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.

  • Robert Coe
    Robert Coe Advisory Board Member

    Robert Coe is Professor in the School of Education and Director of the Centre for Evaluation and Monitoring (CEM), Durham University. CEM is the largest educational research centre in a UK university and has provided assessment and monitoring systems to many thousands of schools since 1983.

    Before embarking on an academic career, Robert was a teacher of mathematics, with experience in a range of secondary schools and colleges. He left teaching in 1995 to study full-time for a PhD at Durham University, and then stayed on as a Research Associate and Lecturer, with particular focus on evidence-based education and the involvement of practitioners in research.

    He was a member of the Sykes Review of Assessment, the Department for Education’s (UK Government) commission on assessment without levels,  and is currently a member of Ofqual’s Standards Advisory Group, as well as the DfE’s Teachers’ Professional Development Expert Group.

    Robert is also co-authoring a book on evidence-based teaching with Stuart Kime, Director of

  • 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.

  • 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).

  • 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.

  • 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 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.

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