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Enhancing Teaching and Learning: How SchooliP Aligns with Research

Picture of Andy Goodeve  Andy Goodeve 06 June 2024

SchooliP seamlessly aligns with research evidence on improving teaching and learning through its comprehensive, data-driven approach. Here’s how:

1. Clear Focus and High Expectations

The research underscores the significance of clear goals and high expectations in driving educational outcomes. Hattie (2009) highlights that setting explicit expectations is crucial for student achievement. SchooliP facilitates this by providing a centralised platform where schools can set and track clear objectives for staff, ensuring alignment and focus.

"Visible Learning research highlights that setting high expectations has a significant impact on student learning" (Hattie, 2009).

2. Personalised Professional Development

Effective teaching hinges on personalised professional development. Darling-Hammond et al. (2017) found that sustained, job-embedded professional learning positively impacts teaching practices and student outcomes. SchooliP supports this by enabling personalised CPD plans, tracking progress, and providing tailored feedback to meet individual teacher needs.

 "Effective professional development is content-focused, incorporates active learning, supports collaboration, uses models of effective practice, provides coaching and expert support, offers feedback and reflection, and is of sustained duration" (Darling-Hammond et al., 2017).

3. Robust Monitoring and Feedback

Timely and constructive feedback is critical for teacher development and student learning. Black and Wiliam (1998) emphasise the importance of formative assessment and feedback. SchooliP enables continuous monitoring and feedback through its comprehensive review system, ensuring teachers receive the support they need to improve.

"Feedback is one of the most powerful influences on learning and achievement, but this impact can be either positive or negative" (Black & Wiliam, 1998).

4. Collaborative Learning Communities

Creating a culture of collaboration among educators is crucial for school improvement. Vescio, Ross, and Adams (2008) found that professional learning communities (PLCs) enhance teaching practices and student achievement. SchooliP promotes collaboration through features supporting virtual learning communities, collaborative planning, and the sharing of best practices.

"When teachers participate in professional learning communities, they share a common purpose, goals, and outcomes for student learning" (Vescio, Ross, & Adams, 2008).

5. Data-Driven Decision Making

Effective use of data is essential for informed decision-making in education. Hamilton et al. (2009) argue that data-driven decision-making improves instructional practices and student outcomes. SchooliP provides robust data analysis tools, enabling schools to make informed decisions based on comprehensive data from teacher reviews, student performance, and other key metrics.

"Data-driven decision-making is crucial for improving instruction and student outcomes" (Hamilton et al., 2009).


SchooliP's alignment with educational research ensures that schools can implement evidence-based strategies to enhance teaching and learning. By providing tools for clear goal-setting, personalised professional development, robust monitoring and feedback, collaborative learning, and data-driven decision-making, SchooliP empowers schools to achieve continuous improvement and educational excellence.


  • Hattie, J. (2009). *Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement*. Routledge.
  • Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). *Effective Teacher Professional Development*. Learning Policy Institute.
  • Black, P., & Wiliam, D. (1998). *Inside the Black Box: Raising Standards Through Classroom Assessment*. Phi Delta Kappan.
  • Vescio, V., Ross, D., & Adams, A. (2008). *A Review of Research on the Impact of Professional Learning Communities on Teaching Practice and Student Learning*. Teaching and Teacher Education.
  • Hamilton, L., Halverson, R., Jackson, S., Mandinach, E., Supovitz, J., & Wayman, J. (2009). *Using Student Achievement Data to Support Instructional Decision Making*. National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.

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