About ACR Education
Our Values
ACR Education is an education consultancy dedicated to fostering an inclusive workforce and enhancing the people side of school and college improvement. We collaborate with schools, colleges, trusts, and education partnerships to cultivate professional cultures where staff members feel confident in their practice, connected to their colleagues, and supported in their growth.
Our approach is grounded in three core principles: autonomy, competence, and relationships. These conditions are crucial for helping teachers and education staff build their professional identity, sustain motivation, and thrive in their roles. When these elements are present, educators are more likely to grow, contribute meaningfully, and experience successful teacher career transitions while remaining engaged in the profession, ultimately enhancing teacher retention.
Founded by Dr. Kate Sida-Nicholls, ACR Education leverages over 25 years of experience in teaching, teacher education, professional learning, and senior leadership across various educational settings, including schools and further education. Kate’s doctoral research focused on understanding the conditions that empower teachers to feel capable, connected, and committed to their careers.
Through strategic review, leadership development, and the design of professional learning experiences, ACR Education assists organizations in identifying factors that support or hinder staff confidence and professional growth. Our goal is to implement practical, evidence-informed improvements that enrich both staff experience and student outcomes.
What we offer
Our work focuses on the professional conditions that help staff feel confident, connected and able to grow. We support leaders to strengthen teacher retention, professional learning and career transition points through practical, evidence-informed review and development.
Teacher Retention and Professional Culture
This is a focused review of the professional conditions that shape staff confidence and belonging within an inclusive workforce, which significantly impacts teacher retention. The review will encompass staff voice, leadership conversations, and an evaluation of the current professional culture and learning structures. Additionally, a brief report will offer recommendations that support professional identity and facilitate smoother teacher career transitions.
Staff Confidence, Inclusion and Professional Growth
This work emphasises professional learning, coaching, and mentoring within an inclusive workforce, where staff voice and collaborative reflection are integral to the organisation's real context. The goal is to advance beyond one-off CPD to foster a professional culture that supports sustained professional growth, enhancing professional identity, confidence, belonging, and ultimately teacher retention during critical teacher career transitions.
Supporting Teachers Through Key Career Transitions
Teachers require various forms of support as they navigate critical stages in their careers, including training, early career teaching, and transitions to new roles or leadership responsibilities, especially when returning after a hiatus. The goal is to foster an inclusive workforce that enables teachers to maintain their professional identity and purpose, thereby enhancing teacher retention and promoting a strong professional culture throughout their career transitions.
Professional Learning, Curriculum Readiness and Review
This work supports schools and trusts to design professional learning that is sustained, relevant and connected to improvement priorities. It may include reviewing existing CPD, strengthening coaching and mentoring, developing communities of practice, and preparing staff for curriculum and assessment reform in ways that protect teacher agency, confidence and workload.