ABSTRACT
Developing such profiles provides a way of characterising the mix of practices and values among staff at different schools and comparing them. We did not limit ourselves to an interest in differences between schools. We thought it likely that differences in the promotion of LHTL between teachers within schools would also be important. Teachers might differ in terms of their years of teaching experience, the subjects they taught or the kind of managerial responsibility they had (we distinguished between senior and middle managers, teachers with little or no managerial responsibility, and learning support staff). Furthermore, primary school teachers might differ from secondary school teachers in the assessment values and practices underpinning their promotion of LHTL in classrooms. Our evidence suggests that, in relation to LHTL, teachers differ most in terms of the subjects they teach (secondary school staff only), the kind of managerial responsibility they hold, and whether they teach in primary or secondary schools. Our evidence also suggests that the assessment practices and values of different groups of teachers changed over the course of the project.
