: Meet our extended team

I am the Reading Lead at Don Valley Academy, and a Teacher of English; my role involves overseeing our fantastic Reading Hub team whose interventions greatly improve reading fluency and ability for our KS3 cohort. Each year, we see significant reading progress made by our students despite operating in a challenging context. My role also involves leading on all staff training around reading strategies to support with comprehension in the classroom and introducing research-backed methods to support reading fluency. I have also led training sessions for staff around how to increase engagement in lessons through research-based approaches; this training largely centred around the use of structured scaffolding and interactive tasks to boost knowledge and ability.

Click here to read Alex’s blog, ​‘Why Modelling Works: Live Modelling Writing to Reduce Cognitive Load’.

As a class teacher, research and wider-curriculum lead at a Doncaster primary school, I feel incredibly privileged to combine both of my passions: working as part of a team to secure continuous school improvement through evidence-informed practice; and applying this into curriculum and lesson design and delivery whilst teaching the children in my class.

I am extremely passionate about the evidence surrounding metacognition and self-regulation, and, in particular, in the role that this has in effective curriculum design, and quality-first teaching and learning.

As Assistant Headteacher for Staff Development Standards at a Sheffield school, I spend every day working with colleagues on evidence informed practice and pedagogy. I have held many other roles in my 10 year teaching career including Lead Practitioner, Curriculum Leader of Mathematics and Assistant Headteacher for Impact of Teaching.

One of my proudest achievements was transforming outcomes in maths as Curriculum Leader, driven by the use of evidence-informed practice to improve quality-first teaching. I am particularly passionate about subject specific pedagogy and believe that focussing on mathematics teaching as a distinct skill set is the key to raising achievement for all students.

Click here to read Drew’s blog, ​‘More Than Just Right or Wrong: Getting Feedback Right in Maths’.

Teaching is my second career, following a successful tenure as the DNA Sequencing Specialist at Sheffield Medical School. This scientific background inspires my commitment to applying research-based evidence to primary education. While teaching is an evolving and demanding profession, I am driven by a shared pursuit of excellence for our children. Currently leading French and Worldbuilding initiatives at my school, I am passionate about creating inclusive opportunities that empower every child to flourish and succeed.

I am an experienced Primary Maths Consultant supporting schools to deliver a Mastery curriculum. I work with school leaders, teachers and pupils with a passion that all can achieve highly in maths. 

I also work as an Every Child Counts Lead Trainer, Maths Hub work group lead, facilitator for the NPQLPM programme with The Exchange Partnership and Maths Researcher for the Department of Education at Oxford University. I have delivered numerous, successful EEF trials for Oxford University and Edge Hill University. I lead work groups for the Mastery Readiness programme, Targeted Support in Maths, the Research and Innovation programme and the Y5‑8 Continuity Project for the Maths Hub. All of my work is research and theory based.

Click here to read Jamie’s blog, ​‘How Evidence‑Informed Professional Development is Changing Maths for Good’.

I have over 12 years of experience in primary education, having worked as a Curriculum Lead, SENDCo, Deputy Headteacher and Designated Safeguarding Lead. I am passionate about supporting teachers and improving outcomes for children through evidence-informed practice. One of the most rewarding parts of my role is coaching and mentoring new teachers, helping them to grow in confidence and develop their practice. I am excited to work with colleagues, share best practice, and help make research meaningful and accessible for schools.

I am incredibly proud to be an Evidence Lead in Education, having developed a passion for research over 20 years ago. I have been lucky to work in many roles supporting colleagues within the profession, including Advanced Skills Teacher, local authority consultant, school improvement partner and within school leadership teams. I thoroughly enjoy writing and delivering professional development events, having worked both nationally and internationally for a range of CPD providers. My areas of specialism include Special Educational Needs and Disabilities having carried out the role of SENCo and Inclusion Manager in a variety of settings, as well as leading at trust level. I am also trained as a Specialist Leader in Positive Regard and enjoy supporting colleagues in improving behaviour in schools. Early Years is where my heart lies and I currently lead Foundation Stage at a special school for pupils with severe learning difficulties.

Click here to read Julie’s blog, ​‘Making the Most of What We’ve Got’.

I am an experienced secondary school History teacher, practicing for 26 years in the classroom, across seven schools. I have held roles including Advanced Skills Teacher, Head of Year, Head of History, Head of Humanities, and Assistant Principal for Teaching and Learning. I am passionately student centred and driven to improve young people’s outcomes. My practice focuses on bringing pedagogical theory to life in real classrooms — designing challenging, inclusive lessons, developing staff through evidence informed CPD, and building cultures where great teaching thrives. I believe schools — and the teachers within them — can transform lives and inspire a lifelong love of learning.

I am an Assistant Principal and English Teacher at Filey Academy with responsibility for Teaching and Learning, passionate about helping teachers turn educational research into practical classroom approaches. I enjoy working collaboratively with colleagues through mentoring, professional development and implementation, supporting sustainable improvements to teaching and learning. I am particularly interested in teacher development, questioning and evidence-informed practice, and I look forward to learning with and contributing to the Research Schools Network.

With over 20 years of teaching experience in large, diverse urban schools, I am a dedicated educator specialising in English. Throughout my career, I have combined rigorous academic instruction with a deep commitment to inclusion and SEND provision, ensuring that the classroom is a space where every student can thrive.

I am fiercely passionate about levelling the playing field and removing the systemic barriers to learning that many students face including bridging gaps in cultural capital and advocating for vulnerable learners, ensuring no student is left behind due to their background or circumstance.

As a proud neurodiverse educator, I bring invaluable lived experience to my practice, fuelling my passion for supporting neurodiverse students.

I am an Associate Assistant Principal with a passion for evidence-informed practice, specialising in science education, behaviour for learning, and assessment for learning. My work is driven by the belief that exceptional teaching, underpinned by robust educational research, creates the conditions in which every young person can thrive academically and personally.

Alongside my senior leadership responsibilities, I lead and contribute to whole-school improvement through curriculum development, instructional coaching, and professional learning. I have a particular interest in translating educational research into practical classroom strategies that improve teaching quality, strengthen behaviour for learning, and raise student outcomes.

I am currently the Assistant Principal and lead for Teaching and Learning at Scarborough UTC. I have always had the strong belief that classroom pedagogy should be rooted within evidence-based practice. As such, during my teaching career, I have been involved in a wide range of research-based projects, the most notable being my work with the Gatsby Foundation, National Teacher Research Panel and CUREE, involving the coordination and delivery of sessions to promote research-based practice, and its outcomes, locally and nationally.

As a secondary Director of English, I work across multiple schools to improve the quality of English teaching, curriculum design and student outcomes. Having also previously worked as a Head of English and Assistant to the Head of Sixth Form, I have experience of leading curriculum development, teacher professional development and evidence-informed school improvement. Working previously as a HoD at a Research School, I am passionate about research-informed practice being translated into practical, sustainable changes in classroom practice, particularly around modelling and scaffolding, continuous formative assessment and immersive delivery.

I have over 20 years’ experience of working in education (including 15 years in Senior Leadership); choosing to work in schools in economic and socially disadvantaged areas; predominantly in Bradford. I am a teacher of science and currently the Vice Principal at Valley Academy. I am responsible for teaching and learning, curriculum and assessment, whole school literacy and data, timetabling and exams. I have an excellent understanding of current educational issues, as well as pedagogical understanding which has allowed me to publish two books and co-author a research paper, as well as being approached to submit chapters for several books.