Evidence-informed practice is now regarded as instrumental to school reform efforts both in England and elsewhere (Greany, 2015). This is especially important given the focus on school self-improvement coupled with a drive for high-quality teaching within a devolved, and increasingly autonomous, education system. Teaching schools are outstanding schools that work with strategic partners, such as universities and private sector organisations, to provide high-quality training and development to new and to experienced school staff. Research and development or "R&D" forms one of their six key areas of responsibility, often referred to as the "big six". This report seeks to explore the effectiveness with which teaching schools are delivering their R&D responsibilities. It provides new insights based on an analysis of a survey of 83 teaching schools and a comparison group of 80 outstanding schools. The report finds there is evidence to suggest that R&D is becoming increasingly embedded within the other areas of the big six, and particularly within school-led initial teacher training (ITT) and continuing professional development (CPD). Despite this, many teaching school alliances (TSAs) report that R&D is treated as an "add-on" and is considered less important compared to other concerns. The report also finds there are many challenges facing TSAs in delivering R&D including the long time it can take to show the impact of R&D and the fact there is still a need to build an expectation for teaching as an evidence-based profession. Additionally, there is some evidence to suggest that teaching school status does not necessarily enhance a teaching school's level of research activity, relative to other outstanding schools.