The Impact of the Early Career Framework (ECF) Programme on the Work Engagement, Wellbeing and Retention of Teachers: A Longitudinal Study, 2021–2026. Interim Research Report #2: Early Career Teachers' and Mentors' Reported Experiences with the ECF Programme

Research is an integral part of the UCL’s Early Career Framework (ECF) programme. This is the second report in a series of research publications from the UCL Centre for Educational Leadership-led project, The Impact of the ECF Programme on the Work Engagement, Wellbeing and Retention of Teachers: A Longitudinal Study, 2021–2026. ECF reform lies at the heart of the Department for Education’s teacher recruitment and retention strategy. The purpose of this mixed methods research is to assess the extent to which (and the ways in which) early career teachers’ (ECTs’) and their mentors’ learning experiences with the ECF programme influence their decisions to stay in teaching, move schools, or leave the profession. All ECTs and mentors in the UCL-led ECF programme were invited to complete a survey about their learning experiences with the ECF programme between June and October 2022. Of the approximately 12,000 invited ECTs and mentors, over 1,700 responded (response rate of 14%). The acquired sample of respondents is representative of national ECT and mentor populations in terms of gender, ethnicity, school phase and contract type, giving us confidence about the relevance and representativeness of our ECTs’ and mentors’ reported learning and career experiences to those of their peers nationally

Leadership Learning Programme: Leading into the Future. Launch event presentation

Reconnect London and the UCL Centre for Educational Leadership are delighted to launch their free leadership programme “Leading into the Future”. This research-informed leadership programme will target senior leaders in London-based schools within a broad range of contexts. In this launch event, we look forward to introducing the programme to you and thinking about and exploring together: Why does school leadership matters? How will this project support the work of senior leaders in London schools? Why do we need to re-consider how we evaluate leadership impact

The role of leadership in communities of learning | Kāhui Ako: a systematic literature review

This article is a systematic literature review aimed at providing a comprehensive overview of the implementation of the Kāhui Ako | Communities of Learning policy in Aotearoa New Zealand. This policy seeks to improve student outcomes through collaborative networks of schools emphasising the importance of network leadership in initiating and co-ordinating systemic change. This review examines the available evidence on the ways in which these school networks operate and how network leadership responds to local needs and environments. Review data included a total of 16 studies from the empirical literature resulting in four main organisational processes and patterns of interaction: (1) relationships building focusing on trust; (2) press for system-wide coherence; (3) knowledge exchange; and (4) collaborative work. Our findings suggest that achieving high levels of alignment and coherence within the Kāhui Ako policy is a key factor for meaningful implementation, challenging to achieve, and requires ongoing attention

Leadership programme: Leading into the Future

This free leadership programme is jointly developed by Reconnect London and the UCL Centre for Educational Leadership, with the aim to strengthen the transformative impact of school leadership in London and further improve outcomes for young Londoners. The programme will do this through a place-based, collaborative enquiry approach which harnesses school leaders’ insights and experiences, improving and strengthening leadership practices for better outcomes in London schools

Comparative analysis of student performance in collaborative problem solving:What does it tell us?

Collaboration is a complex skill, comprised of multiple subskills, that is of growing interest to policy makers, educators and researchers. Several definitions and frameworks have been described in the literature to support assessment of collaboration; however, the inherent structure of the construct still needs better definition. In 2015, the Organisation for Economic Cooperation and Development, in their Programme for International Student Assessment assessed 15-year-old students’ collaborative problem solving achievement, with the use of computer-simulated agents, aiming to address the lack of internationally comparable data in this field. This paper explores what the data from this assessment tell us about the skill, and how these data compare with data from two other assessments of collaboration. Analyses enable comment on the extent to which the three assessments are measuring the same construct, and the extent to which the construct can be covered using computer-based assessments. These investigations generate better understanding of this complex and innovative domain

European Environmental Outlook: Background Document Air Quality 1990-2030

Abstract is not availableJRC.H.2-Climate chang