The Education Policy team aims to influence policy changes in government. The team works across a range of education topics, including the benefits of a broad and balanced curriculum, the importance of experimental science, key themes in mathematics and computing education, and how we can improve the use of education research itself.
The Policy team gathers evidence through commissioned and in-house research, publishes reports, drafts briefings, and holds round-tables with key stakeholders to ensure that Ministers and government departments are as informed as possible when making policy decisions.
They also regularly seek to engage with teachers and school leaders to help understand the key challenges facing the teaching profession.
Call for examples of accountability in schools and colleges
When asked about accountability in schools and colleges, it is easy to focus on accountability measures put in place by external organisations such as Ofsted. However, accountability is a complex topic and includes all practices where teachers and Senior Leadership Teams (SLT) take responsibility for the transparent reporting of their work.
The Royal Society is looking to celebrate and showcase examples of teachers who are already reporting on their work to peers, parents and pupils. These examples will help inform a report so that accountability in all schools can become a positive force for improvement and innovation and is supportive of teachers’ practice.
Share your example with the Royal Society (this form should only take 3 minutes to complete).
We are looking for teachers who have shared their work as professionals to different audiences inside and outside the school or college, for example through:
- Interactions between Senior Leadership Teams across networks of schools and colleges
- Self-evaluation within schools, with tools to assist self-evaluation among staff
- School evaluations involving stakeholders: parents, pupils, governors, local government, local industry, local academics
- Sharing of expertise, resources and innovative classroom practice between subject teachers in different schools and colleges
- Teacher development networks and professional learning communities
- Teacher-led assessments, reporting on the ‘value added’ for pupils between the start and conclusion of their studies
It is important to note that for this report we are not looking for examples of students sharing their work, such as projects or club work, although we are always happy to share those examples of good practice via our blog.
To recognise inspiring ideas and encourage other schools to consider broadening the way they account for their work to others, the Society will select and showcase inspiring examples in the ‘What works? Being accountable to peers, parents & pupils’ report to be published later this year.