Supporting evidence-based practice: Who should be doing what?

Being a teacher is hard enough, without spending unnecessary amounts of time on practices that just don’t make any real kind of an impact.  It’s not enough for an intervention or practice to have merit, it needs to be ‘worth it’.

Focus on the use of research evidence within schools is on the increase. So how can we make sure that our approach to using evidence has the impact we want it to, and that the use of evidence is supported at all levels within the education eco-system?

In this post, and drawing upon my recently published book, Evidence-Based School Leadership: A practical guide I examine how different roles can make a contribution to evidence-based practice within schools.

This post was originally published on on Wednesday, 17 October, 2018