Advisory Board

It is the role of our influential Advisory Board to ensure that everything we do is focused on the ultimate aim of improving teaching quality and student outcomes.

  • Mick Walker
    Mick Walker Chair of the Advisory Board

    Mick’s teaching career extended over eighteen years including work in secondary, sixth form and Further Education institutions as well as work in Higher Education as an external examiner. A former acting Director of QCA and Executive Director of Education at the QCDA, he was accountable for national curriculum assessments and supporting the delivery of general qualifications. He was an adviser to the DfE Expert Group on Assessment in 2009 and more recently supported the National Association of Head Teachers (NAHT) Commission on Assessment and was a member of the DfE Independent Teacher Workload Review Group.  Mick has acted as an Associate Director of AQA, an Adviser to the Welsh and Pakistan Governments, PwC and FrogEducation and chairs the Assessment Committee of the Institute of Directors (IoD).

    Mick holds degrees at masters and bachelor levels and is currently studying for a PhD at the University of Leeds. He is a Fellow of the Royal Society of Arts and the Vice-Chair and Fellow of the Chartered Institute of Educational Assessors. He is passionate about education and aligning the aims of national high volume assessment and testing systems with the aims and realities of everyday teaching and learning in schools, colleges and the workplace to benefit society and to support each individual learner to reach their true potential.

    • Dylan Wiliam
      Dylan Wiliam Advisory Board Member

      Dylan Wiliam is Emeritus Professor of Educational Assessment at University College London.

      After a first degree in mathematics and physics, and one year teaching in a private school, he taught in inner-city schools in London for seven years.

      In 1984 he joined Chelsea College, University of London, which later merged with King’s College London. From 1996 to 2001 he was the Dean of the School of Education at King’s, and from 2001 to 2003, Assistant Principal of the College. In 2003 he moved to the USA, as Senior Research Director at the Educational Testing Service in Princeton, NJ. From 2006 to 2010 he was Deputy Director of the Institute of Education, University of London.

      Over the last 15 years, his academic work has focused on the use of assessment to support learning (sometimes called formative assessment). He now works with groups of teachers all over the world on developing formative assessment practices.

      • Benjamin Fauth
        Benjamin Fauth Advisory Board Member

        Ben is Junior Professor for Empirical Education Research at the Hector Research Institute of Education Sciences and Psychology at the University of Tübingen. His research focuses on teaching quality, teachers’ professional competence, and students’ individual development within classrooms. He has a special interest in measurement issues, particularly regarding the question of how to best assess teaching quality.

        An important part of his work is the dissemination of his research in school practice. He works closely together with school leaders and teachers in professional development programs and workshops.

        Ben is principal investigator of a research project on adaptive teaching founded by the German Bosch Foundation and a member of the steering board of tabletBW, a longitudinal study on the implementation of tablet computers into everyday classroom instruction. In both projects, he is responsible for the assessment of teaching quality through video observations and student ratings.

        He is a faculty member of the LEAD Graduate School & Research Network in Tübingen and a member of the interdisciplinary research center IDeA (Individual Development and Adaptive Education) in Frankfurt, Germany.

        • Paula Arce-Trigatti
          Paula Arce-Trigatti Advisory Board Member

          Paula is Director of the National Network of Education Research-Practice Partnerships (NNERPP), a recently launched member organization aiming to develop, support, and connect research-practice partnerships in education. NNERPP is housed at the Kinder Institute for Urban Research at Rice University in Houston, Texas. Prior to joining NNERPP, Paula was a post-doctoral fellow at the Education Research Alliance for New Orleans and The Murphy Institute, both at Tulane University. Her research focus while at Tulane broadly centered on the supply side of schools, where she examined school differentiation and the unintended consequences of school or district level policies. More recently, she has turned her attention to better understanding the process of research use and the conditions leading to evidence-based decision making. Paula has bachelor’s degrees in music and business from Florida State University and her Ph.D. in economics from the University of Houston.

          • Robert A. Bjork
            Robert A. Bjork Advisory Board Member

            Robert is Distinguished Research Professor in the Department of Psychology at the University of California, Los Angeles. His research focuses on the interrelationships of forgetting, remembering and learning in the functional architecture of how humans learn and remember, and on the implications of the science of learning for instruction, practice, and training.  He has served as President or Chair of multiple scientific organisations, including the Association for Psychological Science, and he is the recipient of multiple awards and honours, including UCLA’s Distinguished Teaching Award and the American Psychological Association’s Distinguished Service to Psychological Science Award.  He is a Fellow of the American Academy of Arts and Sciences.

            • Morgan Polikoff
              Morgan Polikoff Advisory Board Member

              Morgan is an Associate Professor of Education at the University of Southern California Rossier School of Education. He researches the design, implementation, and effects of standards, assessment, and accountability policies.

