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Many teachers and researchers consider this process to be one of teacher research into practice. I have framed it more in terms of evidence-informed inquiry into practice because I believe that to be effective every teacher needs to be engaged in such a process every day that they teach. Through doing so they will discover new ways to do things that will inform our wider knowledge of effective practice. For their efforts to labelled “research”, however, I consider that the new understandings need to be situated in the wider body of knowledge about teaching and disseminated in a form that systematically builds and challenges that knowledge. I believe that this agenda is too demanding of teachers who must also face the complex job of teaching students every day of the week. The stance I have taken on evidence-informed inquiry and research is demanding rather than demeaning of teachers. When teachers are provided with opportunities to use and interpret a range of evidence in order to become more responsive to their students’ learning needs, the impact is substantial."

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