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The review highlights why supporting teacher professional learning matters and contrasts effective autonomy and trust with compliance-driven systems that can narrow practice. 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Rauch Stuart Kime  \nDan Singleton  \n[greatteaching.com](greatteaching.com)  \nAcknowledgements  \nWithout collaboration, generosity and a shared will to help every teacher improve, there would be no Great Teaching Toolkit Evidence Review. The work so far has been a truly international project, with 74 collaborators from eleven countries around the world. To all these people listed below – each of whom gave their time and wise feedback freely – we say thank you.  \nWe would also like to take this opportunity to express our thanks to Cambridge Assessment International Education, whose support has helped make this review possible.  \nFinally, particular credit is reserved for our partners at Ignio, with whom we work closely on many of our developments. The tireless input and invaluable expertise of Dan Singleton and his team is often unseen, but without it, you would not be reading this document today.  \nAs you will discover, the Evidence Review is only the start of a project to transform teacher development. We look forward to acknowledging the collaboration and wisdom of many more teachers, leaders, researchers, designers and policy-makers as we take our next steps together.  \nThank you to:  \nJanice Allen *  \nFalinge Park High School, Rochdale Fatima Altawil  \nBunat Alghad Academy, Jordan  \nPhil Anderson Teach First  \nPaul Beedle  \nCambridge Assessment International Education  \nAdam Boxer  \nThe Totteridge Academy  \nHazel Brinkworth  \nDulwich College Shanghai Pudong  \nGerard Calnin  \nEducation University of Hong Kong  \nRuth Carney  \nFalinge Park High School, Rochdale  \nRobbie Coleman  \nEducation Endowment Foundation  \nSteve Dalgarno Dulwich College Suzhou  \nShaun Daly Teach First  \nRob Davies Swansea Council  \nDavid Didau The Learning Spy  \nMegan Dixon Aspire Educational Trust  \nAnne Dwyer  \nYew Wah International Education Foundation  \nMark Enser  \nHeathfield Community College  \nKatie Fas Teach First  \nSarah Flaherty Teach First  \nHarry Fletcher-Wood Ambition Institute  \nVictoria Foster  \nDulwich College Shanghai Pudong  \nDeep Ghataura Heston Community School  \nSylwia Glazewska  \nFalinge Park High School, Rochdale  \nDave Greenshields Grace College, Gateshead  \nRory Gribbell  \nDepartment for Education, England  \nRegan Gurung Oregan State University  \nJohn Hattie *  \nUniversity of Melbourne  \nRoger Higgins  \nNorwich Research School  \nClaire Hill  \nTurner Free School, Folkestone  \nHeather Hill * Harvard University  \nMatt Hood  \nOak National Academy  \nToby Horrocks Ambition Institute  \nKevin House  \nDulwich College International  \nKat Howard  \nThe Duston School, Northampton  \nGreat Teaching Toolkit Evidence Review | 2  \nNicolas Hübner  \nEberhard Karls University of Tübingen  \nBen Hughes Teach First  \nAhmed Hussain  \nWellington College International  \nEdward James Ambition Institute  \nRory Johnson  \nFalinge Park High School, Rochdale  \nMark Jones  \nDulwich College Suzhou  \nNiki Kaiser  \nNorwich Research School  \nIan Kelleher  \nCenter for Transformative Teaching and Learning  \nVictoria Kelly Teach First  \nMax Knogler  \nTechnical University of Munich  \nCarolina Kuepper-Tetzel * University of Glasgow  \nPeps Mccrea Ambition Institute  \nSteve Mills  \nWhitehill Junior School  \nRachel Miller Teach First  \n© 2020 Evidence Based Education  \nPublished by Evidence Based Education in partnership with  \nCambridge Assessment International Education  \nRebecca Mitchell Teach First  \nSophie Morgan-Williams Ambition Institute  \nLindsay Morlock South Shields School  \nRoss Morrison McGill Teacher Toolkit  \nDaniel Muijs Ofsted  \nRyan O’Kane  \nFalinge Park High School, Rochdale  \nPaula O’Reilly  \nFalinge Park High School, Rochdale  \nRachel Ogden  \nFalinge Park High School, Rochdale  \nRachel Orr Teach First  \nKaty Pautz  \nFalinge Park High School, Rochdale  \nLisa Pettifer  \nTrinity School, Carlisle  \nMorgan Polikoff *  \nUniversity of Southern California  \nAlex Quigley  ","cbCaikkK3KimXCqe","https://ap.wps.com/l/cbCaikkK3KimXCqe","pdf",1880311,16,"English","# Acknowledgements\n# Foreword\n## Teaching as the key driver of student outcomes\n## Teacher learning and the impact of compliance","[{\"question\":\"What is the Great Teaching Toolkit Evidence Review focused on?\",\"answer\":\"It focuses on evidence about the impact of good teaching on student outcomes and on how to support teachers’ professional development.\"},{\"question\":\"Why does the foreword emphasize teacher autonomy and trust?\",\"answer\":\"It argues that compliance-driven systems can erode autonomy, creativity, and trust, leading to overly formulaic practice and less supportive feedback.\"},{\"question\":\"Who contributed to making the review possible?\",\"answer\":\"The document credits a large international collaboration and thanks partners including Cambridge Assessment International Education and Ignio, along with many named educators and experts.\"}]","Great Teaching Toolkit Evidence Review - June 2020 | PDF",1792721668]