              Morgan is a co-investigator on the Center on Standards, Alignment, Instruction, and Learning, a five-year project to study the implementation and effects of new “college- and career-ready standards” in the U.S. In that work, he is leading the development of survey measures of teachers’ implementation of new standards. He also has projects funded by the WT Grant Foundation, National Science Foundation, and the Bill and Melinda Gates Foundation to study the adoption, use, and effects of textbooks in the core academic subjects.

              He currently serves as an Associate Editor of the American Educational Research Journal and on the editorial boards of Educational Research, AERA Open, and Educational Administration Quarterly. In 2017, he was awarded the Early Career Award from the American Educational Research Association.

              • John Tomsett
                John Tomsett Advisory Board Member

                John Tomsett has been a teacher for 27 years and a headteacher for twelve. He is currently Headmaster at Huntington School, York, where the EEF-funded RISE Project (Research-leads Improving Students’ Education) is being piloted – in conjunction with EBE Director, Stuart Kime.

                John has gathered a legion of followers on Twitter, and his blog, This much I know…, has proved a huge hit in the world of education as a result of its pragmatic experience from a lifetime of teaching. His first book, Love Over Fear – creating a culture for truly great teaching, is available in print and as an ebook, and John is also a regular contributor to the TES.

                He co-founded The Headteachers’ Roundtable think-tank and is a popular speaker on school leadership. He is a strong advocate of evidence-informed teaching, and brings practical knowledge from the coalface of school leadership to the Advisory Board. He is determined to remain a classroom teacher, despite the demands of headship, and believes that developing truly great teaching is the primary responsibility of all headteachers.

              • Edward Wright
                Edward Wright Advisory Board Member

                Edward Wright is Physics Teacher and Director of Studies at Eltham College in London. He has been involved in using evidence and evaluation techniques to assess the efficacy of various initiatives run in his College, leading to the completion of a Masters in Science Education from King’s College London. In particular, he is focused on using assessment data appropriately and meaningfully to have a positive impact on all students, not just those at the upper and lower ends of the ability or achievement scales.

                Edward has spoken on the use of assessment data generated by the Centre for Evaluation and Monitoring‘s computer adaptive assessment systems. As both a classroom teacher and Senior Leader, Edward brings the best available research evidence and evaluation techniques into his College; he was one of the first teachers to use the Education Endowment Foundation’s DIY Evaluation Guide. He brings to the Advisory Board a keen understanding of the daily life of schools; he ensures that we consider the practicalities of developing teachers’ use of research and evaluation techniques, grounding our work from development to implementation.

                • Heather C. Hill
                  Heather C. Hill Advisory Board Member

                  Heather is a Professor in Education at the Harvard Graduate School of Education. Her primary work focuses on teacher and teaching quality, and the effects of policies aimed at improving both. She is also known for developing instruments for measuring teachers’ mathematical knowledge for teaching (MKT) and the mathematical quality of instruction (MQI) within classrooms.

                  Hill is a co-investigator on the National Center for Research on Policy and Practice, a U.S.-based project dedicated to investigating how research is used in school districts’  instructional decision-making. She co-directed the National Center for Teacher Effectiveness and was also principal investigator of a five-year study examining the effects of Marilyn Burns Math Solutions professional development on teaching and learning. Her other interests include knowledge use within the public sector and the role that language plays in the implementation of public policy.

                  She has served as section chairs for the American Educational Research Association and Society for Research on Educational Effectiveness conferences, and on the editorial boards of Journal of Research in Mathematics Education and the American Educational Research Journal. She is the coauthor, with David K. Cohen, of Learning policy: When state education reform works (Yale Press, 2001).

                  • Paul Cappon
                    Paul Cappon Advisory Board Member

                    Dr Paul Cappon has been a national educational leader in Canada for the past several decades. From 2004 to 2012, he was President and CEO of the Canadian Council on Learning, with pan-Canadian responsibility for all phases of lifelong learning, from early childhood to higher education and adult learning.

                    Paul holds doctoral degrees in both Medicine (McMaster University, Ontario) and Sociology (University of Paris), and as a university administrator, he served from 1991 to 1996 as Academic Vice-President at Laurentian University in Ontario.

                    A leader in education, medicine and social sciences, Dr Cappon has authored numerous publications and has been active in both national and international communities. He has acted as Canadian representative for education at a number of bodies, including UNESCO, Commonwealth, APEC and OECD. Separately, he has also run projects for the OECD, and has been a Fellow at the Robert Bosch Foundation in Germany.

                    In 2014-15, he became a Policy Fellow at the Department for Education in England, with a remit to examine the preparedness of English young people for life and work.

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