A Centre for Research in Educational Leadership and Management (CRELM) seminar presented by Professor Pam Sammons, Department of Education, University of Oxford.

This paper discusses findings from a small-scale, mixed methods study of ‘inspiring’ teaching. The study, commissioned and funded by CfBT (now the Education Development Trust), included case studies of a purposive sample of 17 primary and secondary teachers in England who were nominated by their head teachers as exemplary practitioners whose practice could be viewed as inspirational for their colleagues and pupils.

Three main research questions underpinned the study:

• What do inspiring teachers say about their practice?
• What do inspiring teachers do in their classrooms?
• What are their pupils’ views and experiences?

Several common themes emerged across the teacher perspectives, pupil responses, and lesson observations, indicating that inspiring practice relates to the following core features: positive relationships, good classroom management, positive and supportive classroom climate, formative feedback, enjoyment, and a high quality learning experience overall. Additionally, evidence from this study suggests that inspiring and effective practice are complementary; effective practices may facilitate inspiring teaching, though inspiring practice is linked to additional features beyond those associated with effective teaching. These findings have both theoretical and practical significance. In addition to increasing understanding of the concept of ‘inspiring’ teaching, the results have implications for school and teacher leadership, professional practice and developing professional learning communities.

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