This guidance is intended to support school trust boards with the induction of new trustees.

There is a strong case for trust leaders to prioritise high quality teacher learning as a mechanism for school improvement. To do so, leaders require an understanding of the barriers to teacher learning and how to overcome them. This paper by Steplab's founder Josh Goodrich and strategic director Claire Hill examines how this can be achieved.

This paper, part of the 'Bridge to the Future' series, emphasises the importance of teaching, evidence and professional development in improving schools. It considers the ways in which school trusts can work to overcome some of the challenges associated with the design and implementation of high-quality professional development through leveraging their capacity (scale and expertise) alongside their ability to control the conditions and culture in which teachers work and professional development takes place.

This document is for chief executives, those aspiring to the role, and trust boards. It aims to underpin key aspects of leadership development and governance by offering a framework to inform executive performance review, executive development, organisation design, and recruitment.

In this short paper, part of the CST ‘A Bridge to the Future’ series, we offer a view of school improvement as deliberate and intentional knowledge building.