Numerous proposals have been made including more research produced in the classroom or starting from practice (e.g. action research, design-based research), as well as making research on education more relevant and accessible for practice and so on (Cordingley, 2008(55], Hiebert, Gallimore and Stigler, 2002[igj, OECD, 2007(56]). The discussion also extends to how to make educational evidence cumulative (Goldacre, 2013(2oj, Hargreaves, 1996[i7]). Systems/schools required to use the Australian Professional Standards for Teachers in identifying highly skilled teachers to supervise professional experience, and work with higher education providers to ensure rigorous, iterative and agreed assessment of preservice teachers.