment Service (LAS). He is also the ASCL rep for Derbyshire. He supports a range of other secondary and primary schools across the country both in a Link Advisor capacity and training provider. He also works for Coventry University on their Level 7 Apprenticeship/​MA in Educational Leadership. He is a contracted OFSTED Inspector who has worked as part of the East Midlands team since 2015.

Previously he was Headteacher for 11 years at Friesland School, an 11 – 18, co-educational, genuinely comprehensive school on the Derbyshire/​Nottinghamshire border. He progressed there from Assistant Headteacher leading on Post-16 (two years) to Deputy Headteacher (four years). Prior to that, he had held various leadership responsibilities at De Lisle Catholic School in Loughborough. In total, he has worked in education for 40 years. His subject specialisms are English, Drama and he has a wealth of experience Post-16.

Job Title: Assistant Headteacher: Reading, Oracy, Personal Development and Enrichment

Areas of Expertise: Reading, Oracy, Personal Development, Enrichment, Arts Education and Curriculum Leadership

Anna is Assistant Headteacher for Reading, Oracy, Personal Development and Enrichment at Saint Benedict’s Catholic Voluntary Academy in Derby. She provides strategic leadership across these areas, ensuring that students develop the literacy, confidence, character and communication skills needed to thrive academically, personally and socially.

As Trust Lead for Oracy, Anna has led a four-year partnership project with Derby Theatre, supported by the Paul Hamlyn Foundation, to develop oracy and drama practice across 12 primary schools. The project placed particular emphasis on improving engagement, confidence and outcomes for students with SEND, pupils eligible for Pupil Premium and learners with English as an additional language. She is passionate about the explicit teaching of speaking and listening and about supporting teachers to plan purposeful, inclusive talk across the curriculum.

Previously Director of Performing and Creative Arts, Anna led Saint Benedict’s to achieve Artsmark Platinum, the highest national accolade for arts and cultural education. Saint Benedict’s is the only secondary school in the East Midlands to have achieved this prestigious recognition.

Anna is committed to creating a rich, inclusive educational experience in which reading, oracy, creativity and personal development are embedded throughout school life. Through high-quality professional development and ambitious enrichment opportunities, she works to ensure that every student can find their voice, broaden their horizons and flourish.

Job Title: Lead Professional Mentor
Areas of Expertise: teacher professional development, secondary English, pedagogy, literacy, and using education research in the classroom

Fe Brewer began teaching in 2008 in further education before completing her teacher training in 2009 – 2010. She then taught English in a range of secondaries, teaching from non-mainstream Entry Level 1 Functional Skills to A‑level Literature. After spending several years in department leadership, and mentoring trainees, she began working part time in Initial Teacher Training in 2020. Originally leading on mentor support, she now works full-time in ITT, still leading on mentoring, but also teaching across both the primary and secondary phases. Fe has also contributed to a number of teaching conferences, events and publications, including the Litdrive National Conference 2023, Keynote Education’s mentoring conference, TES, Teaching English Magazine, and CLiC Dickens. Her recent publication ​‘Bloomsbury Teacher Guide: Frankenstein’ was awarded ​‘Highly Commended’ in the Teach Secondary book awards.

Job Title: Director of Education, Odyssey Collaborative Trust, President of the Chartered College of Teaching

Aimée Tinkler is an experienced education leader with over 25 years in teaching and school leadership across diverse contexts. Currently serving as Director of Education at Odyssey Collaborative Trust, she is also President of the Chartered College of Teaching and a Founding Fellow, championing evidence-informed practice and ethical leadership across the profession.

Her career includes eight years as a primary headteacher in Derbyshire and senior roles in multi-academy trusts, where she has led school improvement, governance, and professional development initiatives. Aimée has worked nationally with organisations such as the DfE, Ofsted, and the Church of England Education Department, contributing to policy development and the design of NPQs.

A passionate advocate for small and rural schools, Aimée has published widely, including her recent book Small and Mighty – Conversations about Small Primary Schools. She is currently undertaking doctoral research at UCL Institute of Education, exploring the impact of a worldviews approach to Religious Education on pupils’ understanding of self and others, using innovative visual methodologies.

Aimée’s leadership vision is rooted in collaboration and community impact. She regularly speaks at national conferences and contributes to education media, sharing insights on evidence-informed leadership and curriculum design.

Alan Eathorne is the Director of The Institute of Education for Learn Academies Trust, leading the trust’s work in professional learning, school improvement, and educator development. A former executive headteacher of four small, rural schools in South Leicestershire, Alan has a strong track record of supporting schools to enhance their practice and build thriving professional cultures.

With a background as both a Specialist Leader of Education (SLE) and an Evidence Lead in Education (ELE), Alan has dedicated his career to developing high‑quality professional development that has impact in the classroom. He has delivered training locally, nationally, and internationally, championing collaborative approaches such as Lesson Study, Teacher Learning Communities, and Instructional Coaching to promote effective, sustainable improvement.

Alan also leads Initial Teacher Education (ITE), the Early Career Teacher (ECTP), and National Professional Qualifications (NPQ) programmes for two national providers, supporting educators at every stage of their career.

He serves on the strategic board of the East Midlands South Maths Hub and holds a Masters in School‑Based Leadership and Management and a Lecturer for The National Institute of Teaching (NIOT). Alan is a Founding Fellow of the Chartered College of Teaching.