The National Institute of Teaching has today appointed its first executive director of research and best practice to help “build a bridge between evidence and education practice”.
Calum Davey, who is a member of the Education Endowment Foundation (EEF) Evaluation Advisory Group, previously worked for the London School of Hygiene and Tropical Medicine, with a focus on evaluations of complex interventions in health, disability inclusion and education.
Mr Davey is set to lead the National Institute of Teaching (NIoT) in overseeing all “school-led” research and best practice aspects across the institute.
The £121 million government institute is set to deliver the Early Career Framework, initial teacher training, National Professional Qualifications and the National Leaders of Education programmes.
The institute, which will launch this month, has been described by the Department for Education as “England’s flagship teacher training and development provider”, designed to show “exemplary delivery of the government’s ambitious reforms”.
National Institute of Teaching appoints research director
The NIoT said Mr Davey’s team will produce and communicate evidence on how best to deliver professional development that works for teachers, teacher-leaders and pupils.
Melanie Renowden, chief executive of the NIoT, said the institute was “thrilled” that Mr Davey was joining the team, adding: “He will play a pivotal role in helping us build a bridge between evidence and education practice.”
Ms Renowden said that Mr Davey’s appointment “boosts” the work of the institute “to nurture the talents of teachers and leaders at every step of their career, whatever the context, wherever they are in the country, so they can provide children with the exemplary education they deserve”.
Speaking today, Mr Davey said he was “delighted” to be a part of the NIoT.
He said that the institute’s “school-led research and dissemination aims to improve professional development across the education system”.
“Professional development for teachers and leaders should support learning in the classroom, job satisfaction and career progression,” he added.
Mr Davey said he looked forward to “helping” the institute to “play a leading role in this area for the sector”.
