Professional Learning Resources Bundle: Purchase Activate and Catalyst for just £50!

By: Louise Stoll , Carol Taylor , Karen Spence-Thomas , Chris Brown , Dr James Mannion , Greg Ross

Old price: £69.98

Purchase both professional learning resources titles, Activate and Catalyst in a special bundle deal for just £50!

Created by James Mannion, Louise Stoll, Karen Spence-Thomas and Greg Ross, Activate is a card-based professional learning resource that aims to improve pupils’ experiences and outcomes by promoting self-regulated learning among leaders, teachers and pupils.

It’s widely recognised that self-regulated learners are more effective learners. The Education Endowment Foundation (EEF) suggests that metacognition and self-regulation are among the most important practices a school can focus on, providing ‘very high impact for very low cost, based on extensive evidence’ (EEF, 2022). However, teachers and leaders are often unsure what these terms mean, or what they look like in practice.

This resource enables teachers and leaders to ‘activate’ pupils to become the drivers of their own learning. Comprising six sets of resource cards (including 83 cards in total) and a clear and detailed facilitator guide – along with an extensive bibliography and additional downloadable materials – Activate has been designed to provide time-pressed teachers and leaders with an accessible means of understanding the theory and practice of self-regulated learning. Working through the activities will enable teachers and leaders to realise the potential of these powerful ideas when working with pupils, whilst helping them to regulate their own learning.

The cards are grouped into two sets – Research cards and Professional Learning and Leadership Learning cards. The Research cards cover the key concepts and characteristics of self-regulated learning and draw on the authors’ original research, offering a range of tried and tested strategies that teachers can put into practice in their own context. The Professional Learning and Leadership Learning cards and associated Scenario cards contain stimulating activities designed to help teachers and leaders promote and model self-regulated learning.

The resource has been developed by specialists at the UCL Centre for Educational Leadership, in conjunction with colleagues from the global Cognita schools system.

Suitable for all teachers and leaders looking to create more confident, proactive, self-regulated learners.


Co-authored by Louise Stoll, Carol Taylor, Karen Spence-Thomas and Chris Brown, Catalyst: An evidence-informed, collaborative professional learning resource for teacher leaders and other leaders working within and across schools is a collection of specially designed cards created to support and promote the professional learning and development of groups of teacher leaders.

Catalyst is a professional learning tool intended to bring to life the findings of a collaborative research and development project carried out between researchers at the UCL Institute of Education and Challenge Partners, an informal national network of schools.

 The project investigated four questions:

 1. What is it about effective middle leadership within and across schools that changes teachers’ practice?

2. What are the most powerful ways of sharing knowledge about excellent middle leadership practice within and across schools?

3. What are the most important factors when designing evidence-based tools to track changes in teachers’ practice as a result of middle leaders’ interventions?

4. What leadership conditions in schools help develop and embed cultures of shared outstanding practice?

The collection consists of two sets of resource cards and a clear and detailed facilitator guide – along with a bibliography and photocopiable resources for download – and has been designed for use by staff in schools in all contexts and across the entire student age range. Ultimately, the aim of the Catalyst process is to:

  • help develop better understanding of and skills in teacher/middle leadership
  • stimulate evidence-informed conversations about teacher/middle leadership which lead to deep and meaningful learning
  • support skilled facilitation of these conversations
  • encourage inquiry, improve problem-solving and enrich decision-making through collaboration
  • enhance leadership within schools and across networks and school partnerships.

Suitable for school leaders and educators looking to both expand and refine their conversations around change management, professional development and school improvement.

Picture for author Louise Stoll

Louise Stoll

Dr Louise Stoll is Professor of Professional Learning at the UCL Centre for Education, IOE and an international consultant, focusing on how school and system leaders create capacity for learning. Louise is a former president of the International Congress for School Effectiveness and Improvement and has worked with the OECD on several initiatives. She has co-developed many materials supporting leaders to connect research evidence and practice.

Picture for author Carol Taylor

Carol Taylor

Carol Taylor is a programme leader for Bespoke Leadership Programmes at UCL IOE. A former school leader, she helps schools to embed practitioner research and inquiry into organisational and individual practice. Carol also designs and facilitates bespoke leadership programmes for national and international contexts.

Picture for author Karen Spence-Thomas

Karen Spence-Thomas

Karen Spence-Thomas is a former schoolteacher and Associate Professor (Teaching) at the Centre for Educational Leadership, IOE. She specialised in designing and facilitating tailored professional development programmes for school leaders in the UK and internationally. She also co-led the centre’s R&D network of schools, promoting teacher inquiry as a basis for professional development. 

Picture for author Chris Brown

Chris Brown

A Professor in Education at Durham University, Chris Brown is seeking to drive forward the use of professional learning networks to promote the collaborative learning of teachers. Chris also has a long-standing interest in how research evidence can and should, but often doesn't, aid the development of education policy and practice.

Picture for author Dr James Mannion

Dr James Mannion

Dr James Mannion is the Director of Rethinking Education, a teacher training organisation dedicated to improving educational outcomes through self-regulated learning, implementation science, and practitioner research. He has a Masters in Person-Centred Education from the University of Sussex, and a PhD in Self-Regulated Learning from the University of Cambridge. Previously, James taught in secondary schools for 12 years.  

Picture for author Greg Ross

Greg Ross

Greg Ross is an Associate Professor (Teaching) at the UCL Centre for Educational Leadership, IOE. He specialises in the design and delivery of evidence-informed professional learning programmes for teachers and school leaders, in partnership with ministries of education, non-governmental organisations, and international school groups. Greg’s research focuses on the leadership of curriculum change. Before joining the IOE, Greg was a senior leader and English teacher in secondary schools.


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